EQ Leader – Workshop 2 (Personal Competence)
The Appleton Greene Corporate Training Program (CTP) for EQ Leader is provided by Ms. Samson-Song Certified Learning Provider (CLP). Program Specifications: Monthly cost USD$2,500.00; Monthly Workshops 6 hours; Monthly Support 4 hours; Program Duration 12 months; Program orders subject to ongoing availability.
If you would like to view the Client Information Hub (CIH) for this program, please Click Here
Learning Provider Profile
Ms. Samson-Song is a Corporate Trainer, Executive Coach and Certified EQ-i 2.0 Facilitator.
Ms. Samson-Song has 17+ years experience as a corporate trainer in various industry sectors, providing training to thousands of customer-facing employees, enabling them to offer exceptional service to customers, clients and guests. She has also helped new and existing leaders in management positions to be effective in their roles through leadership development. She is passionate about helping people move to their next level of brilliance.
Ms. Samson-Song’s training is a healthy blend of personal development, science-backed psychology and professional excellence. With a fierce commitment to the facilitation of growth, She is uniquely gifted in identifying the dysfunctional patterns in individuals and teams, which holds them back from being brilliant. She is able to bring clarity in decision-making, as well as helping her clients move from feeling stuck, to becoming highly effective in their roles. She firmly believes people skills directly impact productivity.
Through the success of these trainings, it has led her to partner with c-suite leaders and senior management to align their training programs with business strategy and direction.
Ms. Samson-Song’s clients span across companies such as: EY, Lockheed Martin, International Monetary Fund, GAP, Agilent Technologies, Adobe, Target, Under Armor, Hershey, Johnson & Johnson, and more.
Today, She combines her corporate training experience with executive coaching skills to provide unique value for participants in workshop settings.
Ms. Samson-Song obtained her coach training from the Coactive Training Institute (CTI) based in San Rafael, California and is professionally certified on a PCC level by the international Coaches Federation (ICF). She is also a certified by Multi Health Systems (MHS) as a an EQ-i 2.0 & EQ 360 Practitioner.
Ms. Samson-Song holds a diploma in Customer Relationship Management from the University of South Africa and a diploma in Food Science & Technology from Kaduna Polytechnic, Nigeria.
In the last two decades, She has traveled to over 40 countries in 5 continents. Her passion for unlocking potential in people continues to be her core motivation.
MOST Analysis
Mission Statement
Part 1 Month 2 Personal Competence – This will be a deep-dive session into two of the critical components of Emotional Intelligence. The focus of this training is on self-awareness and self-management. By delving into self-awareness and self-regulation, individuals will learn to recognize and manage their own emotions, cultivate a deep understanding of their emotional tendencies, and develop effective strategies for emotional regulation. Through this process, participants will embark on a journey of self-discovery, honing their ability to recognize and interpret their emotions, strengths, and limitations. They will gain valuable insights into how their emotions impact their decision-making, relationships, and overall well-being. Participants will learn practical techniques and exercises to enhance their emotional self-control, stress management, resilience, and adaptability, ultimately equipping them to navigate challenges with greater emotional resilience and success.
Objectives
01. Self-Awareness: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
02. Self-Management: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
03. Emotion Neuroscience: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
04. Emotional Literacy: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
05. Personal Triggers: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
06. Personal Values: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
07. Self-Discipline: departmental SWOT analysis; strategy research & development. 1 Month
08. Time Management: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
09. Behavioral Science: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
10. Self-Reflection: departmental SWOT analysis; strategy research & development. Time Allocated: 1 Month
Strategies
01. Self-Awareness: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
02. Self-Management: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
03. Emotion Neuroscience: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
04. Emotional Literacy: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
05. Personal Triggers: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
06. Personal Values: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
07. Self-Discipline: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
08. Time Management: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
09. Behavioral Science: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
10. Self-Reflection: Each individual department head to undertake departmental SWOT analysis; strategy research & development.
Tasks
01. Create a task on your calendar, to be completed within the next month, to analyse
Self-Awareness.
02. Create a task on your calendar, to be completed within the next month, to analyse Self-Management.
03. Create a task on your calendar, to be completed within the next month, to analyse Emotion Neuroscience.
04. Create a task on your calendar, to be completed within the next month, to analyse Emotional Literacy.
05. Create a task on your calendar, to be completed within the next month, to analyze Personal Triggers.
06. Create a task on your calendar, to be completed within the next month, to analyse Personal Values.
07. Create a task on your calendar, to be completed within the next month, to analyse Self-Discipline.
08. Create a task on your calendar, to be completed within the next month, to analyse Time Management.
09. Create a task on your calendar, to be completed within the next month, to analyze Behavioral Science.
10. Create a task on your calendar, to be completed within the next month, to analyse Self-Reflection.
Introduction
Welcome to the second EQ Leader Workshop, where we embark on a transformative journey to cultivate personal competence—a cornerstone of effective leadership. In today’s rapidly evolving business landscape, leadership success is no longer solely defined by technical skills or hierarchical authority. Instead, it hinges on the ability to harness the power of emotional intelligence (EQ) to inspire, influence, and lead with authenticity and purpose.
Personal competence skills are essential in today’s world of management for several reasons:
1. Effective Leadership: Personal competence skills, such as self-awareness, self-management, and emotional intelligence, are fundamental for effective leadership. Leaders who possess these skills can better understand themselves, relate to others, and navigate complex interpersonal dynamics, fostering trust, collaboration, and high-performance teams.
2. Adaptability and Resilience: In today’s rapidly changing business environment, adaptability and resilience are critical for success. Personal competence skills enable leaders to remain composed under pressure, adapt to unforeseen challenges, and bounce back from setbacks with resilience and determination.
3. Enhanced Decision-Making: By honing personal competence skills, managers can make more informed and rational decisions. Self-awareness allows leaders to recognize their biases, emotions, and preferences, enabling them to approach decision-making with clarity, objectivity, and sound judgment.
4. Effective Communication: Personal competence skills empower managers to communicate more effectively with their teams, peers, and stakeholders. Leaders who understand their own communication styles, emotions, and triggers can convey messages with clarity, empathy, and authenticity, fostering better understanding and alignment among team members.
5. Conflict Resolution and Relationship Building: In today’s diverse and interconnected workplaces, the ability to manage conflicts and build positive relationships is paramount. Personal competence skills enable leaders to navigate conflicts constructively, resolve interpersonal differences, and cultivate a culture of trust, respect, and collaboration.
6. Employee Engagement and Retention: Managers with strong personal competence skills are better equipped to engage and motivate their teams. By fostering a supportive and inclusive work environment, leaders can enhance employee morale, satisfaction, and retention, ultimately driving organizational success.
7. Continuous Improvement and Growth: Personal competence skills facilitate continuous learning, growth, and development. Leaders who engage in self-reflection, seek feedback, and embrace challenges as opportunities for growth can inspire a culture of innovation, learning, and continuous improvement within their organizations.
In summary, personal competence skills are indispensable for managers in today’s dynamic and complex business landscape. By cultivating these skills, leaders can enhance their effectiveness, drive organizational performance, and lead with purpose, resilience, and authenticity in an ever-evolving world of management.
Recognizing Personal Competence in a Leader
Personal competence in a leader can be recognized through various observable behaviors and traits. Here are some indicators:
• Self-Awareness: A leader who is self-aware recognizes their strengths, weaknesses, emotions, and impact on others. They demonstrate an understanding of their values, beliefs, and behaviors, and openly acknowledge areas for growth.
• Emotional Regulation: Effective leaders demonstrate emotional intelligence by managing their emotions in challenging situations. They remain composed under pressure, control impulses, and refrain from reacting impulsively or emotionally.
• Adaptability: Leaders with personal competence are adaptable and flexible in the face of change. They embrace new ideas, perspectives, and challenges, and demonstrate resilience in navigating uncertainty and ambiguity.
• Time Management: Personal competence extends to a leader’s ability to manage time effectively. They prioritize tasks, set realistic goals, and manage their workload efficiently, demonstrating organization, focus, and productivity.
• Reflective Practice: A leader who values personal competence engages in reflective practice regularly. They take time to reflect on their experiences, behaviors, and decisions, seeking opportunities for learning, growth, and self-improvement.
• Consistency and Integrity: Personal competence is reflected in a leader’s consistency and integrity. They uphold ethical standards, demonstrate honesty and transparency in their actions, and align their behavior with their values and principles.
• Continuous Learning: Leaders with personal competence prioritize their ongoing learning and development. They seek feedback, participate in training and development opportunities, and demonstrate a commitment to personal and professional growth.
By observing these behaviors and traits, colleagues, peers, and stakeholders can recognize personal competence in a leader and appreciate their contributions to organizational success.
The Core of Personal Competence
At the heart of personal competence lies self-awareness—the foundation upon which all other EQ competencies are built. By gaining deep insights into our thoughts, emotions, and behaviors, we can unlock our full potential as leaders. Through self-awareness, we develop the capacity for self-management—the ability to regulate our emotions, stay composed under pressure, and adapt to change with resilience and grace.
Understanding personal triggers is a crucial aspect of self-awareness, as it empowers us to navigate challenging situations with clarity and composure. By identifying the events, people, or circumstances that elicit strong emotional reactions, we can proactively manage our responses and cultivate a sense of emotional balance.
Furthermore, personal values serve as guiding principles that shape our decisions, actions, and priorities as leaders. By aligning our behaviors with our core values, we foster authenticity, integrity, and trust—essential qualities for building meaningful relationships and inspiring others to follow our lead.
Effective time management is another vital component of personal competence, enabling us to prioritize tasks, set goals, and maximize productivity. By mastering the art of time management, we create space for focused attention, creative thinking, and strategic planning—essential skills for driving organizational success.
Delving deeper into the neuroscience of emotions and behavioral science, we uncover the underlying mechanisms that govern human behavior and decision-making. By understanding the brain’s role in shaping our emotions, thoughts, and actions, we gain valuable insights into our own behavior and that of others—a key advantage for effective leadership.
Finally, we recognize the transformative power of self-reflection in leadership development. By engaging in regular introspection and self-assessment, we deepen our self-awareness, identify areas for growth, and chart a course for continuous improvement. Through the power of self-reflection, we harness our innate potential to become more empathetic, resilient, and inspiring leaders.
As we embark on this journey of self-discovery and personal growth, let us embrace the principles of personal competence with curiosity, courage, and humility. Together, we will unlock the transformative potential within ourselves and unleash our capacity to lead with purpose, passion, and authenticity. Welcome to the EQ Leader Workshop—where personal competence meets leadership excellence.
Executive Summary
Workshop 2 – Personal Competence
Welcome to the second workshop. In the context of the EQ Leader Workshop, understanding and developing personal competence are essential for participants to enhance their leadership capabilities and drive organizational success.
Personal competence is a core component of emotional intelligence (EQ). It plays a pivotal role in the effectiveness of leaders.
We will be covering the following 10 Focus Areas:
Chapter 1: Self-Awareness
Self-awareness is a foundational element of personal competence and a critical aspect of effective leadership. Self-awareness refers to the ability to recognize and understand one’s own emotions, strengths, weaknesses, values, and motivations. It serves as the foundation upon which other EQ competencies are built. Understanding oneself is paramount as it forms the basis for developing emotional intelligence (EQ) and leadership capabilities. Self-awareness enables leaders to recognize their strengths, weaknesses, emotions, and how they impact others, fostering a deeper understanding of themselves and their leadership style.
Within the workshop, emphasis on self-awareness facilitates introspection and reflection, encouraging leaders to explore their thoughts, feelings, and behaviors. By gaining insight into their values, beliefs, and motivations, participants can identify areas for growth and development, enhancing their capacity to lead with authenticity and purpose.
Research has consistently shown that self-aware leaders are better equipped to manage their emotions effectively, navigate challenging situations with composure, and build meaningful relationships with their teams. Through heightened self-awareness, leaders can recognize their triggers, biases, and blind spots, enabling them to make more informed decisions and respond thoughtfully to various circumstances.
Moreover, self-awareness fosters a culture of continuous learning and improvement within organizations. Leaders who prioritize self-awareness serve as role models for their teams, promoting openness, vulnerability, and a growth mindset. By modeling self-reflection and self-awareness, leaders empower their teams to embrace personal growth, resilience, and adaptability in the face of change.
What is the Impact of Self Awareness on Leadership Effectiveness?
Leaders who possess self-awareness are better able to inspire and influence others, as they demonstrate authenticity, empathy, and humility. By understanding their own strengths and weaknesses, self-aware leaders are more likely to leverage their strengths and seek support or development in areas of weakness. This enables them to build high-performing teams, foster a culture of trust and collaboration, and drive organizational success. Moreover, self-aware leaders are more adaptable and open to feedback, continuously seeking opportunities for growth and self-improvement.
In summary, self-awareness lays the foundation for effective leadership and personal competence. Within the EQ Leader Workshop, cultivating self-awareness enables leaders to gain clarity about themselves, enhance their emotional intelligence, and lead authentically. By fostering self-awareness among participants, the workshop not only enhances individual leadership effectiveness but also contributes to the development of a positive and thriving organizational culture.
Chapter 2: Self-Management
Self-Management is the second cornerstone of personal competence and effective leadership. As a critical component of effective leadership, self-management equips leaders with the tools and strategies necessary to regulate their emotions, navigate challenging situations, and maintain composure under pressure. In the context of an EQ Leader Workshop, understanding and honing self-management skills are paramount for fostering leadership excellence and driving organizational success.
Self-management encompasses a range of abilities, including emotional self-control, adaptability, resilience, and stress management. Leaders who excel in self-management demonstrate the capacity to remain composed and focused amid adversity, make sound decisions under pressure, and effectively handle setbacks and challenges. By cultivating self-awareness and harnessing strategies such as mindfulness, cognitive reframing, and proactive stress management techniques, leaders can enhance their ability to regulate emotions and maintain equilibrium in demanding situations.
What is the Impact of Self-Management on Leadership Effectiveness?
The importance of self-management in personal competence cannot be overstated, as it serves as the linchpin for effective leadership across various domains. In the context of the EQ Leader Workshop, participants will explore the role of self-management in fostering resilience, agility, and executive presence. Through interactive exercises, case studies, and self-assessment tools, participants will gain insights into their own emotional triggers, stress responses, and coping mechanisms, empowering them to develop tailored strategies for self-regulation and personal effectiveness.
Furthermore, self-management plays a pivotal role in shaping organizational culture and driving employee engagement and performance. Leaders who exemplify strong self-management skills set a positive example for their teams, fostering a culture of accountability, adaptability, and emotional resilience. By modeling effective self-management behaviors, leaders can inspire trust, confidence, and motivation among their team members, leading to higher levels of productivity, innovation, and collaboration.
In this workshop, participants will explore practical techniques for enhancing self-management skills, including impulse control and emotional regulation strategies. Through experiential learning activities and peer-to-peer discussions, participants will discover how to leverage self-management as a catalyst for personal growth, professional development, and leadership effectiveness.
Chapter 3: Neuroscience of Emotion
Understanding the neuroscience of emotions is paramount for personal competence, a foundational pillar of effective leadership. This knowledge empowers leaders to navigate complex interpersonal dynamics, make informed decisions, and foster positive organizational cultures.
The neuroscience of emotions explores the intricate interplay between brain structures, neurotransmitters, and neural pathways involved in the generation, processing, and regulation of emotions. It investigates how various regions of the brain, such as the amygdala, prefrontal cortex, and limbic system, contribute to emotional experiences, cognitive appraisal, and behavioral responses. Through advanced imaging techniques and neurobiological research, scientists uncover the neurochemical and neurophysiological mechanisms underlying emotions, shedding light on their profound impact on cognition, decision-making, social interactions, and overall well-being. Understanding the neuroscience of emotions offers valuable insights into human behavior and informs strategies for emotional regulation, empathy, and resilience.
In addition, the neuroscience of emotions sheds light on the role of emotional intelligence and underscores the significance of emotional regulation, another key component of personal competence. Research suggests that the amygdala, an almond-shaped structure in the brain, plays a pivotal role in processing emotions and triggering the body’s stress response. By learning to regulate emotional responses, leaders can modulate the activity of the amygdala and mitigate the negative effects of stress on decision-making and interpersonal relationships.
Furthermore, understanding the neuroscience of emotions facilitates empathetic leadership, which involves recognizing and empathizing with others’ emotions. Mirror neurons, specialized brain cells that fire both when we perform an action and when we observe someone else performing the same action, underpin empathy and social cognition. Leaders who grasp the neurobiological basis of empathy can cultivate stronger connections with their teams, foster a culture of collaboration, and drive collective success.
In conclusion, understanding the neuroscience of emotions is indispensable for personal competence and effective leadership in the EQ Leader Workshop. By leveraging neuroscientific insights, leaders can enhance self-awareness, regulate emotions, empathize with others, cultivate resilience, and foster inclusive organizational cultures.
How Does Emotion Impact Cognitive Neuroscience?
Emotion significantly impacts cognitive neuroscience by influencing various cognitive processes such as attention, memory, decision-making, and learning. Emotions can modulate the allocation of attentional resources, enhancing the processing of emotionally salient stimuli while diverting attention from less relevant information. Additionally, emotions play a crucial role in memory formation and retrieval, with emotionally charged events often being remembered more vividly. Emotions also guide decision-making processes, influencing risk-taking behaviors and preferences. Furthermore, emotional states can shape learning and neural plasticity, affecting the encoding and consolidation of new information. Overall, the interaction between emotion and cognition is intricate and dynamic, significantly shaping our perception, judgment, and behavior.
Chapter 4: Emotional Literacy
Emotional literacy plays a crucial role in enhancing personal competence. This aspect of emotional intelligence encompasses the ability to identify, understand, and manage one’s own emotions effectively, as well as the emotions of others. In the context of leadership development, emotional literacy serves as a foundation for building strong interpersonal relationships, fostering effective communication, and making sound decisions that drive organizational success.
At the core of emotional literacy lies self-awareness, which enables leaders to recognize their own emotions and understand how these emotions influence their thoughts, behaviors, and interactions with others. By developing self-awareness, leaders can better regulate their emotions, navigate challenging situations with composure, and project authenticity and sincerity in their leadership style. Moreover, self-aware leaders are better equipped to recognize their strengths and areas for growth, allowing them to leverage their emotional intelligence to drive personal and professional development.
In addition, emotional literacy enhances leaders’ communication skills, enabling them to articulate their thoughts and ideas effectively while also actively listening to others. Effective communication is essential for conveying vision, aligning team members’ goals, and resolving conflicts constructively. Leaders who possess strong communication skills can inspire and motivate their teams, foster open dialogue, and facilitate meaningful connections that drive organizational success.
In the realm of decision-making, emotional literacy empowers leaders to make well-informed and rational choices by considering both logical analysis and emotional intelligence. Leaders who are emotionally literate can assess the potential impact of their decisions on individuals and teams, anticipate reactions, and navigate complex dynamics with empathy and sensitivity. By integrating emotional intelligence into their decision-making process, leaders can mitigate risks, build consensus, and achieve sustainable outcomes that benefit both the organization and its stakeholders.
Moreover, emotional literacy enables leaders to effectively manage change and adversity by remaining resilient, adaptable, and forward-thinking. In today’s rapidly evolving business landscape, leaders must navigate uncertainty, ambiguity, and disruption with agility and resilience. Emotional literacy equips leaders with the mindset and skills to embrace change as an opportunity for growth, inspire optimism and confidence in their teams, and lead by example during times of challenge and transition.
In conclusion, emotional literacy is a foundational element of personal competence for leaders. By developing emotional literacy, leaders can enhance self-awareness, empathy, communication, decision-making, and resilience, ultimately driving organizational success and fostering a positive workplace culture. Through ongoing learning and practice, leaders can continue to refine their emotional intelligence and unlock their full potential as effective and influential leaders in their organizations.
Chapter 5: Personal Triggers
As part of an EQ Leader Workshop, it is essential for leaders to delve into the concept of “personal triggers” – those specific situations, events, or stimuli that elicit strong emotional reactions. This executive summary highlights the importance of leaders understanding their personal triggers and explores how this knowledge can significantly enhance leadership effectiveness and organizational outcomes.
Understanding Personal Triggers: Personal triggers are deeply rooted emotional responses that individuals experience in response to certain stimuli. These triggers can stem from past experiences, beliefs, values, or even subconscious biases. By identifying and understanding their personal triggers, leaders gain valuable insights into their emotional landscape and how it influences their behavior, decision-making, and interactions with others.
Impact on Leadership Effectiveness: Awareness of personal triggers is instrumental in enhancing leadership effectiveness in several ways. Firstly, it enables leaders to manage their emotions more effectively, preventing reactive and impulsive responses in challenging situations. This self-regulation fosters a calm and composed leadership presence, instilling confidence and trust among team members. Additionally, understanding personal triggers allows leaders to anticipate potential stressors or conflicts, enabling proactive strategies to mitigate their impact and maintain a positive team dynamic.
Promoting Self-Awareness and Growth: Delving into personal triggers promotes self-awareness – a cornerstone of emotional intelligence. Through introspection and reflection, leaders gain deeper insights into their emotional patterns, triggers, and underlying motivations. This self-awareness empowers leaders to make conscious choices aligned with their values and desired leadership outcomes. Moreover, it opens avenues for personal growth and development as leaders confront and navigate their triggers, ultimately fostering resilience and adaptability in the face of challenges.
Building Stronger Relationships: Effective leadership hinges on the ability to cultivate strong relationships built on trust, respect, and empathy. By understanding their personal triggers, leaders can communicate more transparently with their teams about their emotional responses and triggers. This vulnerability fosters an environment of psychological safety, where team members feel valued and understood. Additionally, leaders who acknowledge and manage their triggers are better equipped to empathize with others’ perspectives and navigate interpersonal conflicts constructively, thereby strengthening team cohesion and collaboration.
Driving Organizational Performance: Leadership success is intrinsically linked to organizational performance and outcomes. By harnessing their understanding of personal triggers, leaders can foster a culture of emotional intelligence within their organizations. This culture promotes open communication, constructive feedback, and a shared commitment to personal and collective growth. Consequently, teams become more resilient, adaptable, and innovative, driving organizational performance and achieving strategic objectives effectively.
In conclusion, leaders’ awareness and understanding of their personal triggers are fundamental aspects of emotional intelligence that profoundly impact leadership effectiveness and organizational success. Through introspection, self-awareness, and proactive management of triggers, leaders can cultivate a leadership presence characterized by authenticity, resilience, and empathy – qualities that inspire and empower teams to achieve greatness.
Chapter 6: Personal Values
At the heart of EQ lies a leader’s understanding and alignment with their personal values. The EQ Leader Workshop delves deep into the significance of leaders knowing their personal values and how this awareness can revolutionize their leadership approach.
The workshop provides leaders with practical tools and strategies to identify, articulate, and integrate their personal values into their leadership approach. Through interactive sessions, participants gain insights into their core values and learn how to leverage them to drive positive change within their teams and organizations.
Understanding personal values forms the cornerstone of effective leadership. Leaders who are grounded in their values possess clarity of purpose and authenticity in their actions, fostering trust and respect among their teams. By articulating and embodying their values, leaders create a cohesive organizational culture that aligns with their vision and mission.
Personal values serve as a compass guiding leaders through complex decision-making processes. In times of uncertainty and ambiguity, leaders who are anchored in their values can make principled decisions that resonate with their beliefs and priorities. This ensures ethical leadership and cultivates a culture of integrity within the organization.
Furthermore, knowing their personal values empowers leaders to navigate challenges with resilience and determination. When faced with adversity, leaders who are in tune with their values draw upon their inner strength and conviction to persevere. This resilience not only inspires confidence among team members but also sets a powerful example of leadership in action.
In addition to enhancing individual leadership effectiveness, understanding personal values fosters deeper team engagement and alignment. Leaders who authentically embody their values create an environment where team members feel valued and motivated to contribute their best. This sense of purpose and belonging fuels collaboration, innovation, and ultimately, organizational success.
Moreover, the EQ Leader Workshop emphasizes the transformative impact of personal values on organizational culture and performance. Leaders who actively promote and reinforce their values create a culture of accountability and excellence. Employees are more likely to uphold organizational values when they see their leaders embodying them in their daily actions and decisions.
Aligning personal values with organizational values is crucial for fostering a cohesive and harmonious work environment where employees are motivated, engaged, and committed to achieving common goals. When personal values are in sync with organizational values, employees experience a sense of alignment and purpose, leading to higher job satisfaction and morale. This alignment also promotes a strong sense of belonging and identity within the organization, encouraging employees to actively contribute to its success.
Furthermore, when leaders and employees embody organizational values in their daily actions and decisions, it creates a culture of trust, transparency, and accountability. This, in turn, strengthens teamwork, collaboration, and communication, facilitating more efficient and effective performance across all levels of the organization. Moreover, when personal and organizational values are aligned, employees are more likely to exhibit behaviors that uphold ethical standards and promote the organization’s reputation and brand integrity. Ultimately, by aligning personal values with organizational values, companies can create a positive and sustainable work culture that drives employee engagement, retention, and overall organizational success.
In conclusion, the EQ Leader Workshop underscores the critical role of personal values in shaping effective leadership. By cultivating self-awareness and aligning with their values, leaders unlock their full potential to inspire, influence, and lead with integrity.
Chapter 7: Self-Discipline
The EQ Leader Workshop aims to equip leaders with the skills and competencies needed to become effective leaders. Self-discipline is a foundational element of emotional intelligence and a critical competency for effective leadership. Lack of self-discipline and follow-through is one of the main reasons training initiatives fail.
The Importance of Self-Discipline: Self-discipline, often regarded as the cornerstone of personal and professional growth, is a fundamental aspect of emotional intelligence. It involves the ability to regulate one’s thoughts, emotions, and behaviors in alignment with long-term goals and values. In the context of EQ Leader Workshops, cultivating self-discipline enables leaders to manage stress, overcome obstacles, and maintain focus amidst challenges, ultimately enhancing their capacity to lead with resilience and integrity.
Key Components of Self-Discipline: Self-discipline encompasses several key components that are essential for EQ leaders to master:
1. Goal Setting and Prioritization: Effective leaders set clear, achievable goals and prioritize tasks based on their strategic importance. By exercising self-discipline in goal setting, leaders can channel their efforts toward high-impact initiatives that drive organizational success.
2. Time Management and Productivity: Time is a finite resource, and self-discipline plays a critical role in managing it effectively. EQ leaders prioritize tasks, avoid procrastination, and maintain focus on high-priority activities, maximizing productivity and minimizing distractions.
3. Emotional Regulation: Emotions are integral to leadership, but unchecked emotions can impair decision-making and interpersonal relationships. Self-discipline enables leaders to regulate their emotions, respond thoughtfully rather than react impulsively, and maintain composure in challenging situations.
4. Resilience and Perseverance: Leadership is fraught with obstacles and setbacks, but self-discipline empowers leaders to persevere in the face of adversity. By cultivating resilience, EQ leaders bounce back from failures, learn from setbacks, and emerge stronger and more resilient leaders.
5. Integrity and Ethical Leadership: Ethical leadership requires unwavering adherence to principles of integrity, honesty, and ethical conduct. Self-disciplined leaders uphold ethical standards even in the face of temptation or pressure, earning the trust and respect of their teams and stakeholders.
Through experiential exercises, coaching, and reflective practices, participants develop self-awareness around their strengths and areas for growth in self-discipline. By incorporating self-discipline strategies into their leadership toolkit, participants are better equipped to navigate the complexities of leadership roles and inspire positive change within their organizations.
By embracing self-discipline as a core leadership principle, EQ leaders can unlock their full potential and make a lasting impact in today’s dynamic business environment.
Chapter 8: Time Management
Time management is a critical skill for leaders in today’s fast-paced and dynamic business environment. Effectively managing time allows leaders to prioritize tasks, meet deadlines, and achieve organizational goals efficiently. However, time management is not just about productivity; it is also closely linked to emotional intelligence (EI), which plays a pivotal role in leadership success.
One of the core components of emotional intelligence related to time management is self-awareness. Leaders who are self-aware understand their strengths, weaknesses, and priorities, allowing them to allocate their time and energy more effectively. By recognizing their natural tendencies and emotional triggers, they can identify areas for improvement and develop strategies to overcome time management obstacles.
Self-regulation is another crucial aspect of emotional intelligence that influences time management. Leaders with strong self-regulation skills can control their impulses, manage stress, and maintain focus amid distractions. They are less likely to succumb to procrastination or become overwhelmed by competing demands, allowing them to stay on track and make progress toward their goals.
Procrastination
Procrastination, often viewed solely as a time management issue, is fundamentally rooted in emotional regulation challenges that affect individuals’ ability to initiate and sustain tasks effectively. At its core, procrastination involves the avoidance of unpleasant emotions associated with tasks, such as anxiety, fear of failure, or boredom. While time management techniques can provide structure and organization, they often fail to address the underlying emotional triggers driving procrastination behaviors.
Emotional regulation refers to the ability to recognize, understand, and manage one’s emotions in ways that promote well-being and goal-directed behavior. When individuals experience negative emotions related to tasks, such as feeling overwhelmed by their complexity or doubting their ability to complete them satisfactorily, they may engage in avoidance strategies to alleviate discomfort in the short term. Procrastination serves as a maladaptive coping mechanism, allowing individuals to temporarily escape from or numb themselves to unpleasant emotions associated with tasks.
Furthermore, procrastination can be reinforced by the immediate gratification of engaging in alternative activities that provide temporary relief from emotional distress, such as checking social media, watching television, or engaging in other distractions. These behaviors offer a quick dopamine boost, providing temporary pleasure but ultimately contributing to a cycle of procrastination and increased stress in the long run.
Addressing procrastination requires a multifaceted approach that integrates strategies for emotional regulation alongside time management techniques. The EQ workshop offers practical strategies for overcoming procrastination.
Chapter 9: Neuroscience of Behavior
The Neuroscience of Behavior: In the realm of emotional intelligence (EQ), understanding the neuroscience of behavior is paramount. Our actions and reactions are heavily influenced by the intricate workings of the brain. Neuroscientific research reveals that emotions originate from the limbic system, a primal part of the brain responsible for processing feelings and triggering responses. Moreover, the prefrontal cortex, the brain’s executive center, plays a crucial role in regulating emotions and making decisions. By delving into the neuroscience of behavior, leaders gain valuable insights into how individuals respond to stimuli and navigate complex social interactions in the workplace.
Why We Sometimes Act Opposite of How We Feel: Despite our best intentions, there are instances where we act in ways that contradict our true feelings. This phenomenon can be attributed to various factors, including cognitive dissonance, social norms, and unconscious biases. Cognitive dissonance occurs when there’s a disconnect between our beliefs and actions, leading to discomfort and the adoption of behaviors that align with societal expectations. Additionally, social pressure and the desire for conformity can compel individuals to act contrary to their genuine emotions. Understanding these dynamics is crucial for leaders to foster authenticity and create a supportive work environment where employees feel empowered to express themselves honestly.
The Concept of Groupthink: Groupthink poses a significant challenge in organizational settings, where cohesive group dynamics often overshadow critical thinking and independent decision-making. This phenomenon occurs when group members prioritize harmony and unanimity over constructive dissent and creative problem-solving. As a result, groupthink stifles innovation, hampers effective decision-making, and perpetuates a culture of conformity. To mitigate the adverse effects of groupthink, leaders must cultivate a culture of psychological safety, encourage diverse perspectives, and foster an environment where dissenting opinions are valued and respected.
The Importance of Self-Awareness in Workplace Behavior: Self-awareness lies at the heart of emotional intelligence and plays a pivotal role in shaping workplace behavior. Leaders who possess self-awareness have a deep understanding of their emotions, strengths, weaknesses, and their impact on others. This heightened self-awareness enables leaders to regulate their emotions effectively, make sound decisions, and build strong interpersonal relationships. Moreover, self-aware leaders are better equipped to recognize and address unconscious biases, navigate challenging situations with grace, and foster a culture of inclusivity and authenticity within their teams.
In conclusion, the EQ Leader Workshop provides a comprehensive exploration of the neuroscience of behavior, the dynamics of groupthink, and the importance of self-awareness in shaping workplace behavior. By leveraging these insights, leaders can enhance their emotional intelligence, foster a culture of psychological safety, and empower their teams to thrive in today’s complex and dynamic business environment.
Chapter 10: Self-Reflection
Self-reflection is the process of introspection and examination of one’s thoughts, emotions, and behaviors. In the context of leadership development, self-reflection plays a pivotal role in enhancing emotional intelligence, which is widely recognized as a critical competency for effective leadership. By taking the time to reflect on their experiences, emotions, and interactions with others, leaders can gain deeper insights into their strengths, weaknesses, and areas for growth. This heightened self-awareness allows leaders to better understand their impact on others, make informed decisions, and cultivate meaningful relationships with their teams.
Enhancing Emotional Intelligence: Emotional intelligence encompasses a range of skills, including self-awareness, self-regulation, empathy, and social skills, all of which are essential for effective leadership. Self-reflection serves as a cornerstone for developing these competencies by enabling leaders to recognize and regulate their emotions, empathize with others’ perspectives, and navigate interpersonal dynamics with authenticity and empathy. By engaging in regular self-reflection practices, leaders can cultivate greater emotional intelligence, leading to improved communication, collaboration, and overall team performance.
Fostering Personal Growth: Self-reflection is also a powerful tool for personal growth and development. Through introspection and self-assessment, leaders can identify their core values, aspirations, and areas for improvement. By reflecting on past experiences and learning from successes and failures, leaders can refine their leadership style, set meaningful goals, and chart a course for continuous improvement. Moreover, self-reflection fosters resilience and adaptability, enabling leaders to thrive in the face of adversity and uncertainty.
Driving Organizational Performance: Leaders who prioritize self-reflection not only enhance their own effectiveness but also drive organizational performance. By modeling a culture of continuous learning and self-improvement, leaders inspire their teams to embrace a growth mindset and strive for excellence. Moreover, self-aware leaders are better equipped to anticipate and respond to change, foster innovation, and cultivate a positive work environment where employees feel valued, motivated, and empowered to contribute their best.
As we embark on our EQ Leader Workshop journey, self-reflection is critical to the success of the program. It is a catalyst for leadership effectiveness and organizational success.
Curriculum
EQ Leader – Workshop 1 – Personal Competence
- Self-Awareness
- Self-Management
- Emotion Neuroscience
- Emotional Literacy
- Personal Triggers
- Personal Values
- Self-Discipline
- Time Management
- Behavioral Science
- Self-Reflection
Distance Learning
Introduction
Welcome to Appleton Greene and thank you for enrolling on the EQ Leader corporate training program. You will be learning through our unique facilitation via distance-learning method, which will enable you to practically implement everything that you learn academically. The methods and materials used in your program have been designed and developed to ensure that you derive the maximum benefits and enjoyment possible. We hope that you find the program challenging and fun to do. However, if you have never been a distance-learner before, you may be experiencing some trepidation at the task before you. So we will get you started by giving you some basic information and guidance on how you can make the best use of the modules, how you should manage the materials and what you should be doing as you work through them. This guide is designed to point you in the right direction and help you to become an effective distance-learner. Take a few hours or so to study this guide and your guide to tutorial support for students, while making notes, before you start to study in earnest.
Study environment
You will need to locate a quiet and private place to study, preferably a room where you can easily be isolated from external disturbances or distractions. Make sure the room is well-lit and incorporates a relaxed, pleasant feel. If you can spoil yourself within your study environment, you will have much more of a chance to ensure that you are always in the right frame of mind when you do devote time to study. For example, a nice fire, the ability to play soft soothing background music, soft but effective lighting, perhaps a nice view if possible and a good size desk with a comfortable chair. Make sure that your family know when you are studying and understand your study rules. Your study environment is very important. The ideal situation, if at all possible, is to have a separate study, which can be devoted to you. If this is not possible then you will need to pay a lot more attention to developing and managing your study schedule, because it will affect other people as well as yourself. The better your study environment, the more productive you will be.
Study tools & rules
Try and make sure that your study tools are sufficient and in good working order. You will need to have access to a computer, scanner and printer, with access to the internet. You will need a very comfortable chair, which supports your lower back, and you will need a good filing system. It can be very frustrating if you are spending valuable study time trying to fix study tools that are unreliable, or unsuitable for the task. Make sure that your study tools are up to date. You will also need to consider some study rules. Some of these rules will apply to you and will be intended to help you to be more disciplined about when and how you study. This distance-learning guide will help you and after you have read it you can put some thought into what your study rules should be. You will also need to negotiate some study rules for your family, friends or anyone who lives with you. They too will need to be disciplined in order to ensure that they can support you while you study. It is important to ensure that your family and friends are an integral part of your study team. Having their support and encouragement can prove to be a crucial contribution to your successful completion of the program. Involve them in as much as you can.
Successful distance-learning
Distance-learners are freed from the necessity of attending regular classes or workshops, since they can study in their own way, at their own pace and for their own purposes. But unlike traditional internal training courses, it is the student’s responsibility, with a distance-learning program, to ensure that they manage their own study contribution. This requires strong self-discipline and self-motivation skills and there must be a clear will to succeed. Those students who are used to managing themselves, are good at managing others and who enjoy working in isolation, are more likely to be good distance-learners. It is also important to be aware of the main reasons why you are studying and of the main objectives that you are hoping to achieve as a result. You will need to remind yourself of these objectives at times when you need to motivate yourself. Never lose sight of your long-term goals and your short-term objectives. There is nobody available here to pamper you, or to look after you, or to spoon-feed you with information, so you will need to find ways to encourage and appreciate yourself while you are studying. Make sure that you chart your study progress, so that you can be sure of your achievements and re-evaluate your goals and objectives regularly.
Self-assessment
Appleton Greene training programs are in all cases post-graduate programs. Consequently, you should already have obtained a business-related degree and be an experienced learner. You should therefore already be aware of your study strengths and weaknesses. For example, which time of the day are you at your most productive? Are you a lark or an owl? What study methods do you respond to the most? Are you a consistent learner? How do you discipline yourself? How do you ensure that you enjoy yourself while studying? It is important to understand yourself as a learner and so some self-assessment early on will be necessary if you are to apply yourself correctly. Perform a SWOT analysis on yourself as a student. List your internal strengths and weaknesses as a student and your external opportunities and threats. This will help you later on when you are creating a study plan. You can then incorporate features within your study plan that can ensure that you are playing to your strengths, while compensating for your weaknesses. You can also ensure that you make the most of your opportunities, while avoiding the potential threats to your success.
Accepting responsibility as a student
Training programs invariably require a significant investment, both in terms of what they cost and in the time that you need to contribute to study and the responsibility for successful completion of training programs rests entirely with the student. This is never more apparent than when a student is learning via distance-learning. Accepting responsibility as a student is an important step towards ensuring that you can successfully complete your training program. It is easy to instantly blame other people or factors when things go wrong. But the fact of the matter is that if a failure is your failure, then you have the power to do something about it, it is entirely in your own hands. If it is always someone else’s failure, then you are powerless to do anything about it. All students study in entirely different ways, this is because we are all individuals and what is right for one student, is not necessarily right for another. In order to succeed, you will have to accept personal responsibility for finding a way to plan, implement and manage a personal study plan that works for you. If you do not succeed, you only have yourself to blame.
Planning
By far the most critical contribution to stress, is the feeling of not being in control. In the absence of planning we tend to be reactive and can stumble from pillar to post in the hope that things will turn out fine in the end. Invariably they don’t! In order to be in control, we need to have firm ideas about how and when we want to do things. We also need to consider as many possible eventualities as we can, so that we are prepared for them when they happen. Prescriptive Change, is far easier to manage and control, than Emergent Change. The same is true with distance-learning. It is much easier and much more enjoyable, if you feel that you are in control and that things are going to plan. Even when things do go wrong, you are prepared for them and can act accordingly without any unnecessary stress. It is important therefore that you do take time to plan your studies properly.
Management
Once you have developed a clear study plan, it is of equal importance to ensure that you manage the implementation of it. Most of us usually enjoy planning, but it is usually during implementation when things go wrong. Targets are not met and we do not understand why. Sometimes we do not even know if targets are being met. It is not enough for us to conclude that the study plan just failed. If it is failing, you will need to understand what you can do about it. Similarly if your study plan is succeeding, it is still important to understand why, so that you can improve upon your success. You therefore need to have guidelines for self-assessment so that you can be consistent with performance improvement throughout the program. If you manage things correctly, then your performance should constantly improve throughout the program.
Study objectives & tasks
The first place to start is developing your program objectives. These should feature your reasons for undertaking the training program in order of priority. Keep them succinct and to the point in order to avoid confusion. Do not just write the first things that come into your head because they are likely to be too similar to each other. Make a list of possible departmental headings, such as: Customer Service; E-business; Finance; Globalization; Human Resources; Technology; Legal; Management; Marketing and Production. Then brainstorm for ideas by listing as many things that you want to achieve under each heading and later re-arrange these things in order of priority. Finally, select the top item from each department heading and choose these as your program objectives. Try and restrict yourself to five because it will enable you to focus clearly. It is likely that the other things that you listed will be achieved if each of the top objectives are achieved. If this does not prove to be the case, then simply work through the process again.
Study forecast
As a guide, the Appleton Greene EQ Leader corporate training program should take 12-18 months to complete, depending upon your availability and current commitments. The reason why there is such a variance in time estimates is because every student is an individual, with differing productivity levels and different commitments. These differentiations are then exaggerated by the fact that this is a distance-learning program, which incorporates the practical integration of academic theory as an as a part of the training program. Consequently all of the project studies are real, which means that important decisions and compromises need to be made. You will want to get things right and will need to be patient with your expectations in order to ensure that they are. We would always recommend that you are prudent with your own task and time forecasts, but you still need to develop them and have a clear indication of what are realistic expectations in your case. With reference to your time planning: consider the time that you can realistically dedicate towards study with the program every week; calculate how long it should take you to complete the program, using the guidelines featured here; then break the program down into logical modules and allocate a suitable proportion of time to each of them, these will be your milestones; you can create a time plan by using a spreadsheet on your computer, or a personal organizer such as MS Outlook, you could also use a financial forecasting software; break your time forecasts down into manageable chunks of time, the more specific you can be, the more productive and accurate your time management will be; finally, use formulas where possible to do your time calculations for you, because this will help later on when your forecasts need to change in line with actual performance. With reference to your task planning: refer to your list of tasks that need to be undertaken in order to achieve your program objectives; with reference to your time plan, calculate when each task should be implemented; remember that you are not estimating when your objectives will be achieved, but when you will need to focus upon implementing the corresponding tasks; you also need to ensure that each task is implemented in conjunction with the associated training modules which are relevant; then break each single task down into a list of specific to do’s, say approximately ten to do’s for each task and enter these into your study plan; once again you could use MS Outlook to incorporate both your time and task planning and this could constitute your study plan; you could also use a project management software like MS Project. You should now have a clear and realistic forecast detailing when you can expect to be able to do something about undertaking the tasks to achieve your program objectives.
Performance management
It is one thing to develop your study forecast, it is quite another to monitor your progress. Ultimately it is less important whether you achieve your original study forecast and more important that you update it so that it constantly remains realistic in line with your performance. As you begin to work through the program, you will begin to have more of an idea about your own personal performance and productivity levels as a distance-learner. Once you have completed your first study module, you should re-evaluate your study forecast for both time and tasks, so that they reflect your actual performance level achieved. In order to achieve this you must first time yourself while training by using an alarm clock. Set the alarm for hourly intervals and make a note of how far you have come within that time. You can then make a note of your actual performance on your study plan and then compare your performance against your forecast. Then consider the reasons that have contributed towards your performance level, whether they are positive or negative and make a considered adjustment to your future forecasts as a result. Given time, you should start achieving your forecasts regularly.
With reference to time management: time yourself while you are studying and make a note of the actual time taken in your study plan; consider your successes with time-efficiency and the reasons for the success in each case and take this into consideration when reviewing future time planning; consider your failures with time-efficiency and the reasons for the failures in each case and take this into consideration when reviewing future time planning; re-evaluate your study forecast in relation to time planning for the remainder of your training program to ensure that you continue to be realistic about your time expectations. You need to be consistent with your time management, otherwise you will never complete your studies. This will either be because you are not contributing enough time to your studies, or you will become less efficient with the time that you do allocate to your studies. Remember, if you are not in control of your studies, they can just become yet another cause of stress for you.
With reference to your task management: time yourself while you are studying and make a note of the actual tasks that you have undertaken in your study plan; consider your successes with task-efficiency and the reasons for the success in each case; take this into consideration when reviewing future task planning; consider your failures with task-efficiency and the reasons for the failures in each case and take this into consideration when reviewing future task planning; re-evaluate your study forecast in relation to task planning for the remainder of your training program to ensure that you continue to be realistic about your task expectations. You need to be consistent with your task management, otherwise you will never know whether you are achieving your program objectives or not.
Keeping in touch
You will have access to qualified and experienced professors and tutors who are responsible for providing tutorial support for your particular training program. So don’t be shy about letting them know how you are getting on. We keep electronic records of all tutorial support emails so that professors and tutors can review previous correspondence before considering an individual response. It also means that there is a record of all communications between you and your professors and tutors and this helps to avoid any unnecessary duplication, misunderstanding, or misinterpretation. If you have a problem relating to the program, share it with them via email. It is likely that they have come across the same problem before and are usually able to make helpful suggestions and steer you in the right direction. To learn more about when and how to use tutorial support, please refer to the Tutorial Support section of this student information guide. This will help you to ensure that you are making the most of tutorial support that is available to you and will ultimately contribute towards your success and enjoyment with your training program.
Work colleagues and family
You should certainly discuss your program study progress with your colleagues, friends and your family. Appleton Greene training programs are very practical. They require you to seek information from other people, to plan, develop and implement processes with other people and to achieve feedback from other people in relation to viability and productivity. You will therefore have plenty of opportunities to test your ideas and enlist the views of others. People tend to be sympathetic towards distance-learners, so don’t bottle it all up in yourself. Get out there and share it! It is also likely that your family and colleagues are going to benefit from your labors with the program, so they are likely to be much more interested in being involved than you might think. Be bold about delegating work to those who might benefit themselves. This is a great way to achieve understanding and commitment from people who you may later rely upon for process implementation. Share your experiences with your friends and family.
Making it relevant
The key to successful learning is to make it relevant to your own individual circumstances. At all times you should be trying to make bridges between the content of the program and your own situation. Whether you achieve this through quiet reflection or through interactive discussion with your colleagues, client partners or your family, remember that it is the most important and rewarding aspect of translating your studies into real self-improvement. You should be clear about how you want the program to benefit you. This involves setting clear study objectives in relation to the content of the course in terms of understanding, concepts, completing research or reviewing activities and relating the content of the modules to your own situation. Your objectives may understandably change as you work through the program, in which case you should enter the revised objectives on your study plan so that you have a permanent reminder of what you are trying to achieve, when and why.
Distance-learning check-list
Prepare your study environment, your study tools and rules.
Undertake detailed self-assessment in terms of your ability as a learner.
Create a format for your study plan.
Consider your study objectives and tasks.
Create a study forecast.
Assess your study performance.
Re-evaluate your study forecast.
Be consistent when managing your study plan.
Use your Appleton Greene Certified Learning Provider (CLP) for tutorial support.
Make sure you keep in touch with those around you.
Tutorial Support
Programs
Appleton Greene uses standard and bespoke corporate training programs as vessels to transfer business process improvement knowledge into the heart of our clients’ organizations. Each individual program focuses upon the implementation of a specific business process, which enables clients to easily quantify their return on investment. There are hundreds of established Appleton Greene corporate training products now available to clients within customer services, e-business, finance, globalization, human resources, information technology, legal, management, marketing and production. It does not matter whether a client’s employees are located within one office, or an unlimited number of international offices, we can still bring them together to learn and implement specific business processes collectively. Our approach to global localization enables us to provide clients with a truly international service with that all important personal touch. Appleton Greene corporate training programs can be provided virtually or locally and they are all unique in that they individually focus upon a specific business function. They are implemented over a sustainable period of time and professional support is consistently provided by qualified learning providers and specialist consultants.
Support available
You will have a designated Certified Learning Provider (CLP) and an Accredited Consultant and we encourage you to communicate with them as much as possible. In all cases tutorial support is provided online because we can then keep a record of all communications to ensure that tutorial support remains consistent. You would also be forwarding your work to the tutorial support unit for evaluation and assessment. You will receive individual feedback on all of the work that you undertake on a one-to-one basis, together with specific recommendations for anything that may need to be changed in order to achieve a pass with merit or a pass with distinction and you then have as many opportunities as you may need to re-submit project studies until they meet with the required standard. Consequently the only reason that you should really fail (CLP) is if you do not do the work. It makes no difference to us whether a student takes 12 months or 18 months to complete the program, what matters is that in all cases the same quality standard will have been achieved.
Support Process
Please forward all of your future emails to the designated (CLP) Tutorial Support Unit email address that has been provided and please do not duplicate or copy your emails to other AGC email accounts as this will just cause unnecessary administration. Please note that emails are always answered as quickly as possible but you will need to allow a period of up to 20 business days for responses to general tutorial support emails during busy periods, because emails are answered strictly within the order in which they are received. You will also need to allow a period of up to 30 business days for the evaluation and assessment of project studies. This does not include weekends or public holidays. Please therefore kindly allow for this within your time planning. All communications are managed online via email because it enables tutorial service support managers to review other communications which have been received before responding and it ensures that there is a copy of all communications retained on file for future reference. All communications will be stored within your personal (CLP) study file here at Appleton Greene throughout your designated study period. If you need any assistance or clarification at any time, please do not hesitate to contact us by forwarding an email and remember that we are here to help. If you have any questions, please list and number your questions succinctly and you can then be sure of receiving specific answers to each and every query.
Time Management
It takes approximately 1 Year to complete the EQ Leader corporate training program, incorporating 12 x 6-hour monthly workshops. Each student will also need to contribute approximately 4 hours per week over 1 Year of their personal time. Students can study from home or work at their own pace and are responsible for managing their own study plan. There are no formal examinations and students are evaluated and assessed based upon their project study submissions, together with the quality of their internal analysis and supporting documents. They can contribute more time towards study when they have the time to do so and can contribute less time when they are busy. All students tend to be in full time employment while studying and the EQ Leader program is purposely designed to accommodate this, so there is plenty of flexibility in terms of time management. It makes no difference to us at Appleton Greene, whether individuals take 12-18 months to complete this program. What matters is that in all cases the same standard of quality will have been achieved with the standard and bespoke programs that have been developed.
Distance Learning Guide
The distance learning guide should be your first port of call when starting your training program. It will help you when you are planning how and when to study, how to create the right environment and how to establish the right frame of mind. If you can lay the foundations properly during the planning stage, then it will contribute to your enjoyment and productivity while training later. The guide helps to change your lifestyle in order to accommodate time for study and to cultivate good study habits. It helps you to chart your progress so that you can measure your performance and achieve your goals. It explains the tools that you will need for study and how to make them work. It also explains how to translate academic theory into practical reality. Spend some time now working through your distance learning guide and make sure that you have firm foundations in place so that you can make the most of your distance learning program. There is no requirement for you to attend training workshops or classes at Appleton Greene offices. The entire program is undertaken online, program course manuals and project studies are administered via the Appleton Greene web site and via email, so you are able to study at your own pace and in the comfort of your own home or office as long as you have a computer and access to the internet.
How To Study
The how to study guide provides students with a clear understanding of the Appleton Greene facilitation via distance learning training methods and enables students to obtain a clear overview of the training program content. It enables students to understand the step-by-step training methods used by Appleton Greene and how course manuals are integrated with project studies. It explains the research and development that is required and the need to provide evidence and references to support your statements. It also enables students to understand precisely what will be required of them in order to achieve a pass with merit and a pass with distinction for individual project studies and provides useful guidance on how to be innovative and creative when developing your Unique Program Proposition (UPP).
Tutorial Support
Tutorial support for the Appleton Greene EQ Leader corporate training program is provided online either through the Appleton Greene Client Support Portal (CSP), or via email. All tutorial support requests are facilitated by a designated Program Administration Manager (PAM). They are responsible for deciding which professor or tutor is the most appropriate option relating to the support required and then the tutorial support request is forwarded onto them. Once the professor or tutor has completed the tutorial support request and answered any questions that have been asked, this communication is then returned to the student via email by the designated Program Administration Manager (PAM). This enables all tutorial support, between students, professors and tutors, to be facilitated by the designated Program Administration Manager (PAM) efficiently and securely through the email account. You will therefore need to allow a period of up to 20 business days for responses to general support queries and up to 30 business days for the evaluation and assessment of project studies, because all tutorial support requests are answered strictly within the order in which they are received. This does not include weekends or public holidays. Consequently you need to put some thought into the management of your tutorial support procedure in order to ensure that your study plan is feasible and to obtain the maximum possible benefit from tutorial support during your period of study. Please retain copies of your tutorial support emails for future reference. Please ensure that ALL of your tutorial support emails are set out using the format as suggested within your guide to tutorial support. Your tutorial support emails need to be referenced clearly to the specific part of the course manual or project study which you are working on at any given time. You also need to list and number any questions that you would like to ask, up to a maximum of five questions within each tutorial support email. Remember the more specific you can be with your questions the more specific your answers will be too and this will help you to avoid any unnecessary misunderstanding, misinterpretation, or duplication. The guide to tutorial support is intended to help you to understand how and when to use support in order to ensure that you get the most out of your training program. Appleton Greene training programs are designed to enable you to do things for yourself. They provide you with a structure or a framework and we use tutorial support to facilitate students while they practically implement what they learn. In other words, we are enabling students to do things for themselves. The benefits of distance learning via facilitation are considerable and are much more sustainable in the long-term than traditional short-term knowledge sharing programs. Consequently you should learn how and when to use tutorial support so that you can maximize the benefits from your learning experience with Appleton Greene. This guide describes the purpose of each training function and how to use them and how to use tutorial support in relation to each aspect of the training program. It also provides useful tips and guidance with regard to best practice.
Tutorial Support Tips
Students are often unsure about how and when to use tutorial support with Appleton Greene. This Tip List will help you to understand more about how to achieve the most from using tutorial support. Refer to it regularly to ensure that you are continuing to use the service properly. Tutorial support is critical to the success of your training experience, but it is important to understand when and how to use it in order to maximize the benefit that you receive. It is no coincidence that those students who succeed are those that learn how to be positive, proactive and productive when using tutorial support.
Be positive and friendly with your tutorial support emails
Remember that if you forward an email to the tutorial support unit, you are dealing with real people. “Do unto others as you would expect others to do unto you”. If you are positive, complimentary and generally friendly in your emails, you will generate a similar response in return. This will be more enjoyable, productive and rewarding for you in the long-term.
Think about the impression that you want to create
Every time that you communicate, you create an impression, which can be either positive or negative, so put some thought into the impression that you want to create. Remember that copies of all tutorial support emails are stored electronically and tutors will always refer to prior correspondence before responding to any current emails. Over a period of time, a general opinion will be arrived at in relation to your character, attitude and ability. Try to manage your own frustrations, mood swings and temperament professionally, without involving the tutorial support team. Demonstrating frustration or a lack of patience is a weakness and will be interpreted as such. The good thing about communicating in writing, is that you will have the time to consider your content carefully, you can review it and proof-read it before sending your email to Appleton Greene and this should help you to communicate more professionally, consistently and to avoid any unnecessary knee-jerk reactions to individual situations as and when they may arise. Please also remember that the CLP Tutorial Support Unit will not just be responsible for evaluating and assessing the quality of your work, they will also be responsible for providing recommendations to other learning providers and to client contacts within the Appleton Greene global client network, so do be in control of your own emotions and try to create a good impression.
Remember that quality is preferred to quantity
Please remember that when you send an email to the tutorial support team, you are not using Twitter or Text Messaging. Try not to forward an email every time that you have a thought. This will not prove to be productive either for you or for the tutorial support team. Take time to prepare your communications properly, as if you were writing a professional letter to a business colleague and make a list of queries that you are likely to have and then incorporate them within one email, say once every month, so that the tutorial support team can understand more about context, application and your methodology for study. Get yourself into a consistent routine with your tutorial support requests and use the tutorial support template provided with ALL of your emails. The (CLP) Tutorial Support Unit will not spoon-feed you with information. They need to be able to evaluate and assess your tutorial support requests carefully and professionally.
Be specific about your questions in order to receive specific answers
Try not to write essays by thinking as you are writing tutorial support emails. The tutorial support unit can be unclear about what in fact you are asking, or what you are looking to achieve. Be specific about asking questions that you want answers to. Number your questions. You will then receive specific answers to each and every question. This is the main purpose of tutorial support via email.
Keep a record of your tutorial support emails
It is important that you keep a record of all tutorial support emails that are forwarded to you. You can then refer to them when necessary and it avoids any unnecessary duplication, misunderstanding, or misinterpretation.
Individual training workshops or telephone support
Please be advised that Appleton Greene does not provide separate or individual tutorial support meetings, workshops, or provide telephone support for individual students. Appleton Greene is an equal opportunities learning and service provider and we are therefore understandably bound to treat all students equally. We cannot therefore broker special financial or study arrangements with individual students regardless of the circumstances. All tutorial support is provided online and this enables Appleton Greene to keep a record of all communications between students, professors and tutors on file for future reference, in accordance with our quality management procedure and your terms and conditions of enrolment. All tutorial support is provided online via email because it enables us to have time to consider support content carefully, it ensures that you receive a considered and detailed response to your queries. You can number questions that you would like to ask, which relate to things that you do not understand or where clarification may be required. You can then be sure of receiving specific answers to each individual query. You will also then have a record of these communications and of all tutorial support, which has been provided to you. This makes tutorial support administration more productive by avoiding any unnecessary duplication, misunderstanding, or misinterpretation.
Tutorial Support Email Format
You should use this tutorial support format if you need to request clarification or assistance while studying with your training program. Please note that ALL of your tutorial support request emails should use the same format. You should therefore set up a standard email template, which you can then use as and when you need to. Emails that are forwarded to Appleton Greene, which do not use the following format, may be rejected and returned to you by the (CLP) Program Administration Manager. A detailed response will then be forwarded to you via email usually within 20 business days of receipt for general support queries and 30 business days for the evaluation and assessment of project studies. This does not include weekends or public holidays. Your tutorial support request, together with the corresponding TSU reply, will then be saved and stored within your electronic TSU file at Appleton Greene for future reference.
Subject line of your email
Please insert: Appleton Greene (CLP) Tutorial Support Request: (Your Full Name) (Date), within the subject line of your email.
Main body of your email
Please insert:
1. Appleton Greene Certified Learning Provider (CLP) Tutorial Support Request
2. Your Full Name
3. Date of TS request
4. Preferred email address
5. Backup email address
6. Course manual page name or number (reference)
7. Project study page name or number (reference)
Subject of enquiry
Please insert a maximum of 50 words (please be succinct)
Briefly outline the subject matter of your inquiry, or what your questions relate to.
Question 1
Maximum of 50 words (please be succinct)
Maximum of 50 words (please be succinct)
Question 3
Maximum of 50 words (please be succinct)
Question 4
Maximum of 50 words (please be succinct)
Question 5
Maximum of 50 words (please be succinct)
Please note that a maximum of 5 questions is permitted with each individual tutorial support request email.
Procedure
* List the questions that you want to ask first, then re-arrange them in order of priority. Make sure that you reference them, where necessary, to the course manuals or project studies.
* Make sure that you are specific about your questions and number them. Try to plan the content within your emails to make sure that it is relevant.
* Make sure that your tutorial support emails are set out correctly, using the Tutorial Support Email Format provided here.
* Save a copy of your email and incorporate the date sent after the subject title. Keep your tutorial support emails within the same file and in date order for easy reference.
* Allow up to 20 business days for a response to general tutorial support emails and up to 30 business days for the evaluation and assessment of project studies, because detailed individual responses will be made in all cases and tutorial support emails are answered strictly within the order in which they are received.
* Emails can and do get lost. So if you have not received a reply within the appropriate time, forward another copy or a reminder to the tutorial support unit to be sure that it has been received but do not forward reminders unless the appropriate time has elapsed.
* When you receive a reply, save it immediately featuring the date of receipt after the subject heading for easy reference. In most cases the tutorial support unit replies to your questions individually, so you will have a record of the questions that you asked as well as the answers offered. With project studies however, separate emails are usually forwarded by the tutorial support unit, so do keep a record of your own original emails as well.
* Remember to be positive and friendly in your emails. You are dealing with real people who will respond to the same things that you respond to.
* Try not to repeat questions that have already been asked in previous emails. If this happens the tutorial support unit will probably just refer you to the appropriate answers that have already been provided within previous emails.
* If you lose your tutorial support email records you can write to Appleton Greene to receive a copy of your tutorial support file, but a separate administration charge may be levied for this service.
How To Study
Your Certified Learning Provider (CLP) and Accredited Consultant can help you to plan a task list for getting started so that you can be clear about your direction and your priorities in relation to your training program. It is also a good way to introduce yourself to the tutorial support team.
Planning your study environment
Your study conditions are of great importance and will have a direct effect on how much you enjoy your training program. Consider how much space you will have, whether it is comfortable and private and whether you are likely to be disturbed. The study tools and facilities at your disposal are also important to the success of your distance-learning experience. Your tutorial support unit can help with useful tips and guidance, regardless of your starting position. It is important to get this right before you start working on your training program.
Planning your program objectives
It is important that you have a clear list of study objectives, in order of priority, before you start working on your training program. Your tutorial support unit can offer assistance here to ensure that your study objectives have been afforded due consideration and priority.
Planning how and when to study
Distance-learners are freed from the necessity of attending regular classes, since they can study in their own way, at their own pace and for their own purposes. This approach is designed to let you study efficiently away from the traditional classroom environment. It is important however, that you plan how and when to study, so that you are making the most of your natural attributes, strengths and opportunities. Your tutorial support unit can offer assistance and useful tips to ensure that you are playing to your strengths.
Planning your study tasks
You should have a clear understanding of the study tasks that you should be undertaking and the priority associated with each task. These tasks should also be integrated with your program objectives. The distance learning guide and the guide to tutorial support for students should help you here, but if you need any clarification or assistance, please contact your tutorial support unit.
Planning your time
You will need to allocate specific times during your calendar when you intend to study if you are to have a realistic chance of completing your program on time. You are responsible for planning and managing your own study time, so it is important that you are successful with this. Your tutorial support unit can help you with this if your time plan is not working.
Keeping in touch
Consistency is the key here. If you communicate too frequently in short bursts, or too infrequently with no pattern, then your management ability with your studies will be questioned, both by you and by your tutorial support unit. It is obvious when a student is in control and when one is not and this will depend how able you are at sticking with your study plan. Inconsistency invariably leads to in-completion.
Charting your progress
Your tutorial support team can help you to chart your own study progress. Refer to your distance learning guide for further details.
Making it work
To succeed, all that you will need to do is apply yourself to undertaking your training program and interpreting it correctly. Success or failure lies in your hands and your hands alone, so be sure that you have a strategy for making it work. Your Certified Learning Provider (CLP) and Accredited Consultant can guide you through the process of program planning, development and implementation.
Reading methods
Interpretation is often unique to the individual but it can be improved and even quantified by implementing consistent interpretation methods. Interpretation can be affected by outside interference such as family members, TV, or the Internet, or simply by other thoughts which are demanding priority in our minds. One thing that can improve our productivity is using recognized reading methods. This helps us to focus and to be more structured when reading information for reasons of importance, rather than relaxation.
Speed reading
When reading through course manuals for the first time, subconsciously set your reading speed to be just fast enough that you cannot dwell on individual words or tables. With practice, you should be able to read an A4 sheet of paper in one minute. You will not achieve much in the way of a detailed understanding, but your brain will retain a useful overview. This overview will be important later on and will enable you to keep individual issues in perspective with a more generic picture because speed reading appeals to the memory part of the brain. Do not worry about what you do or do not remember at this stage.
Content reading
Once you have speed read everything, you can then start work in earnest. You now need to read a particular section of your course manual thoroughly, by making detailed notes while you read. This process is called Content Reading and it will help to consolidate your understanding and interpretation of the information that has been provided.
Making structured notes on the course manuals
When you are content reading, you should be making detailed notes, which are both structured and informative. Make these notes in a MS Word document on your computer, because you can then amend and update these as and when you deem it to be necessary. List your notes under three headings: 1. Interpretation – 2. Questions – 3. Tasks. The purpose of the 1st section is to clarify your interpretation by writing it down. The purpose of the 2nd section is to list any questions that the issue raises for you. The purpose of the 3rd section is to list any tasks that you should undertake as a result. Anyone who has graduated with a business-related degree should already be familiar with this process.
Organizing structured notes separately
You should then transfer your notes to a separate study notebook, preferably one that enables easy referencing, such as a MS Word Document, a MS Excel Spreadsheet, a MS Access Database, or a personal organizer on your cell phone. Transferring your notes allows you to have the opportunity of cross-checking and verifying them, which assists considerably with understanding and interpretation. You will also find that the better you are at doing this, the more chance you will have of ensuring that you achieve your study objectives.
Question your understanding
Do challenge your understanding. Explain things to yourself in your own words by writing things down.
Clarifying your understanding
If you are at all unsure, forward an email to your tutorial support unit and they will help to clarify your understanding.
Question your interpretation
Do challenge your interpretation. Qualify your interpretation by writing it down.
Clarifying your interpretation
If you are at all unsure, forward an email to your tutorial support unit and they will help to clarify your interpretation.
Qualification Requirements
The student will need to successfully complete the project study and all of the exercises relating to the EQ Leader corporate training program, achieving a pass with merit or distinction in each case, in order to qualify as an Accredited EQ Leader Specialist (APTS). All monthly workshops need to be tried and tested within your company. These project studies can be completed in your own time and at your own pace and in the comfort of your own home or office. There are no formal examinations, assessment is based upon the successful completion of the project studies. They are called project studies because, unlike case studies, these projects are not theoretical, they incorporate real program processes that need to be properly researched and developed. The project studies assist us in measuring your understanding and interpretation of the training program and enable us to assess qualification merits. All of the project studies are based entirely upon the content within the training program and they enable you to integrate what you have learnt into your corporate training practice.
EQ Leader – Grading Contribution
Project Study – Grading Contribution
Customer Service – 10%
E-business – 05%
Finance – 10%
Globalization – 10%
Human Resources – 10%
Information Technology – 10%
Legal – 05%
Management – 10%
Marketing – 10%
Production – 10%
Education – 05%
Logistics – 05%
TOTAL GRADING – 100%
Qualification grades
A mark of 90% = Pass with Distinction.
A mark of 75% = Pass with Merit.
A mark of less than 75% = Fail.
If you fail to achieve a mark of 75% with a project study, you will receive detailed feedback from the Certified Learning Provider (CLP) and/or Accredited Consultant, together with a list of tasks which you will need to complete, in order to ensure that your project study meets with the minimum quality standard that is required by Appleton Greene. You can then re-submit your project study for further evaluation and assessment. Indeed you can re-submit as many drafts of your project studies as you need to, until such a time as they eventually meet with the required standard by Appleton Greene, so you need not worry about this, it is all part of the learning process.
When marking project studies, Appleton Greene is looking for sufficient evidence of the following:
Pass with merit
A satisfactory level of program understanding
A satisfactory level of program interpretation
A satisfactory level of project study content presentation
A satisfactory level of Unique Program Proposition (UPP) quality
A satisfactory level of the practical integration of academic theory
Pass with distinction
An exceptional level of program understanding
An exceptional level of program interpretation
An exceptional level of project study content presentation
An exceptional level of Unique Program Proposition (UPP) quality
An exceptional level of the practical integration of academic theory
Preliminary Analysis
Online Article
What Self-Awareness Really Is (and How to Cultivate It)
By Tasha Eurich
Self-awareness seems to have become the latest management buzzword — and for good reason. Research suggests that when we see ourselves clearly, we are more confident and more creative. We make sounder decisions, build stronger relationships, and communicate more effectively. We’re less likely to lie, cheat, and steal. We are better workers who get more promotions. And we’re more-effective leaders with more-satisfied employees and more-profitable companies.
As an organizational psychologist and executive coach, I’ve had a ringside seat to the power of leadership self-awareness for nearly 15 years. I’ve also seen how attainable this skill is. Yet, when I first began to delve into the research on self-awareness, I was surprised by the striking gap between the science and the practice of self-awareness. All things considered, we knew surprisingly little about improving this critical skill.
Four years ago, my team of researchers and I embarked on a large-scale scientific study of self-awareness. In 10 separate investigations with nearly 5,000 participants, we examined what self-awareness really is, why we need it, and how we can increase it. (We are currently writing up our results for submission to an academic journal.)
Our research revealed many surprising roadblocks, myths, and truths about what self-awareness is and what it takes to improve it. We’ve found that even though most people believe they are self-aware, self-awareness is a truly rare quality: We estimate that only 10%–15% of the people we studied actually fit the criteria. Three findings in particular stood out, and they are helping us develop practical guidance for how leaders can learn to see themselves more clearly.
If you would like to read this article in full, please visit:
https://hbr.org/2018/01/what-self-awareness-really-is-and-how-to-cultivate-it
Online Article
How to Develop Self-Awareness and Why It’s Important
By Tasha Eichenseher
Focusing on yourself and identifying your beliefs, needs, and challenges can help you manage emotions, feel empowered, and be intentional in your personal journey.
Can you identify the values and aspirations that guide your day-to-day actions? Your strengths and weaknesses in various circumstances? Or the way your feelings and behaviors might impact those around you?
If you answered, “Not really,” you might want to consider developing more self-awareness. Research suggests that doing so can help you build more confidence, contentment, and even a sense of control over your life.
What is self-awareness?
In the field of psychology, self-awareness can be defined as the ability to see oneself as the object of attention or awareness.
When you look at yourself and are able to recognize and connect emotions, core beliefs, thoughts, and traits — including weaknesses and strengths — you’re practicing self-awareness.
Self-awareness may mean different things for different people, though.
After studying 31 articles on self-awareness, authors of a 2021 systematic literature review found that the concept may have different interpretations, depending on context. It can also be confused with concepts like self-knowledge and self-consciousness.
According to these authors, self-consciousness can be an aspect of self-awareness. When you focus and identify elements of your internal self — beliefs, values, purpose, or emotions — you become self-conscious. On the other hand, self-knowledge, they propose, is the result of practicing self-awareness.
Your sense of self starts to develop in early childhood, as you realize that you’re separate from your environment — a unique being.
As you grow older, that sense of self tends to include an internal awareness of what makes you “you” — your likes and dislikes, values, passions, and purpose.
And, although you may think you’re fully aware of who you are, this may not always be the case.
If you would like to read this article in full, please visit:
https://psychcentral.com/health/self-awareness#what-is-self-awareness
Online Article
Self-Awareness in Leadership: What The Research Says
By Michelle Bennett
Aristotle is famously quoted as saying, “Knowing yourself is the beginning of all wisdom,” and nothing can be more accurate regarding leadership. Self-awareness is not only a tremendous personal trait, but it is also highly beneficial to leaders and the companies they work for.
In this article, we took a deep dive into the research on self-awareness in leadership, looking at what it is, what makes it up, why it’s important, and the need to improve it.
What is Self-Awareness?
In 1972, social psychologists Shelley Duval and Robert Wicklund developed the theory of self-awareness, which first appeared in their book, A Theory of Objective Self-Awareness. They defined self-awareness as “the ability to focus on yourself and how your actions, thoughts, or emotions do or don’t align with your internal standards. If you’re highly self-aware, you can objectively evaluate yourself, manage your emotions, align your behavior with your values, and understand correctly how others perceive you.”
In essence, it is one’s ability to monitor and regulate one’s emotions and reactions by understanding your strengths, weaknesses, triggers, and motivations. Since Duval and Roberts developed the initial theory, significant research has been conducted on the topic, including the impact of self-awareness in leadership and business.
If you would like to read this article in full, please visit:
https://www.niagarainstitute.com/blog/self-awareness-in-leadership
Online Article
Working with People Who Aren’t Self-Aware
By Tasha Eurich
Even though self-awareness — knowing who we are and how we’re seen — is important for job performance, career success, and leadership effectiveness, it’s in remarkably short supply in today’s workplace. In our nearly five-year research program on the subject, we’ve discovered that although 95% of people think they’re self-aware, only 10 to 15% actually are.
Un-self-aware colleagues aren’t just frustrating; they can cut a team’s chances of success in half and lead to increased stress, decreased motivation, and higher turnover. So how do we deal with these situations? Is it possible to help the unaware see themselves more clearly? And if we can’t, what can we do to minimize their damage on our success and happiness?
If you would like to read this article in full, please visit:
https://hbr.org/2018/10/working-with-people-who-arent-self-aware
Online Article
Self-Awareness Can Help Leaders More Than an MBA Can
Vincent Siciliano, CEO of California-based New Resource Bank, was brought in to turn things around and restore the bank’s founding mission, which is to “serve values-driven businesses and nonprofits that are building a more sustainable world.” Within a few years, Vince had the bank back on track, but not everything was going as well as it seemed.
After the successful transition, the leadership team decided to take the pulse of the organization, and discovered low levels of engagement and displeasure with senior leaders. Vince was surprised, but he assumed the discord was left over from the many changes the organization had gone through, so he chose not to take action — time would heal all.
A year later, the bank sent out another employee survey. This time, the results were more specific: Morale was a significant issue, and the majority of people, including members of the senior leadership team, identified Vince as the root cause.
Vince was crushed, and oscillated between anger, indignation, defensiveness, and blame. He wondered, “How could they say these things about me? Don’t they understand how far we’ve come under my leadership?”
He could have stayed in this negative mindset, wallowing in self-pity and searching for excuses. Instead, after being a successful high-achiever throughout his career, he decided to confront an uncomfortable truth: He wasn’t the great leader he thought he was. He was leading by the book and trampling over the concerns of others who were not ready to move so fast or didn’t understand the reasons for the changes he had implemented.
In our conversation with Vince, he said: “My ego had run amok. I was leading from my head and not from my heart.” He realized that, despite all the skills he had developed through his years of management education and professional development, he’d never been directed to take a long look in the mirror and ask questions about who he was, what he valued, and what it really meant to be a leader. Since then, the bank’s teamwork and employee opinion scores have dramatically increased, and now there is a high-performing team that focuses on both relationships and results.
Vince’s experience is not unique. Self-awareness is not part of the standard curriculum in most management education programs. The majority of MBA degrees focus on strategy and spreadsheets — the things Vincent excelled at. But this focus blinded him to what was happening in his organization.
Approximately 40% of CEOs are MBAs. Many large-scale studies have found that leadership based solely on MBA-trained logic is not always enough for delivering long-term financial and cultural results, and that it is often detrimental to an organization’s productivity. In one study, researchers compared the organizational performance of 440 CEOs who had been celebrated on the covers of magazines like BusinessWeek, Fortune, and Forbes. The researchers split the CEOs into two groups — those with an MBA and those without one — and then monitored their performance for up to seven years. Surprisingly, the performance of those with an MBA was significantly worse. Another study, published in the Journal of Business Ethics, looked at the results of more than 5,000 CEOs and came to a similar conclusion.
To be clear, we’re not saying MBAs are not useful in leading an organization. But if the linear MBA-trained logic becomes the sole focus — at the cost of other skills, like self-awareness and understanding others and the culture — the leadership approach is out of balance.
That was the case for Vince. He had all the numbers right. His strategy was clear. But people didn’t like working with him and were increasingly unhappy. He was managing based on prevailing business theories, but he didn’t know or understand himself. Because he lacked self-awareness, people found Vince inauthentic. Subsequently, they weren’t keen to follow him or support his leadership. Luckily for Vince, he was open to change, and through a journey of mindfulness and self-awareness coaching , he was able to become more of the leader he wanted to be.
If you would like to read this article in full, please visit:
https://www.potentialproject.com/insights/self-awareness-can-help-leaders-more-than-an-mba-can
Online Article
EMOTIONS: OVERVIEW
By Michigan State University
Emotions
At the airport, you can observe people experiencing a wide range of emotions: Sadness at seeing family members off, fear and anxiety for those about to fly for the first time, love when a long-distance relationship is reunited, and anger over unpredictable cancellations. Emotions are complex neurophysiological states that contribute to an internal feeling and guide behavior. Some emotions are pleasant (joy), some are negative (disgust), and some are a mix of both (nostalgia). Some are short-lasting (surprise) while others may persist over years (vengefulness). However, beyond this statement, it becomes very difficult to put a clear-cut definition on “emotion”. The difficulty with defining emotion arises because of the fluid nature of emotions: they exist on a spectrum, multiple emotions are experienced simultaneously, each emotion is perceived by different people in unique ways, and everyone has a slightly different interpretation and understanding of an emotion.
The field of affective neuroscience seeks to understand the neural mechanisms that underlie emotion. The field has expanded with the help of functional imaging methods like EEG and fMRI, where changes in brain activity can be measured and quantified as a person experiences different emotion-provoking stimuli. Affective neuroscientists work to develop biology supported therapies for disorders such as depression, PTSD, and addiction, which are dysregulations of the emotions of sadness, fear, and desire, respectively.
Faces of Emotion
Although best known for his theory on evolution, naturalist Charles Darwin published prolifically about other topics in biology, ranging from botany, coral reefs, and even a treatise on psychology. In this 1872 text, called The Expression of Emotions in Man and Animals, Darwin suggested that similar emotional responding is found across different cultures, and to some extent, even in nonhumans. In his view, the main purpose of emotive expression is to communicate survival cues between individuals: a relaxed expression conveys safety, while a fearful expression promotes alertness, since danger may be nearby. Darwin also suggested that we gain survival information from non-human behaviors, for example, a hissing snake or a snarling lion is an immediate threat that should cause fear or other avoidance behaviors.
If you would like to read this article in full, please visit:
https://openbooks.lib.msu.edu/introneuroscience1/chapter/emotions-overview/
Online Book
Brain and Behavior
By David Eagleman
Brain and Behavior: A Cognitive Neuroscience Perspective addresses the central aims of cognitive neuroscience, seeking to examine the brain not only by its components but also by their functions. It highlights the principles, discoveries, and remaining mysteries of modern cognitive neuroscience.
Brain and Behavior covers a wide swath of territory critical for understanding the brain, from the basics of the nervous system, to sensory and motor systems, sleep, language, memory, emotions and motivation, social cognition, and brain disorders. Throughout the narrative, the authors emphasize the dynamically changing nature of the brain, through the mechanisms of neuroplasticity. Wherever possible, they refer to elements of neuroscience that are encountered in everyday life. Key points and concepts are illustrated using case studies of rare but illuminating brain disorders. Brain and Behavior pulls together the best current knowledge about the brain while acknowledging current areas of ignorance and pointing students towards the most promising directions for future research.
If you would like to read this book in full, please visit:
https://eagleman.com/books/brain-and-behavior/
Online Study
The Powerful Role of Reflection in Activating Behavior Change
By Simone Bradley
What is the best way to learn? This article explores the crucial importance of reflection in learning outcomes.
Consider this scenario: You have just hired a new employee, and it’s in everyone’s best interests for her to get up to speed as soon as possible. Her first two weeks have been set aside for her training. On the one hand, she could spend her training continuously practicing tasks that she is already familiar with. On the other hand, she could spend less time practicing the tasks and instead take time to reflect on them as well. What would be the best use of her time that would have the best outcome on her future performance?
Traditional organizational wisdom suggests that practice is the best way to learn. Experience is one of the most important sources of individual learning. Educational researchers like Gary Becker noted that “Many workers increase their productivity by learning new skills and perfecting old ones on the job.” However, a growing body of literature suggests that experience is only part of the picture.
The other key component in learning is reflection. The philosopher John Dewey famously said, “We don’t learn from experience. We learn from reflecting on experience.” Reflection is the subject of an extensive body of research that’s been accumulating ever since Dewey and others discussed its importance in learning in the 1930s. This article will discuss the findings of Di Stefano et al., (2016), researchers at Harvard Business School, from three case studies they performed that empirically illustrate the power of reflection in learning.
Experience Plus Reflection Boosts Performance
The first case study tested the theory that experience plus reflection boosts performance. The authors ran an experiment with 101 customer service agents from Wipro BPO. Wipro BPO is an outsourced business process organization and provides knowledge-based customer support. They provided the perfect scenario to study learning and performance outcomes at the individual level.
The researchers divided the participants into two groups – a reflection group and a practice group. The reflection group spent the last 15 minutes of their day reflecting on their tasks. The practice group used the last 15 minutes of their day practicing tasks to get extra experience. The authors then measured the participants’ performances in each group over 10 days. They found that the reflection group was 19.1% more likely to be in the top-rated category for their performance compared to the practice group.
This experiment showed that after gaining some experience, stopping to reflect increases performance more than continuing to practice does.
If you would like to read this study in full, please visit:
https://info.cognician.com/blog/the-powerful-role-of-reflection-in-individual-learning
Additional Reading
Bradberry T, Greaves J. (2009). Emotional intelligence 2.0. San Diego, CA: TalentSmart.
Chick G. (2018). Corporate emotional intelligence: Being human in a corporate world. ProQuest Ebook Central
Please Visit: https://ebookcentral-proquest-com.ezproxy.liberty.edu.
Ingram A, Peake WO, Stewart W, Watson W. (2019). Emotional intelligence and venture performance. Journal of Small Business Management, 57(3), 780-800. doi:10.1111/jsbm.12333
Venera TA. (2019). leadership and emotional intelligence. Analele Universităţii Constantin Brâncuşi Din Târgu Jiu : Seria Economie, (6), 160-166.
Sharp G, Bourke L, Matthew JFX. (2020). Review of emotional intelligence in health care: An introduction to emotional intelligence for surgeons. ANZ Journal of Surgery, 90(4), 433-440. doi:10.1111/ans.15671
Book: Insight: Why We’re Not as Self-Aware as We Think, and How Seeing Ourselves Clearly Helps Us Succeed at Work and in Life. By Tasha Eurich
Course Manuals 1-10
Course Manual 1: Self Awareness
Personal Competence is about leading the Self.
Personal Competence is the collective power of your self-awareness and self-management skills. It’s how you use emotional intelligence in situations that are more about you.
In other words, Personal Competence is made up of your self-awareness and self-management skills, which focus more on you individually than on your interactions with other people. Personal Competence is your ability to stay aware of your emotions and manage your behavior and tendencies.
Aristotle is famously quoted as saying, “Knowing yourself is the beginning of all wisdom.” Nothing can be more accurate regarding leadership. Your relationship with yourself is one of the most important relationships in your life.
Bill George, a Harvard Business School professor of leadership and former CEO of Medtronic, says that self-awareness is the starting point of leadership. Self-awareness is not only a tremendous personal trait but also highly beneficial to leaders and the companies they work for.
In the previous workshop, we discussed the emotional intelligence quadrant.
Looking at the quadrant;
The top and bottom quadrants left focus on “Personal competence” or Intrapersonal skills.
Likewise, the top and bottom quadrants on the right focus on “Social Competence” or Interpersonal skills.
In this workshop, we will focus on Personal Competence and delve more into self-awareness and self-management. These are two main categories necessary for developing personal Competence as an EQ Leader.
Self-awareness and self-regulation are closely linked. Understanding one’s emotions (self-awareness) is the first step towards managing and regulating those emotions (self-regulation).
Self-awareness and Self-management are both Intrapersonal skills. These skills are internal in nature. Intrapersonal skills are essential for personal and professional success as they influence how individuals cope with challenges, make decisions, set and achieve goals, and interact with others. Let’s delve deeper into each one.
1. Self-Awareness – What I See
According to 2023 HR and L&D Trends, Blanchard, Self-awareness ranked as one of the top skills and qualities tomorrow’s leaders require.
Self-awareness forms the foundation of emotional intelligence. It involves recognizing and understanding one’s own emotions, strengths, weaknesses, values, and goals. Individuals with high self-awareness can accurately assess their feelings and understand how these emotions influence their thoughts and behaviors.
Self-awareness covers the skills participants must learn in order to understand their own emotions, thoughts, and values, as well as how they influence behavior. This includes the ability to understand one’s strengths and weaknesses and form a strong sense of self-confidence and purpose.
Essentially, self-awareness encompasses one’s awareness of their own inner experience and how it impacts their outward expression in the world.
Tasha Eurich, an author and researcher on self-awareness, contends that those who are self-aware share the following characteristics:
“There is strong scientific evidence that people who know themselves and how others see them are happier. They make smarter decisions. They have better personal and professional relationships. They raise more mature children. They’re smarter, superior students who choose better careers. They’re more creative, more confident, and better communicators.”
Case study: What Self-Awareness Really is, and How to Cultivate it
Direct Video Link: https://hbr.org/2018/01/what-self-awareness-really-is-and-how-to-cultivate-it
As shown in the case study:
There are two parts to self-awareness: internal and external. Internal self-awareness means knowing your values and personality strengths and weaknesses. External self-awareness means understanding how other people see you. The two parts are independent of each other. A person can be high or low on both scales or high on one and low on the other.
Internal Self-Awareness: How we see our own values, passions, aspirations, fit with our environment, reactions (thoughts, feelings, behaviors, strengths, and weaknesses), and impact on others. When leaders have high internal self-awareness, it is correlated with increased job satisfaction, relationships, and social control.
External Self-Awareness: Understanding how others view you based on the internal factors above. When leaders have high external self-awareness, they’re better at showing empathy and understanding other people’s perspectives, leading to better relationships with their employees; their employees feel more satisfied with them and see them as more effective leaders.
Self-awareness can also be described as the difference between how we see ourselves and how others see us. It’s easy to assume that being high on one type of awareness would mean being high on the other. However, research has found virtually no relationship between them.
When it comes to internal and external self-awareness, it’s tempting to value one over the other. However, leaders must actively work on both seeing themselves clearly and getting Feedback to understand how others see them.
Here’s a clear example from Potential Project
Vincent Siciliano, CEO of California-based New Resource Bank, was brought in to turn things around and restore the bank’s founding mission, which is to “serve values-driven businesses and nonprofits that are building a more sustainable world.” Within a few years, Vince had the bank back on track, but not everything was going as well as it seemed.
After the successful transition, the leadership team decided to take the pulse of the organization, and discovered low levels of engagement and displeasure with senior leaders. Vince was surprised, but he assumed the discord was left over from the many changes the organization had gone through, so he chose not to take action — time would heal all.
A year later, the bank sent out another employee survey. This time, the results were more specific: Morale was a significant issue, and the majority of people, including members of the senior leadership team, identified Vince as the root cause.
Vince was crushed and oscillated between anger, indignation, defensiveness, and blame. He wondered, “How could they say these things about me? Don’t they understand how far we’ve come under my leadership?”
He could have stayed in this negative mindset, wallowing in self-pity and searching for excuses. Instead, after being a successful high-achiever throughout his career, he decided to confront an uncomfortable truth: He wasn’t the great leader he thought he was. He was leading by the book and trampling over the concerns of others who were not ready to move so fast or didn’t understand the reasons for the changes he had implemented.
In our conversation with Vince, he said: “My ego had run amok. I was leading from my head and not from my heart.” He realized that, despite all the skills he had developed through his years of management education and professional development, he’d never been directed to take a long look in the mirror and ask questions about who he was, what he valued, and what it really meant to be a leader. Since then, the bank’s teamwork and employee opinion scores have dramatically increased, and now there is a high-performing team that focuses on both relationships and results.
Vince’s experience is not unique. Self-awareness is not part of the standard curriculum in most management education programs. The majority of MBA degrees focus on strategy and spreadsheets — the things Vincent excelled at. But this focus blinded him to what was happening in his organization.
The Unaware Leader
According to a Harvard Business Review article, research shows that employees who work for an unaware leader have elevated stress, decreased motivation, and a greater likelihood of leaving the organization.
The article further explains that typically, if someone is unaware, there’s a consensus about their behavior. Leaders who lack self-awareness exhibit the following traits:
• They won’t listen to or accept critical Feedback.
• They cannot empathize with or take the perspective of others.
• They have difficulty “reading a room” and tailoring their message to their audience.
• They possess an inflated opinion of their contributions and performance.
• They are hurtful to others without realizing it.
• They take credit for successes and blame others for failures.
The Importance of Self-Awareness in Leadership
Research suggests that when we see ourselves clearly, we are more confident and more creative. We make sounder decisions, build stronger relationships, and communicate more effectively. We’re less likely to lie, cheat, and steal. We are better workers who get more promotions. And we’re more effective leaders with more satisfied employees and more profitable companies.
Self-aware leaders are better able to alter or choose the appropriate leadership style based on the situation they face. This skill is so critical that 83% of people high in self-awareness are also top performers, and just 2% of bottom performers are high in self-awareness.
What does Self-awareness look like?
• Recognizing and acknowledging one’s emotions as they arise.
• Labeling and recognizing emotions.
• Understanding how emotions influence thoughts, decisions, and behaviors.
• Reflecting on personal strengths, weaknesses, values, and beliefs.
• Being mindful of one’s reactions and responses in different situations.
• Accepting Feedback from others and using it constructively for personal growth.
• Identifying patterns or triggers that affect emotional states and behavior.
• Demonstrating an ability to adapt and learn from experiences to enhance self-understanding.
• Building self-confidence and optimism.
Let’s look at a scenario where a manager was able to demonstrate the self-awareness competencies shown above:
Michael, a manager at a tech company, recently received Feedback from his team members indicating that they feel undervalued and unsupported. Reflecting on this Feedback, Michael realizes that he may have been too focused on meeting deadlines and project management, neglecting the importance of fostering a positive work environment and supporting his team’s well-being. Recognizing the need to enhance his self-awareness and leadership approach, Michael decides to take proactive steps to address the situation.
Self-Awareness Competency Steps:
1. Reflection and Self-Assessment: Michael takes time to reflect on his own behavior, attitudes, and leadership style. He assesses how his actions may have contributed to the negative Feedback from his team members and identifies areas for improvement.
2. Seek Feedback and Perspective: Michael reaches out to his team members individually to gather more detailed Feedback on their experiences and perspectives. He listens attentively to their concerns, validates their feelings, and expresses genuine empathy and understanding.
3. Identify Patterns and Triggers: Michael identifies patterns in his behavior and triggers that may have led to his neglect of his team’s needs. He reflects on situations where he may have prioritized tasks over people or failed to communicate effectively with his team.
4. Develop Action Plan: Based on his self-assessment and Feedback from his team members, Michael develops a concrete action plan to address the issues and improve his leadership approach. He sets specific goals and objectives for fostering a supportive work environment and enhancing communication and collaboration within the team.
5. Implement Strategies: Michael begins implementing strategies to enhance his self-awareness and leadership effectiveness. He schedules regular check-ins with his team members to discuss their concerns, provides opportunities for open and honest communication, and solicits their input and ideas for improving team dynamics.
6. Monitor Progress and Adjust: Michael monitors his progress toward his goals and regularly solicits Feedback from his team members to assess the impact of his efforts. He remains open to constructive criticism and is willing to adjust his approach based on the evolving needs and dynamics of the team.
7. Continued Learning and Growth: Michael recognizes that self-awareness and leadership development are ongoing processes. He commits to continuous learning and growth, seeking out resources, training, and mentorship opportunities to further enhance his skills and effectiveness as a manager.
In the scenario, Michael demonstrates emotional self-awareness by reflecting on Feedback from his team members indicating that they feel undervalued and unsupported. This awareness of his team’s emotional state prompts Michael to prioritize addressing their needs and fostering a positive work environment.
Secondly, Michael exhibits self-confidence as he navigates the process of self-assessment and solicits Feedback from his team members. Despite receiving potentially challenging Feedback, Michael remains confident in his ability to confront the issues head-on and make positive changes. His willingness to engage in open and honest dialogue with his team members reflects his self-assurance and belief in his capacity to improve as a leader. Michael’s self-confidence enables him to approach the situation with optimism and determination, driving his efforts to create meaningful change within the team.
Thirdly, Michael demonstrates accurate self-assessment by identifying patterns in his behavior and triggers that may have contributed to the negative Feedback from his team members. Through self-reflection and introspection, Michael gains insight into his leadership approach and recognizes areas for improvement.
By applying self-awareness competency in this scenario, Michael demonstrates a commitment to personal and professional growth, as well as a genuine concern for the well-being and success of his team.
You can recognize an individual who has a high level of emotional self-awareness because they will:
• Know which emotions they are feeling and why
• Realize the links between their feelings and what they think, do, and say
• Recognize how their feelings affect their performance
• Have a guiding awareness of their values and goals
• Adopt behaviors that minimize the effects of their own emotions on a situation
It was uncovered that when leaders improved their emotional self-awareness, they reported additional benefits, including:
• 100% reported an improvement in workplace effectiveness.
• 79% reported more effective workplace relationships .
• 86% reported an improved ability to identify and manage their emotions.
• 81% reported a link between their improved emotional self-awareness and a reduction in stress.
There are several factors that can make the process of increasing your self-awareness a challenge. Some of them are:
• Deep-seated Patterns: Many aspects of self-awareness involve uncovering deep-seated beliefs, attitudes, and behavioral patterns that may have developed over years or even decades. These patterns can be deeply ingrained and may require considerable effort and introspection to identify and address.
• Emotional Complexity: Self-awareness often involves understanding and managing complex emotions, which can be challenging and may require time to process. Emotions are multifaceted and can be influenced by various internal and external factors, making it difficult to untangle and understand them fully.
• Resistance to Change: People may resist confronting uncomfortable truths about themselves or acknowledging areas for improvement. Fear of failure, rejection, or judgment can inhibit self-awareness and impede progress toward personal growth and development.
• Unconscious Biases and Blind Spots: Unconscious biases and blind spots can obscure self-awareness, making it difficult to accurately perceive oneself and one’s behaviors. Identifying and overcoming these biases requires ongoing self-reflection and external feedback.
• Limited Feedback: Obtaining accurate and constructive Feedback from others can be challenging, particularly if individuals are hesitant to provide honest criticism or if Feedback is inconsistent or unreliable. Without reliable Feedback, it can be difficult to gain a clear understanding of how one’s behavior impacts others.
Building self-awareness is a skill that requires practice and persistence over time. It involves actively engaging in self-reflection, mindfulness, and introspection, as well as seeking Feedback from others and being open to learning and growth.
Ways That Self-Awareness Can Lead to Organizational Effectiveness
1. Improved communication: Self-aware individuals are better equipped to understand their own communication style and how it impacts others. This awareness enables them to adapt their communication approach to different situations and personalities, leading to more effective and harmonious interactions within the organization.
2. Enhanced conflict resolution: Self-awareness allows individuals to recognize their own triggers, biases, and emotional responses during conflicts. By understanding their own role in disagreements, self-aware employees can approach conflicts more constructively, de-escalate tensions, and work towards mutually beneficial solutions.
3. Better decision-making: Self-awareness enables individuals to recognize their strengths, weaknesses, and areas for improvement. With this insight, employees can make more informed decisions by leveraging their strengths, seeking support in areas of weakness, and considering the potential impact of their choices on themselves and others within the organization.
4. Increased resilience: Self-awareness fosters resilience by helping individuals understand their emotional reactions to challenges and setbacks. By acknowledging their feelings and identifying productive coping strategies, self-aware employees can bounce back more quickly from adversity, maintain focus on their goals, and navigate change more effectively.
5. Strengthened leadership effectiveness: Self-aware leaders are better equipped to understand their own leadership style, its impact on others, and areas for development. This awareness enables them to lead with authenticity, empathy, and humility, fostering trust, engagement, and motivation among team members. Additionally, self-aware leaders are more open to Feedback, continuous learning, and personal growth, which contributes to their effectiveness in driving organizational success.
Personal Application – Increasing Your Self-Awareness
Let’s turn the lens on you. When it comes to self-awareness, start by examining the four leadership archetypes, each with a different set of opportunities to improve:
Reflection: what is the ratio of your internal vs. external self-awareness as shown in the four archetypes? Ideally, your EQ 360 report should support your reflection if you had one completed.
It is also important to add that improving self-awareness is a gradual and iterative process that requires patience, commitment, and a willingness to confront discomfort and uncertainty. Don’t put pressure on yourself to do it quickly.
Ironically, just thinking about self-awareness helps you improve your skills. Initially, you will most likely focus on the things you do “wrong.” With time and further practice, you will learn how to recognize your reactions in real time (and sometimes in advance) and adjust your expression of these emotions as appropriate.
Working on your self-awareness will put you ahead of 80 percent of your colleagues. It is the secret ingredient to career advancement and becoming a better leader.
3 Tips for Increasing Self-Awareness in Leaders
Great leaders promote self-awareness by exhibiting it. Here are three ways you could lead with self-awareness:
1. Seek Feedback Regularly: Leaders should actively solicit Feedback from their teams. This can help you understand how your actions and decisions are perceived, providing valuable insights for self-improvement.
• Request feedback after presentations: Ask colleagues or team members for their thoughts on your presentation style, content, and delivery to identify areas for improvement.
• Seek Feedback when negotiating deadlines: After negotiating deadlines with team members or stakeholders, ask for Feedback on the clarity of expectations, feasibility of timelines, and any potential challenges.
• Request Feedback on delegation: When delegating tasks or projects to team members, seek Feedback on their understanding of the assignment, their level of confidence, and any support they may need to succeed.
• Ask for Feedback on decision-making processes: Seek input from colleagues or mentors on your decision-making process, including how you gather information, weigh options, and make final decisions.
• Solicit Feedback during performance reviews: Use performance reviews as an opportunity to seek feedback from supervisors and peers and direct reports on your leadership style, communication effectiveness, and areas for growth.
2. Practice Mindfulness: Being mindful and present in every interaction allows leaders to observe their behavior and its impact on others more effectively.
• Pause before reacting: Take a moment to breathe and collect your thoughts before responding to emails, messages, or Feedback.
• Practice mindful listening: Fully engage in conversations by giving your full attention to the speaker without thinking about what you’ll say next.
• Take time to calm down before speaking to someone you are frustrated with at work.
• Scheduling a face-to-face meeting instead of sending a text to resolve a conflict with a colleague.
3. Self-evaluation: Regular self-assessment can help identify areas of strength and improvement, contributing to a deeper understanding of oneself.
• Why do I react this way in certain situations?
• What are my triggers for stress or anger?
• What patterns do I notice in my relationships or decision-making?
• What goals do I want to achieve, and why are they important?
Exercise 2.1: “Increasing self-awareness as a leader”
Course Manual 2: Self-Management – What I Do
Self-management or Self-regulation is the second component of personal competence.
Self-management refers to the ability to manage and control one’s emotions, impulses, and reactions, even in challenging situations. This encompasses goal setting and achievement, stress management, planning, organization, and motivation. Providing participants with the tools necessary to learn these skills is imperative for their overall success.
Another definition of self-management is the “ability to navigate and shift one’s thoughts, emotions, and behaviors in a healthy way in order to make decisions and reach goals that benefit oneself and others.” This definition is important because it reminds us that we need tools that go beyond self-awareness and strategies that help us manage our thoughts and emotions so that we can make productive choices and not get stuck or overwhelmed by them.
It involves staying calm under pressure, avoiding impulsive decisions, and handling stress effectively. People with strong self-regulation skills can maintain composure, think clearly, and make rational choices, fostering healthier relationships and more productive interactions.
Emotional Regulation and Self-Regulation
Self-regulation and emotional regulation are related concepts but differ in scope and focus:
1. Self-Regulation:
• Self-regulation refers to the broader ability to manage and control one’s thoughts, behaviors, impulses, and actions in various situations.
• It encompasses a range of cognitive, behavioral, and emotional processes, including managing time, attention, and resources, as well as controlling impulses and adhering to social norms.
• Self-regulation involves regulating not only emotions but also other aspects of oneself, such as cognition, motivation, and behavior.
• Examples of self-regulation include controlling procrastination, managing stress, setting and achieving goals, and maintaining focus and concentration.
2. Emotional Regulation:
• Emotional regulation specifically refers to the ability to recognize, understand, and manage one’s emotions effectively.
• It involves regulating the intensity, duration, and expression of emotions in response to internal and external stimuli.
• Emotional regulation includes strategies for modulating emotions, such as calming oneself down when feeling angry or anxious, managing emotional reactivity, and coping with distressing emotions.
• While emotional regulation is a component of self-regulation, it focuses specifically on the management of emotions and emotional responses.
Emotional regulation serves as a foundation for self-regulation. By mastering emotional regulation skills, individuals can enhance their ability to regulate various aspects of themselves, such as:
Improved Impulse Control: Effective emotional regulation helps individuals manage impulses and resist acting impulsively based on intense emotions. By controlling impulsive behaviors, individuals can make more deliberate and intentional choices aligned with their goals and values, enhancing self-regulation.
Stress Management: Emotional regulation skills enable individuals to cope with stress and adversity more effectively. By regulating their emotional responses to stressors, individuals can maintain a sense of calm and control, reducing the impact of stress on their ability to self-regulate and make sound decisions.
Why Emotion Regulation Matters
Unlike small children, adults are expected to be able to manage their emotions—especially anxiety and anger—in a manner that is socially acceptable. When emotional control fails, people often say or do things they later regret and wish they had been able to keep their emotions in check.
Feeling strong emotions is healthy. Learning how to process emotions and respond with appropriate behavior is essential to a person’s well-being. Lacking emotional self-regulation can perpetuate negative emotions. It can also have social repercussions, such as damaging relationships with others.
Key aspects of emotional regulation include:
1. Awareness of emotions: Recognizing and identifying one’s own emotions as they arise, as well as understanding the triggers and underlying causes behind them.
2. Acceptance of emotions: Acknowledging and accepting one’s emotions without judgment or suppression, understanding that all emotions are valid and serve a purpose.
3. Modulation of emotions: Regulating the intensity, duration, and expression of emotions as needed, adapting them to fit the context and demands of the situation.
4. Effective coping strategies: Employing healthy and adaptive strategies to manage and cope with difficult or distressing emotions, such as relaxation techniques, problem-solving, seeking social support, or engaging in enjoyable activities.
5. Impulse control: Resisting the urge to act impulsively or react impulsively based on intense emotions, instead pausing to consider the consequences and choosing more appropriate responses.
6. Flexibility in emotional responses: Being able to flexibly shift between different emotional states and adapt to changing circumstances, without getting stuck in rigid or maladaptive patterns of emotional reactivity.
Emotional self-regulation is the learned skill of applying conscious thought to events that prompt strong emotions. When people engage in it, they adapt their behavior in the following ways:
• They notice the increase in emotional response.
• They consider the consequences of any response.
• They choose responses that move toward a positive outcome or goal despite possibly feeling negative emotions.
Someone who has good emotional self-regulation has the ability to keep their emotions in check. They can resist impulsive behaviors that might worsen their situation, and they can cheer themselves up when they’re feeling down. They have a flexible range of emotional and behavioral responses that are well-matched to the demands of their environment.
On the other hand,
Emotional dysregulation refers to difficulties in managing or regulating one’s emotions effectively. It involves experiencing intense, disproportionate, or prolonged emotional responses to situations that may not warrant such reactions. Individuals with emotional dysregulation may have trouble controlling their emotions, expressing them appropriately, or recovering from emotional experiences.
Emotional dysregulation can manifest in various ways, including:
1. Intense emotional reactions: Individuals may experience emotions such as anger, sadness, or anxiety more intensely than others, leading to outbursts or emotional breakdowns.
2. Difficulty in calming down: Once triggered, individuals may struggle to calm themselves down or regulate their emotions, even after the triggering event has passed.
3. Impulsive behavior: Emotional dysregulation can lead to impulsive actions or behaviors, such as lashing out verbally or physically, engaging in risky behaviors, or making impulsive decisions.
4. Mood swings: Individuals may experience frequent and abrupt shifts in mood, ranging from extreme highs to lows, making it challenging to maintain emotional stability.
5. Interpersonal difficulties: Emotional dysregulation can strain relationships with others, as individuals may have difficulty understanding and responding appropriately to social cues or managing conflicts effectively.
Honing Emotional Regulation skills enables you to:
• feel balanced and in control of your emotional reaction
• stay calm during challenging situations
• better manage stress
• protect important connections
• actively listen to the needs of others
• express your needs in constructive ways
• remain professional in work situations
• not take things personally
What are some consequences of poor self-regulation in the workplace?
Poor self-regulation in the workplace can have far-reaching consequences, affecting individual and organizational performance, as well as employee well-being and satisfaction.
Some of the consequences of poor self-regulation in the workplace include:
• Decreased Productivity: Employees who struggle with self-regulation may find it difficult to stay focused on tasks, leading to decreased productivity and work output.
• Increased Errors: Poor self-regulation can result in impulsive actions or careless mistakes, leading to errors in work quality or judgment.
• Interpersonal Conflicts: Difficulty in regulating emotions can lead to conflicts with coworkers or supervisors, damaging relationships and creating a hostile work environment.
• Stress and Burnout: Employees who lack self-regulation skills may experience higher levels of stress and burnout due to difficulty managing workload, deadlines, or interpersonal challenges.
• Absenteeism and Turnover: Chronic stress and interpersonal conflicts resulting from poor self-regulation can contribute to increased absenteeism and turnover rates as employees seek to escape the negative work environment.
• Poor Decision-Making: Impulsivity or emotional reactivity can impair decision-making abilities, leading to choices that are not well thought out or aligned with organizational goals.
• Negative Reputation: Individuals who struggle with self-regulation may develop a negative reputation in the workplace, impacting their professional relationships and career advancement opportunities.
• Decreased Morale: A work environment characterized by poor self-regulation can lead to decreased morale among employees, as they may feel frustrated, unsupported, or undervalued.
• Impact on Team Dynamics: Poor self-regulation can disrupt team dynamics, leading to decreased collaboration, communication breakdowns, and reduced cohesion among team members.
What is Self-Regulation Theory?
Self-regulation theory (SRT) simply outlines the process and components involved when we decide what to think, feel, say, and do. It is particularly salient in the context of making a healthy choice when we have a strong desire to do the opposite (e.g., refraining from eating an entire pizza just because it tastes good).
According to modern SRT expert Roy Baumeister, there are four components involved (2007):
1. Standards of desirable behavior
2. Motivation to meet standards
3. Monitoring of situations and thoughts that precede breaking standards
4. Willpower allowing one’s internal strength to control urges
These four components interact to determine our self-regulatory activity at any given moment. According to SRT, our behavior is determined by our personal standards of good behavior, our motivation to meet those standards, the degree to which we are consciously aware of our circumstances and our actions, and the extent of our willpower to resist temptations and choose the best path.
What Is Behavioral Self-Regulation?
Behavioral self-regulation is “the ability to act in your long-term best interest, consistent with your deepest values” (Stosny, 2011). It is what allows us to feel one way but act another.
If you’ve ever dreaded getting up and going to work in the morning but convinced yourself to do it anyway after remembering your goals (e.g., a raise, a promotion) or your basic needs (e.g., food, shelter), you displayed effective behavioral self-regulation.
The Link Between Self-Management, Motivation, and Professional Success
Self-management and professional success are deeply intertwined, as individuals who possess strong self-management skills are more likely to be motivated and driven to succeed in their careers. Firstly, self-management encompasses the ability to regulate one’s thoughts, emotions, and behaviors effectively, which is essential for maintaining focus, perseverance, and resilience in the face of challenges. Individuals who can manage their time, energy, and resources efficiently are better equipped to set and pursue ambitious career goals, demonstrating a proactive approach to their professional development.
Secondly, self-management fosters intrinsic motivation, the internal drive to engage in activities for their own sake rather than for external rewards or pressures. When individuals have a clear sense of purpose, autonomy, and ownership over their work, they are more likely to experience higher levels of job satisfaction and fulfillment. By aligning their professional aspirations with their personal values, interests, and strengths, individuals can cultivate a deeper sense of meaning and purpose in their careers, fueling their motivation to succeed and excel.
Lastly, self-management promotes adaptability and agility in navigating the complexities of the modern workplace. As the professional landscape continues to evolve rapidly, individuals who can effectively manage change, uncertainty, and setbacks are better positioned to thrive in dynamic environments. By staying resilient in the face of adversity, maintaining a growth mindset, and continuously learning and adapting to new challenges, individuals can sustain their motivation to succeed professionally and seize opportunities for growth and advancement. In summary, self-management serves as a cornerstone for professional success by enabling individuals to cultivate intrinsic motivation, resilience, and adaptability, ultimately empowering them to achieve their career aspirations and realize their full potential in the workplace.
Samantha’s Scenario With Her Manager
Samantha, a dedicated and high-performing employee, has been taking on increasingly more responsibilities at work, demonstrating her capability and commitment to her role. During a one-on-one meeting with her manager, Samantha gathers the courage to raise the issue of her workload and the need for a title change and compensation adjustment to reflect her expanded responsibilities. However, her manager brushes over her concerns and seems uninterested in addressing them, merely acknowledging Samantha’s comments with a vague nod before moving on to other topics. Feeling frustrated and demotivated by her manager’s lack of engagement and apparent disregard for her concerns, Samantha leaves the meeting with a sense of disillusionment and uncertainty about her future at the company.
Self-Management Strategies for Samantha:
1. Recognize and Validate Emotions: Samantha acknowledges her feelings of frustration, disappointment, and demotivation in response to her manager’s dismissive attitude. She recognizes that these emotions are natural reactions to feeling undervalued and unheard in the workplace.
2. Take a Breath and Regain Composure: Samantha takes a moment to compose herself before reacting impulsively. She takes a few deep breaths to calm her nerves and clear her mind, preventing herself from reacting emotionally in the heat of the moment.
3. Reframe the Situation: Samantha reframes the interaction with her manager as an opportunity to reassess her priorities and explore alternative solutions. Rather than dwelling on her manager’s response, she focuses on taking proactive steps to address her concerns and advocate for her needs.
4. Seek Clarity and Feedback: Samantha follows up with her manager to seek clarity on their response and request specific feedback on her performance and potential for growth within the company. She demonstrates her commitment to her professional development and willingness to engage in constructive dialogue to find a mutually beneficial solution.
5. Explore External Support: Samantha seeks support and guidance from trusted colleagues, mentors, or HR representatives who can offer perspective, advice, or assistance in navigating the situation. She values their input and expertise in helping her assess her options and develop a strategic approach moving forward.
6. Focus on Personal Growth: Despite the initial setback, Samantha remains focused on her personal growth and career aspirations. She takes proactive steps to enhance her skills, broaden her network, and explore opportunities for advancement within or outside the organization, recognizing that her worth is not defined solely by her current title or compensation.
By practicing self-management strategies in response to her manager’s dismissive attitude, Samantha demonstrates resilience, professionalism, and a proactive approach to addressing workplace challenges. She refuses to let her frustrations derail her motivation and remains committed to advocating for her needs and pursuing her professional goals, even in the face of adversity.
Self-Management and Stress
Self-management plays a crucial role in managing stress effectively. When individuals are adept at self-management, they are better equipped to regulate their emotions, behaviors, and responses to stressful situations.
Self-Management can help with stress in the following ways:
• Adaptability: The ability to adjust to change and navigate uncertainty with resilience and flexibility. This includes being open to new ideas, embracing challenges as opportunities for growth, and adapting to shifting circumstances in the environment.
• Self-Discipline: The ability to regulate one’s thoughts, emotions, and behaviors to achieve long-term goals and objectives. This includes delaying gratification, resisting impulses, and maintaining focus and persistence in the face of obstacles.
• Goal Setting and Planning: The ability to set clear, achievable goals and develop action plans to attain them. This includes defining specific, measurable objectives, breaking them down into manageable tasks, and monitoring progress towards goal attainment.
• Assertiveness: The ability to express oneself confidently, assertively, and respectfully in interpersonal interactions. This includes setting boundaries, advocating for one’s needs and interests, and communicating effectively with others.
By practicing self-awareness and self-regulation, individuals can identify the sources of their stress, understand how they react to stressors, and implement strategies to cope with stress more effectively. This may involve techniques such as setting boundaries, prioritizing tasks, etc of, which the EQ Leader workshop will address.
Ultimately, self-management empowers individuals to navigate stressors more successfully, leading to greater resilience and overall well-being.
Impulse Control – a Critical Competency for Self-Management
Self-regulation encompasses the ability to control impulses, resist temptations, and modulate one’s behavior in accordance with goals, values, and social norms. At its core, self-regulation is about exercising restraint and making deliberate choices rather than acting impulsively based on immediate desires or emotions. It involves pausing to consider the potential consequences of actions, weighing short-term gratification against long-term goals, and exerting self-control to pursue desired outcomes. Effective impulse control requires awareness of one’s thoughts, emotions, and impulses, as well as the ability to regulate them consciously. By mastering impulse control, individuals can make more reasoned and deliberate decisions, resist distractions, and maintain focus on tasks or goals, ultimately leading to greater success and well-being in various aspects of life.
Case Study: The Stanford Marshmallow Experiment
The Stanford marshmallow experiment, conducted by psychologist Walter Mischel in the late 1960s and early 1970s, was a landmark study on delayed gratification and self-control in children. The experiment aimed to investigate how children’s ability to delay gratification at a young age might predict their future success and outcomes later in life.
In the experiment, children, typically around four to six years old, were individually brought into a room and seated at a table with a marshmallow (or another tempting treat) placed in front of them. The experimenter explained to each child that they could either eat the marshmallow immediately or wait for a few minutes while the experimenter left the room. If they waited until the experimenter returned, they would be rewarded with an additional marshmallow, thus demonstrating delayed gratification.
The children were then left alone with the marshmallow for a predetermined period, usually around 15 minutes. Some children managed to resist temptation and waited patiently for the experimenter to return, while others succumbed to temptation and ate the marshmallow before the time elapsed.
The researchers followed up with the participants over several decades to assess various outcomes, including academic achievement, health, and social functioning. The findings of the study suggested that children who demonstrated greater self-control and were able to delay gratification by waiting for the second marshmallow tended to have better life outcomes in the long term. They were more likely to achieve higher academic success, have healthier lifestyles, and exhibit more positive social and emotional behaviors compared to children who lacked self-control and gave in to immediate gratification.
The conclusion drawn from the Stanford marshmallow experiment was that the ability to delay gratification and exercise self-control at a young age could be a significant predictor of future success and well-being. This finding highlighted the importance of self-regulation skills in early childhood development and underscored the potential long-term benefits of fostering self-control and delayed gratification in children.
Case Study video links:
https://youtu.be/mZUTZKbe4hI?si=Cacwv_991S7REI7j
https://www.youtube.com/watch?v=ug9qyZJ_nxI
In the EQ-i 2.0 model and assessment, impulse control is a component of emotional intelligence that falls under the domain of Self-Expression. Impulse control refers to the ability to resist immediate impulses, urges, or reactions and instead respond thoughtfully and intentionally. It involves managing impulsivity and exercising restraint in emotional, behavioral, and decision-making contexts.
Individuals with strong impulse control are able to pause and consider the potential consequences of their actions before acting, even in situations where emotions are intense or circumstances are challenging. They can regulate their impulses effectively, delaying gratification when necessary and making choices that align with their long-term goals and values. Additionally, individuals with high impulse control are less likely to engage in impulsive or risky behaviors and are better equipped to navigate situations that require patience, discipline, and self-discipline.
In summary, impulse control in the EQ-i 2.0 model reflects the ability to manage impulsivity and respond to situations in a deliberate and controlled manner, contributing to overall emotional intelligence and effective self-regulation.
Personal Application:
You can apply impulse control competencies to enhance self-management in several ways:
1. Pause and Reflect: When faced with challenging situations or decisions, you can practice pausing and taking a moment to reflect before responding. This allows you to consider the potential consequences of your actions and choose a response that aligns with your goals and values.
2. Manage Stress and Pressure: Impulse control helps you regulate your emotional reactions, particularly in high-stress or pressure-filled situations. By staying calm and composed, you can make more rational and effective decisions, even when under duress.
3. Stay Focused on Goals: Impulse control enables you to resist distractions and stay focused on your long-term goals and priorities. Instead of being swayed by immediate temptations or short-term gains, you can maintain a clear sense of direction and purpose in your work.
4. Exercise Patience: Patience is a key aspect of impulse control. You can practice patience in dealing with challenging team dynamics, navigating organizational changes, or waiting for desired outcomes to materialize. This allows them to persevere through setbacks with resilience and determination.
5. Manage Conflict: In situations of conflict or disagreement, impulse control helps you refrain from reacting impulsively out of anger or frustration. Instead, you can approach conflict resolution with a calm and composed demeanor, actively listening to others’ perspectives and seeking mutually beneficial solutions.
Overall, by applying impulse control competencies, the manager can enhance their self-management skills, leading to more effective leadership, better decision-making, and improved team dynamics.
Reflection: What is your impulse control score on your assessment? (You will find this under the Decision-Making Scale). What circumstances do you find extremely challenging to practice impulse control at work?
Improving your Self-management Competencies as a Leader
Mastering self-management is challenging, especially when balancing personal motivations, external pressures, and daily distractions at work.
These competencies encompass a range of behaviors, attitudes, and strategies that contribute to self-regulation, self-discipline, and self-improvement. Some common self-management competencies include:
Along with Impulse Control, we will be covering other key competencies of self-management later in this workshop. In a nutshell, developing the following skills is critical for improving self-management:
• Time Management: The ability to prioritize tasks, set goals, and allocate time effectively to accomplish them. This includes planning, organizing, and scheduling activities to maximize productivity and minimize procrastination.
• Task initiation: the ability to begin tasks independently and without procrastinating. It’s an essential component of self-management, as it directly influences productivity and goal attainment.
• Prioritization management: Clearly identify and rank your tasks based on their importance and urgency, as this helps you focus on starting — and completing — the most critical ones first. This structured approach can help prevent you from feeling overwhelmed by long to-do lists, making it easier to kickstart tasks.
Exercise 2.2: “Challenging Impulses”
Course Manual 3: Emotional Neuroscience
The notion that emotions have no place in the workplace is a myth that overlooks the undeniable role emotions play in human behavior and performance.
In the workplace, you can observe employees experiencing a diverse array of emotions: Sadness when saying goodbye to departing colleagues, anxiety and apprehension for those facing a challenging presentation or deadline, joy when achieving a milestone or completing a successful project, and frustration over unexpected setbacks or changes in plans.
Fostering emotional intelligence and creating a culture that values emotional expression can enhance team dynamics, foster creativity, and improve overall organizational effectiveness. Recognizing and embracing emotions in the workplace is not a sign of weakness but rather a key component of cultivating a healthy and productive work environment.
Emotions are intricate neurophysiological states that influence behavior and contribute to an internal sensation. Certain emotions are good (joy), others bad (disgust), and some in between (nostalgia). While some emotions are fleeting (surprise), others could endure for years (resentment). It is exceedingly challenging to define “emotion” precisely. The fluidity of emotions makes it difficult to define them since they exist on a spectrum, can be experienced in multiple ways at once, are experienced differently by different people, and are interpreted and understood differently by each individual.
The History of Emotions Research
Emotion research has a rich and diverse history, spanning multiple disciplines and centuries. Here’s an overview of key milestones in the history of emotion research:
1. Ancient Philosophical Perspectives: Emotion has been a topic of philosophical inquiry since ancient times. Greek philosophers such as Plato and Aristotle discussed the nature of emotions and their role in human behavior, laying the groundwork for later theories.
2. Early Psychological Theories: In the late 19th and early 20th centuries, pioneering psychologists like William James and Carl Lange proposed influential theories of emotion. James-Lange theory, proposed in the 1880s, suggested that emotions arise from physiological responses to stimuli. This theory challenged the prevailing view that emotions precede bodily changes.
3. Freudian Psychoanalysis: Sigmund Freud’s psychoanalytic theory introduced new perspectives on emotions, emphasizing the role of unconscious processes and childhood experiences in shaping emotional development. Freud’s work influenced subsequent theories of emotion and personality.
4. Behaviorism: During the early to mid-20th century, behaviorist psychologists like John B. Watson and B.F. Skinner focused on observable behaviors rather than internal mental processes. Behaviorism downplayed the study of emotions, but its emphasis on empirical research methods laid the foundation for later experimental studies.
5. Cognitive Revolution: The cognitive revolution of the 1950s and 1960s sparked renewed interest in the study of emotions. Psychologists like Stanley Schachter and Jerome Singer proposed cognitive theories of emotion, emphasizing the role of cognitive appraisal processes in determining emotional experiences.
6. Neuroscientific Advances: In the late 20th and early 21st centuries, advances in neuroscience revolutionized the study of emotions. Neuroimaging techniques such as fMRI and PET scans allowed researchers to investigate the neural mechanisms underlying emotions in unprecedented detail. Affective neuroscience emerged as a multidisciplinary field that integrates neuroscience, psychology, and psychiatry to study emotions from a biological perspective.
7. Modern Theories and Approaches: Contemporary emotion research encompasses a wide range of theoretical perspectives and methodologies. Psychologists and neuroscientists study emotions from various angles, including evolutionary psychology, social psychology, cultural psychology, and clinical psychology. Interdisciplinary research collaborations are increasingly common, leading to new insights into the nature and function of emotions in human life.
Theory of Emotions
The theory of emotions provides a framework for exploring the complex interplay between biological, psychological, and environmental factors in shaping human emotional experiences. It encompasses various psychological perspectives aimed at understanding the nature, origins, and functions of emotions. One prominent theory is the James-Lange theory, proposed independently by psychologist William James and physiologist Carl Lange in the late 19th century. This theory suggests that physiological responses precede the experience of emotions, implying that our bodily reactions to stimuli shape our emotional experiences. In contrast, the Cannon-Bard theory, formulated by Walter Cannon and Philip Bard in the 1920s, posits that emotional responses occur simultaneously with physiological changes rather than being dependent on them. Other theories, such as the Schachter-Singer theory and the appraisal theory, offer additional insights into the cognitive and situational factors influencing emotions.
1. James-Lange Theory: Proposed by William James and Carl Lange, this theory suggests that physiological responses precede the experience of emotions. According to this perspective, when we encounter a stimulus, our body reacts with a specific physiological response, such as increased heart rate or sweating. These bodily changes then trigger the corresponding emotional experience. For example, encountering a bear in the woods may lead to a rapid heartbeat and trembling, which are then interpreted as feelings of fear.
2. Cannon-Bard Theory: Developed by Walter Cannon and Philip Bard, the Cannon-Bard theory proposes that emotions and physiological responses occur simultaneously, rather than one causing the other. In this view, emotional experiences and bodily reactions are independent but can occur together. For instance, upon seeing a snake, both fear (emotion) and physiological changes (e.g., increased heart rate) occur simultaneously, without one causing the other.
3. Schachter-Singer Theory (Two-Factor Theory): This theory, proposed by Stanley Schachter and Jerome Singer, suggests that emotions involve both physiological arousal and cognitive interpretation. According to this perspective, physiological arousal is undifferentiated and can be attributed to various emotions. The specific emotion experienced depends on how we interpret or label the arousal based on situational cues and cognitive appraisals. For example, feeling a rapid heartbeat in a haunted house may be interpreted as fear if we believe the environment is dangerous, but as excitement if we perceive it as thrilling.
4. Lazarus Cognitive Mediational Theory: Developed by Richard Lazarus, this theory emphasizes the role of cognitive appraisal in the experience of emotions. According to Lazarus, emotions arise from our evaluations or appraisals of a situation and its significance to our well-being. These cognitive appraisals occur automatically and influence the intensity and quality of emotional responses. For instance, encountering a difficult task at work may lead to feelings of stress or frustration if we appraise it as threatening or challenging, but as excitement if we view it as an opportunity for growth.
The Neuroscience of Emotion
The neuroscience of emotion delves into the intricate workings of the brain to understand how emotions are generated, processed, and regulated. It explores the complex interplay between various brain regions, neurotransmitters, and neural circuits involved in the experience of emotions. Key structures such as the amygdala, prefrontal cortex, and insula are central to this process, orchestrating the appraisal of stimuli, the generation of emotional responses, and the modulation of affective states.
Neurotransmitters like serotonin, dopamine, and norepinephrine play crucial roles in regulating mood and emotional responses, while neural networks connect different brain regions to coordinate emotional processing.
Affective Neuroscience:
Affective neuroscience is a multidisciplinary field that studies the neural mechanisms underlying emotions and affective processes. It combines principles and methods from neuroscience, psychology, psychiatry, and related disciplines to explore how the brain generates, perceives, processes, and regulates emotions. Affective neuroscience investigates the neural circuits, brain structures, neurotransmitter systems, and physiological responses involved in emotional experiences and behaviors. It seeks to understand the biological basis of emotions, including their evolutionary origins, adaptive functions, and implications for mental health and well-being. This field encompasses a wide range of topics, including emotion regulation, emotional learning and memory, social and interpersonal emotions, and the impact of emotions on cognition, decision-making, and behavior. Affective neuroscience research has practical applications in various domains, such as clinical psychology, psychiatry, neuroscience-based therapies, human-computer interaction, and affective computing. Overall, it provides valuable insights into the complex interplay between the brain and emotions, advancing our understanding of human nature and behavior.
The neuroscience of emotions explores the intricate workings of the brain and nervous system to understand how emotions are generated, processed, and regulated. This field of study delves into the neural mechanisms, brain structures, and biochemical processes that underlie emotional experiences and behaviors. Here’s a detailed overview of the neuroscience of emotions:
1. Brain Structures: Various regions of the brain play key roles in processing and regulating emotions. The limbic system, including structures like the amygdala, hippocampus, and hypothalamus, is particularly important. The amygdala is involved in the detection and response to emotional stimuli, while the hippocampus is responsible for memory consolidation and contextualizing emotions. The prefrontal cortex, especially the ventromedial prefrontal cortex, helps regulate emotional responses and make decisions based on emotional information.
2. Neural Circuits: Emotions involve complex neural circuits that communicate information between different brain regions. These circuits facilitate the transmission of signals related to emotional stimuli, allowing for the integration of sensory input, memory, and cognitive processes. For example, the amygdala receives input from sensory areas of the brain and sends signals to the prefrontal cortex and other regions to modulate emotional responses.
3. Neurotransmitters and Hormones: Neurotransmitters and hormones play crucial roles in modulating emotional responses and regulating mood. For instance, neurotransmitters like serotonin, dopamine, and norepinephrine influence mood regulation, reward processing, and stress responses. Hormones such as cortisol, adrenaline, and oxytocin also play important roles in the physiological and psychological aspects of emotions, including stress, bonding, and social behavior.
4. Plasticity and Learning: The brain exhibits neuroplasticity, meaning it can adapt and reorganize in response to experiences and environmental stimuli. Emotional experiences can shape the structure and function of neural circuits, influencing future emotional responses and behaviors. Learning and memory processes, mediated by synaptic plasticity and long-term potentiation, contribute to the formation of emotional associations and patterns of behavior.
5. Emotion Regulation: Emotion regulation involves the conscious and unconscious processes by which individuals modulate their emotional experiences and expressions. This process relies on top-down regulation mechanisms involving the prefrontal cortex and other executive control regions. Strategies for emotion regulation, such as cognitive reappraisal, mindfulness, and social support, leverage these neural mechanisms to regulate emotions effectively.
6. Clinical Implications: Understanding the neuroscience of emotions has significant implications for mental health and clinical practice. Dysregulation of emotional processes is implicated in various psychiatric disorders, including anxiety disorders, mood disorders, and post-traumatic stress disorder (PTSD). Neuroscience research informs the development of therapeutic interventions and pharmacological treatments aimed at addressing underlying neural dysfunctions and restoring emotional balance.
The Emotional Brain
Where is Emotion Processed?
The term “emotional brain” typically refers to the network of brain structures involved in the processing and regulation of emotions.
While there isn’t a single brain region responsible for emotions, the emotional brain encompasses several interconnected structures that play key roles in emotion processing.
The amygdala plays a central and crucial role in emotion processing, particularly in the rapid assessment of emotional stimuli and the initiation of emotional responses. It is involved in the detection of threats, fear conditioning, and the modulation of emotional memory formation. Through its connections with other brain regions, the amygdala influences physiological responses, cognitive appraisals, and behavioral reactions to emotionally salient stimuli. Dysfunction or hyperactivity of the amygdala has been implicated in various emotional disorders, including anxiety disorders and post-traumatic stress disorder (PTSD).
In addition to the amygdala, emotion processing involves the interaction of multiple brain regions and neural networks:
1. Limbic System: The limbic system, including structures such as the hippocampus, hypothalamus, and cingulate cortex, plays a role in emotion regulation, memory formation, and autonomic responses.
2. Prefrontal Cortex: The prefrontal cortex, particularly the ventromedial prefrontal cortex (vmPFC) and orbitofrontal cortex (OFC), modulates emotional responses and integrates emotional information with cognitive processes such as decision-making, social behavior, and impulse control.
3. Insular Cortex: The insular cortex is involved in the subjective experience of emotions, including interoceptive awareness of bodily sensations and feelings. It contributes to emotional awareness, empathy, and social cognition.
4. Basal Ganglia and Thalamus: Subcortical structures such as the basal ganglia and thalamus play a role in the integration and modulation of emotional responses, as well as the coordination of motor functions and motivation.
5. Brainstem and Autonomic Nervous System: The brainstem, including structures such as the periaqueductal gray (PAG) and locus coeruleus, regulates physiological responses associated with emotions, such as heart rate, respiration, and arousal. The autonomic nervous system mediates these physiological changes, coordinating the body’s response to emotional states.
Overall, emotion processing involves the coordinated activity of multiple brain regions, with the amygdala serving as a key hub that integrates sensory input, evaluates emotional significance, and orchestrates behavioral and physiological responses to emotional stimuli.
This brief video provides more insights on how the Limbic system works:
Video Link: https://youtu.be/yYUImmcq-bc?si=EHM-aqw_56zD4btC
Cognitive Neuroscience
How do Emotions guide our thinking and behavior?
Emotions play a crucial role in guiding our thinking and behavior by influencing how we perceive, interpret, and respond to the world around us. Here are several ways in which emotions guide our thinking and behavior:
1. Attention and Perception: Emotions act as filters that prioritize certain stimuli over others, directing our attention towards salient or emotionally significant cues in our environment. For example, feeling fear may heighten our awareness of potential threats, while experiencing happiness may lead us to notice positive opportunities or experiences.
2. Memory and Learning: Emotions influence memory formation and learning by enhancing the encoding and retrieval of emotionally charged information. Emotional events tend to be remembered more vividly and retained longer than neutral events. This phenomenon, known as emotional memory enhancement, helps us learn from past experiences and make adaptive decisions in similar situations.
3. Decision-Making and Judgment: Emotions play a key role in decision-making processes by providing valuable information about the significance and consequences of different options. Positive emotions may lead to risk-taking behavior and optimism, while negative emotions may promote cautiousness and risk aversion. Additionally, emotions can bias our judgments and evaluations, leading us to perceive information in ways that align with our emotional state.
4. Motivation and Goal-Directed Behavior: Emotions serve as powerful motivators that energize and guide goal-directed behavior. Positive emotions such as excitement and enthusiasm can increase motivation and persistence towards achieving desired outcomes. Conversely, negative emotions such as fear or anger may motivate us to take action to avoid or address perceived threats or challenges.
5. Social Behavior and Relationships: Emotions play a crucial role in social interactions and relationships, influencing how we communicate, empathize, and connect with others. Emotions serve as signals that convey information about our internal states and intentions, facilitating social bonding, cooperation, and empathy. For example, expressing empathy towards someone in distress can strengthen social bonds and foster supportive relationships.
6. Regulation and Coping: Emotions also guide our efforts to regulate and cope with internal and external stressors. Emotion regulation strategies help us modulate the intensity and duration of our emotional experiences, allowing us to adaptively cope with challenging situations and maintain psychological well-being.
Overall, emotions serve as integral components of human cognition and behavior, shaping our perceptions, decisions, interactions, and responses to the ever-changing world around us. By understanding the complex interplay between emotions and cognition, we can gain insight into the underlying mechanisms that guide human thought and action.
Physical and Psychological Aspects of Emotions
Emotions can be understood from both physical and psychological perspectives, encompassing their physiological and subjective components:
1. Physical Aspect: Emotions have distinct physiological manifestations that involve changes in bodily responses and arousal. These physical responses are orchestrated by the autonomic nervous system and endocrine system, leading to observable changes in bodily functions. Examples of physiological changes associated with emotions include:
• Activation of the sympathetic nervous system: Emotions trigger the “fight-or-flight” response, leading to increased heart rate, respiration rate, and blood pressure. This prepares the body for action in response to perceived threats or challenges.
• Release of stress hormones: Emotions can stimulate the release of stress hormones such as adrenaline (epinephrine) and cortisol, which mobilize energy resources and prepare the body to respond to stressors.
• Changes in facial expressions: Emotions often manifest through facial expressions that reflect underlying emotional states. For example, a smile indicates happiness or joy, while a furrowed brow may indicate anger or frustration.
• Alterations in body language and posture: Emotions influence nonverbal behaviors such as body language, gestures, and posture. For instance, feelings of sadness may be accompanied by slumped shoulders and reduced movement, while feelings of excitement may lead to animated gestures and energetic movements.
2. Psychological Aspect: Emotions also have a psychological dimension that encompasses subjective experiences, cognitive appraisals, and emotional states. This aspect of emotions involves the interpretation and evaluation of internal and external stimuli, as well as the subjective feelings and meanings associated with emotional experiences. Key components of the psychological aspect of emotions include:
• Subjective experience: Emotions involve subjective feelings and experiences that vary in intensity, duration, and quality. Individuals may describe their emotional experiences using terms such as happiness, sadness, fear, anger, or love, reflecting the diversity of emotional states.
• Cognitive appraisal: Emotions are influenced by cognitive processes such as perception, interpretation, and evaluation of stimuli. The way individuals appraise and interpret events and situations can shape their emotional responses. For example, perceiving a situation as threatening may elicit fear, while interpreting it as challenging may evoke excitement or motivation.
• Regulation and expression: Emotions involve the regulation and expression of internal states through various behavioral and expressive channels. Individuals may regulate their emotions through strategies such as suppression, reappraisal, or distraction, influencing the way emotions are experienced and expressed.
In summary, emotions encompass both physical and psychological dimensions, involving physiological responses and subjective experiences that interact to shape our internal states and external behaviors. Understanding emotions from both perspectives provides a comprehensive framework for studying their complex nature and impact on human cognition, behavior, and well-being.
Classification of Emotions
Emotions can be broadly classified into several main classes based on their underlying physiological and psychological features.
While there is some variation in classification schemes across theories and researchers, common main classes of emotions include:
1. Primary Emotions: These are considered to be universal and innate across cultures, with distinct physiological signatures. Primary emotions include:
1. Happiness: Positive emotion associated with feelings of joy, contentment, and pleasure.
2. Sadness: Negative emotion characterized by feelings of loss, disappointment, and sorrow.
3. Fear: Response to perceived threat or danger, involving physiological arousal and the urge to escape or avoid the threat.
4. Anger: Reaction to perceived provocation or frustration, involving feelings of hostility, aggression, and indignation.
5. Surprise: Brief emotional response to unexpected or novel stimuli, often accompanied by physiological arousal and heightened attention.
6. Disgust: Response to unpleasant or offensive stimuli, involving feelings of aversion, revulsion, or nausea.
2. Secondary Emotions: These are more complex emotions that emerge from combinations or variations of primary emotions, as well as cognitive appraisals and social influences. Secondary emotions include:
• Love: Complex emotion characterized by feelings of affection, attachment, and intimacy towards others.
• Jealousy: Combination of fear, anger, and sadness arising from perceived threats to a valued relationship or possession.
• Guilt: Negative emotion resulting from a perceived violation of moral or social norms, accompanied by feelings of remorse or self-blame.
• Pride: Positive emotion associated with feelings of accomplishment, self-worth, and recognition of one’s achievements.
• Shame: Negative emotion stemming from a sense of inadequacy, humiliation, or disgrace, often linked to social evaluation or scrutiny.
• Embarrassment: Socially oriented emotion triggered by perceived violations of social norms or expectations, leading to self-consciousness or discomfort.
These main classes of emotions provide a framework for understanding the diverse range of emotional experiences and expressions observed in individuals across cultures and contexts. Emotions are complex phenomena that serve important adaptive functions in human life, influencing behavior, cognition, and social interactions.
Case Study: Decoding Six Basic Emotions From Functional Brain Connectivity Patterns
Recently, a paper entitled “Decoding six basic emotions from brain functional connectivity patterns” was published online in Science China Life Sciences by Dr. Fang Fang’s group in the School of Psychological and Cognitive Sciences at Peking University.
This study analyzed the neural mechanism of emotional information represented by brain network patterns from a data-driven perspective. By leveraging the sliding window technique and the random forest model, this study constructed the decoding model of emotional brain networks and provided evidence that functional connectivity patterns contained the representational information of basic emotions.
The team of Prof. Fang collected whole-brain fMRI data from human participants while they viewed pictures of faces expressing one of the six basic emotions (anger, disgust, fear, happiness, sadness, and surprise) or showing neutral expressions.
They obtained F.C. patterns for each emotion across brain regions over the whole brain with the Harvard-Oxford atlas, and applied multivariate pattern decoding to decode six basic emotions from the neutral expressions.
The results showed that the whole-brain F.C. patterns successfully classified the six basic emotions from neutral expressions. By analyzing the contribution ratio of each brain region during identifying emotions, the spatial distribution locations of the top 10 contributing brain nodes for each basic emotion were further revealed.
This data-driven research method not only identified important regions that have previously been relevant to the study of face and emotion processing, such as the fusiform gyrus, the right amygdala under fear, but also identified some brain regions that have rarely been claimed to contribute to emotion representations, such as the supramarginal gyrus, supracalcarine cortex, and other brain regions in the limbic system.
In addition, the decoding model based on the brain network showed superior decoding performance to the traditional voxelwise activation-based decoding model, both on the whole-brain brain regions and on the top 10 contributing brain regions.
In conclusion, the results of this study further indicate that brain network patterns contain more useful information for emotion decoding than voxelwise activation patterns, and imply that there exists a great potential to study emotion recognition from the functional connectivity between brain regions.
Personal Reflection
Self-awareness: Reflect on how your own emotions influence your decision-making and leadership style. Use the knowledge of the neuroscience of emotions to recognize the physiological responses associated with different emotional states, allowing you to better understand and manage your reactions in various situations.
Awareness of the interconnectedness of cognitive and emotional processes in the brain facilitates the integration of rational thinking and emotional intelligence, enabling individuals to make more balanced decisions and navigate social interactions with greater self-control and empathy.
Exercise 2.3: “Exploring Emotions”
Course Manual 4: Emotional Literacy
What is Emotional Literacy?
We have looked at the neuroscience of emotions, and now we will focus on emotional literacy.
Emotional literacy is a concept underlying an individual’s understanding of emotions. At its most basic, it involves the ability to identify and label feelings in ourselves and others.
Emotional literacy refers to the ability to understand, express, and manage one’s own emotions, as well as to interpret and respond effectively to the emotions of others. It involves being aware of and able to identify various emotions, discerning their causes and effects, and possessing the skills to regulate them appropriately. Emotional literacy encompasses a broad range of competencies, including self-awareness, empathy, communication, and interpersonal skills, all of which contribute to healthy emotional functioning and successful social interactions. This concept is crucial for navigating relationships, managing stress, making decisions, and achieving overall wellbeing in both personal and professional contexts.
The five Components of Emotional Literacy
Emotional literacy, as described by psychotherapist Claude Steiner, involves five key components:
1. Emotional vocabulary: This refers to the ability to accurately label and express emotions using a diverse and nuanced vocabulary. It involves recognizing and articulating a wide range of emotions, from basic feelings like joy and sadness to more complex ones like frustration or ambivalence.
2. Emotional awareness: Emotional literacy also entails being attuned to one’s own emotional experiences and understanding the triggers and patterns behind them. This includes recognizing bodily sensations, thoughts, and behaviors associated with different emotions.
3. Emotional expression: Effective emotional literacy involves the skillful expression of emotions in appropriate ways and contexts. This includes both verbal and nonverbal forms of communication, such as facial expressions, body language, tone of voice, and gestures.
4. Emotional empathy: Emotional literacy encompasses the ability to empathize with others by understanding and validating their emotional experiences. It involves recognizing and respecting the emotions of others, even if they differ from one’s own, and responding with compassion and sensitivity.
5. Emotional regulation: Lastly, emotional literacy involves the capacity to regulate and manage one’s own emotions in healthy and adaptive ways. This includes techniques for coping with stress, calming intense emotions, and making constructive choices in response to challenging situations.
Together, these components form the foundation of emotional literacy, empowering individuals to navigate their inner emotional landscape and engage more effectively in their relationships and interactions with others.
While emotional literacy and emotional intelligence are closely related concepts, they are not identical. Emotional literacy primarily focuses on the ability to recognize, understand, and express emotions effectively. It emphasizes skills such as identifying and labeling emotions, becoming aware of one’s own emotional experiences, and expressing emotions in appropriate ways.
On the other hand, emotional intelligence encompasses a broader set of abilities that go beyond just recognizing and expressing emotions. It includes skills related to understanding and managing emotions, as well as effectively navigating social interactions and relationships. Emotional intelligence involves not only self-awareness and self-regulation but also empathy, social awareness, and relationship management.
In essence, emotional literacy can be seen as a foundational component of emotional intelligence. It provides the basic language and skills needed to understand and navigate one’s own emotions, which serves as a cornerstone for developing higher levels of emotional intelligence. Therefore, while they are related concepts, emotional intelligence encompasses a wider range of abilities and competencies beyond just emotional literacy.
Why Emotional Literacy Matters in the Workplace
Emotional literacy matters in leadership because it enables leaders to effectively understand, manage, and respond to their own emotions and those of their team members. Here are some key benefits of becoming emotionally literate:
1. Enhanced Communication: Emotional literacy fosters clear and effective communication by enabling individuals to accurately express their emotions and understand the emotional cues of others. This leads to better collaboration, conflict resolution, and team cohesion in the workplace.
2. Improved Decision-Making: Emotional literacy empowers individuals to make informed decisions by incorporating emotional insights into their thought processes. When employees can identify and manage their emotions, they are better equipped to evaluate situations rationally and respond appropriately, leading to more sound and strategic decision-making.
3. Stress Reduction: Emotional literacy equips employees with the skills to manage stress and regulate their emotions effectively. By recognizing and addressing their emotional triggers, individuals can mitigate stress levels, maintain resilience in the face of challenges, and promote overall wellbeing in the workplace.
4. Enhanced Leadership: Leaders with high emotional literacy are better equipped to inspire and motivate their teams, cultivate trust and rapport, and adapt their leadership style to meet the emotional needs of their employees. Emotional intelligence is a critical asset for effective leadership, enabling leaders to navigate complex interpersonal dynamics and foster a positive work culture.
5. Increased Empathy and Understanding: Emotional literacy cultivates empathy and understanding among colleagues, fostering a supportive and inclusive work environment. When individuals are attuned to the emotions of others, they are more likely to demonstrate empathy, offer meaningful support, and build strong interpersonal relationships, contributing to a sense of belonging and camaraderie in the workplace.
6. Mental Health Epidemic: In the face of rising mental health challenges, fostering emotional literacy empowers individuals to navigate stress, anxiety, and other emotional struggles with resilience and self-awareness. When individuals possess the language and tools to express their emotions and seek support when needed, it reduces the stigma surrounding mental health and encourages open dialogue, leading to a more supportive and compassionate society.
Building a Vocabulary of Emotions
We all know that Feelings are complicated. it is possible to feel two things at once. But it’s also possible to not understand how we’re feeling or what to do about it.
A limited emotional vocabulary means that we miss out on important nuances in understanding and talking about our feelings. Feeling frustrated is different from feeling angry, insecure, or overwhelmed. This course manual aims to widen and broaden your emotional vocabulary with the goal of making you a more effective leader.
Dr. Feldman Barrett coined the term “emotional granularity” to describe how much we describe our emotions in broad categories versus making fine-grained distinctions between different emotions.
She suggests that understanding and describing our emotions in terms of more fine-grained categories (e.g., “sad,” “tired,” “anxious,” or “angry”—versus just feeling “bad”) helps us become more emotionally intelligent and better at responding to them.
Research on “emotional granularity” or “differentiation” supports the idea that it is a type of emotional intelligence that can improve long-term health and wellbeing. People who have more of it visit doctors less often, use fewer medications, and have less frequent hospitalizations for illness. More fine-tuned expression of emotions is also associated with better social and emotional functioning overall.
Some researchers on emotions say that over the course of our lifetime, you experience an astonishing 34,000 different emotions.
Case Study: Spider-Phobics
Problem: To investigate effective techniques for reducing fear and promoting approach behavior in individuals with spider phobia.
Methodology:
The researchers conducted a study with spider-phobic individuals who were exposed to spiders. They tested three different techniques: describing emotions in detailed, nuanced ways (emotional granularity), cognitive reappraisal (changing the way one thinks about the situation), and distraction (focusing on something else). Participants were randomly assigned to one of these three conditions. Fear levels and approach behavior were measured before and after the interventions, as well as one week later, to assess the long-term effects.
Conclusion:
The study found that describing emotions in detailed, nuanced ways (emotional granularity) was more effective than cognitive reappraisal or distraction in reducing fear and promoting approach behavior in spider-phobic individuals.
The study showed that those who were exposed to spiders, describing emotions in detailed, nuanced ways (e.g., “This big, hairy spider is disgusting and both terrifies and interests me”), worked better than two other techniques for reducing fear and promoting approach.
The other two techniques were cognitive reappraisal (e.g., “The spider is harmless”) or distraction (focusing on something else).
Results lasted for at least one week beyond the experiment.
Results showed that “emotional granularity” led to lasting effects, with fear reduction and increased approach behavior observed even one week after the intervention. This suggests that the emotional granularity strategy may be more effective because it involves actively facing feelings rather than avoiding or suppressing them, making it a promising approach for fear reduction and behavioral change.
What is the Feelings Wheel?
The Feeling Wheel is a visual tool designed to help individuals identify and articulate their emotions more precisely. It consists of a circular diagram with concentric rings that categorize emotions into broader categories and more specific feelings. The innermost ring typically contains primary emotions, such as happiness, sadness, anger, fear, and disgust, while subsequent rings further subdivide these categories into more nuanced emotions and feelings.
The Feeling Wheel was created by Dr. Gloria Willcox, a psychotherapist and mental health advocate, in collaboration with her colleague Dr. Robert Plutchik, a psychologist known for his research on emotions. The wheel is based on Plutchik’s “Wheel of Emotions” model, which proposes that there are eight primary emotions arranged in a circular pattern, with varying degrees of intensity and blending between adjacent emotions.
Dr. Gloria Wilcox’s Feelings Wheel draws from a diverse range of disciplines, including psychology, neuroscience, and linguistics.
The Feeling Wheel serves as a practical tool for individuals to explore and communicate their emotional experiences more effectively. By pinpointing specific feelings and emotions, individuals can gain insight into their emotional states, improve emotional literacy, and develop strategies for emotional regulation and wellbeing. The Feeling Wheel is widely used in therapy, counseling, education, and self-help contexts to facilitate emotional awareness and expression.
How Does the Feelings Wheel Work?
The Feelings Wheel categorizes the various aspects of our emotional experiences into different groups and subgroups, aiding individuals in identifying their feelings more precisely, especially when emotions are overwhelming, or communication is heated.
Upon first glance, the Feelings Wheel resembles a color wheel, featuring concentric circles representing layers of emotions. It is segmented into primary emotions, secondary emotions, and tertiary emotions. Each layer delves deeper into the complexities of emotional states, enabling individuals to pinpoint their feelings with greater accuracy.
Primary emotions: Positioned at the center of the wheel, primary emotions encompass broad categories such as happiness, sadness, anger, and fear. These emotions serve as foundational elements of our emotional experiences, offering initial insight into our overall mood.
Secondary emotions: Progressing outward, the wheel introduces secondary emotions derived from primary ones. These emotions provide a more nuanced understanding of our feelings. For instance, under the primary emotion of anger, secondary emotions like frustration, annoyance, and resentment are identified. This acknowledges the intricate nature of emotions, which often comprise a blend of various feelings.
Tertiary emotions: At the outermost layer of the Feelings Wheel, tertiary emotions unveil the most specific and detailed emotional states one can experience. These emotions capture subtle nuances that make each emotional experience unique. Under frustration, for example, tertiary emotions might include impatience, exasperation, or agitation.
Self-Reflection and Exploration: Individuals can use the Feelings Wheel as a tool for self-reflection and exploration of their emotional experiences. By referring to the different categories and subcategories, individuals can identify and label their emotions more precisely, gaining insight into their internal states and subjective experiences. This process promotes emotional awareness and literacy, which are essential for emotional regulation and wellbeing.
Have you ever found yourself in a meeting where the agenda appears clear, yet the team struggles to gain the traction and clarity necessary for effective execution?
Let’s look at a scenario where the feelings wheel can help:
In this scenario, a manager is grappling with mixed feelings about a project. Let’s consider a situation where the manager is leading a cross-functional team to implement a new software system. While the manager recognizes the potential benefits of the project in streamlining processes and enhancing productivity, they also harbor concerns about potential roadblocks and obstacles. However, when asked to articulate these concerns, the manager struggles to pinpoint the underlying reasons for their apprehension.
Upon using the feelings wheel as a reflective tool, the manager identifies a range of emotions associated with the project, including conflict, competition, and frustration. By exploring these emotions further, the manager realizes that they feel conflicted due to competing priorities and objectives among team members from different departments. Additionally, they experience a sense of competition stemming from resistance to change and a lack of alignment in goals. Moreover, the manager uncovers feelings of frustration arising from a perceived lack of collaboration and communication among cross-functional colleagues, which could potentially sabotage the project’s success.
Through the process of using the feelings wheel, the manager gains clarity on their emotional landscape and can articulate specific concerns related to conflict, competition, and collaboration within the cross-functional team. This newfound understanding empowers the manager to address these issues proactively, fostering open dialogue, resolving conflicts, and promoting collaboration to mitigate potential obstacles and ensure the project’s success.
Why the Feeling Wheel is useful in increasing your personal competence as a leader:
Here are some of the benefits of using the Feelings Wheel:
1. The Feelings Wheel facilitates effective communication:
Clear and accurate communication of emotions is pivotal in maintaining healthy connections with others. With the Feelings Wheel, you can effectively communicate your emotional states, enabling your colleagues to respond to you with empathy and support. This tool helps break down barriers in conversations and fosters open dialogue about feelings.
2. The Feelings Wheel encourages mindful reflection:
Being able to reflect on our emotions can benefit our emotional growth and wellbeing. The Feelings Wheel serves as a mirror that reflects the intricate tapestry of emotions within us. As you explore the various segments of the Wheel, you may discover emotions they hadn’t previously recognized or considered. This exploration cultivates increased self-awareness, allowing you to gain insight into your thoughts and behaviors.
3. The Feelings Wheel can support emotional regulation:
Emotionally regulating oneself is a fundamental aspect of mental wellbeing. The Feelings Wheel aids in this process by helping you to identify and label your emotions, which is the first step towards managing them. When we can pinpoint our emotions, we are better equipped to implement strategies for emotional regulation. This might involve techniques like mindfulness, deep breathing, or engaging in activities that align with the corresponding emotional needs.
4. The Feelings Wheel can help you identify emotional patterns and triggers:
The Feelings Wheel validates the diverse range of emotions we experience and can help us better pinpoint our triggers. It helps us understand that our emotional responses are valid and normal, which is especially important in cultures or environments that might stigmatize certain emotions.
This validation fosters a sense of empowerment, encouraging individuals to embrace their feelings without judgment and also to better learn how to manage them when they come up.
Tools to Increase Emotional Intelligence Using “Granularity”
Below are some tools for using “granularity” to regulate emotions:
1. Fine-tune your feelings:
When you feel irritated with somebody in your life or are judging them, try to look more specifically at what you feel and why you feel that way. Does their bragging make you feel insecure, or do you feel impatient that they are wasting your time, or helpless that they won’t listen to you? Are you concerned that they are acting self-destructively or scared that they don’t value your advice? Each of these descriptions can lead to a different coping response that best addresses your underlying need.
2. Express your feelings in words:
Write down your feelings in a diary and try to tie them to the events that provoked them. You can do this with both positive and negative feelings. Research by James Pennebaker, Laura King, and colleagues (as well as the current author) suggests that expressive writing can improve health and wellbeing over days, weeks, and months.
3. Explore contradictory or complex feelings:
Dig deep to discover the complexity or contradictions in your emotional response and those of others. For example, when I come home from a trip, my dog waits eagerly at the door, barks loudly when she sees me, and wags her tail. I interpret this as meaning she is very happy and excited to see me but also wants to let me know that she is mad and sad that I went away. She feels great relief that I am back, because she was scared of being alone and confused about where I went.
Word of Caution: Emotional Literacy Does Not Mean Oversharing
Learning about emotional literacy and intelligence in the workplace encourages individuals to manage emotions effectively without oversharing. These concepts emphasize self-awareness, empathy, and interpersonal skills, fostering collaboration and teamwork. It’s vital to maintain professionalism and discretion when sharing personal information, ensuring discussions remain relevant and respectful.
What is Oversharing?
Oversharing in the workplace refers to disclosing personal or sensitive information beyond what is appropriate or necessary in a professional setting. This could involve sharing intimate details about one’s personal life, health issues, or financial struggles with colleagues or superiors.
Oversharing can be harmful for several reasons:
• Discomfort: Colleagues may feel uncomfortable or uneasy when subjected to intimate or irrelevant personal details.
• Annoyance: Oversharing can be perceived as intrusive or distracting, leading to annoyance among coworkers.
• Lack of Professionalism: Oversharing may be viewed as a breach of professional boundaries, diminishing the individual’s credibility and professionalism.
• Distraction: Colleagues may find it difficult to focus on work-related tasks when conversations veer into personal topics.
• Concern: In some cases, coworkers may be genuinely concerned about the wellbeing of the oversharer, particularly if the shared information is troubling or sensitive.
• Reduced Trust: Oversharing can erode trust and respect among coworkers, as it may indicate a lack of discretion or judgment.
• Resentment: Colleagues may feel resentful if they perceive that the oversharing individual is seeking attention or validation at the expense of team productivity.
Reasons Why Employees Overshare
Factors contributing to workplace oversharing include:
• Overwhelm and stress: Feelings of overwhelm or stress often lead individuals to seek support from coworkers, resulting in venting and oversharing.
• Emotional triggers: Emotions such as frustration, resentment, or urgency can prompt individuals to share more than necessary.
• Burnout: Professionals experiencing burnout may struggle to maintain professional boundaries, leading to emotional leakage in the workplace.
• Substance use: Overuse of substances can lower inhibitions, causing individuals to share personal information they may later regret.
• Cultural and family influences: Cultural norms and family upbringing can shape individuals’ perceptions of appropriate workplace communication and interpersonal boundaries.
• Lack of boundary awareness: Many employees lack knowledge of healthy workplace boundaries, as these skills are often not formally taught or learned through observation and trial and error.
Five Suggestions on What Might Constitute Oversharing
1. Personal Relationship Issues: While it’s natural to seek support from colleagues during challenging times, oversharing intimate details of personal relationships can create discomfort and be perceived as unprofessional.
2. Health Problems: While it’s important to communicate health-related absences or accommodations with managers, oversharing specific medical details can be inappropriate and may lead to discomfort among colleagues.
3. Financial Issues: Discussing personal financial struggles or details of one’s salary can create tension and may be perceived as unprofessional or inappropriate in a work setting.
4. Gossip or Rumors: Sharing gossip or spreading rumors about coworkers can damage relationships and erode trust within the team, leading to a negative work environment.
5. Political or Religious Beliefs: While respectful discussions about diverse perspectives can be enriching, oversharing strong political or religious beliefs can lead to conflicts and create tension in the workplace.
Setting Appropriate Boundaries:
• For Managers:
A manager can balance emotional empathy with oversharing by maintaining boundaries and focusing on relevant professional matters during interactions. While it’s essential to empathize with team members’ emotions and provide support when needed, it’s equally important to avoid divulging excessive personal information or becoming overly involved in employees’ personal lives. Managers can demonstrate empathy by actively listening, offering constructive feedback, and providing resources for professional development and support, all while respecting privacy and maintaining professionalism in the workplace.
• For Direct Reports:
A direct report can balance emotional literacy with professionalism when communicating with their boss by being mindful of the context and purpose of the interaction. It’s essential to express emotions appropriately while maintaining a professional demeanor. Direct reports should focus on articulating their feelings clearly and concisely, using language that is respectful and relevant to the work situation. They should also consider the appropriate timing and setting for discussing emotions with their boss, choosing moments when both parties can engage in meaningful dialogue without disruptions.
Selective Vulnerability:
Selective Vulnerability in the workplace is like walking on a tightrope. It refers to the intentional sharing of personal vulnerabilities or struggles with specific individuals or in certain contexts, while maintaining a level of professionalism and discretion in other areas.
This concept was coined by Brené Brown, a research professor and author known for her work on Vulnerability, Courage, and Shame. Brown emphasizes the importance of choosing trustworthy individuals and appropriate settings for sharing vulnerabilities, as well as setting boundaries to protect oneself from potential harm or exploitation. Selective vulnerability allows individuals to cultivate deeper connections and foster empathy while still maintaining personal boundaries and professional integrity.
Here’s a video that summarizes what healthy emotional intelligence in the workplace looks like:
Exercise 2.4: “Feelings Wheel Reflection”
Course Manual 5: Personal Triggers
On any given workday, you probably experience a range of emotions, such as excitement when starting a new project, frustration when encountering obstacles, satisfaction when completing tasks, pride when receiving recognition for your work, disappointment when facing setbacks, gratitude when receiving support from colleagues, boredom during routine tasks, anticipation before important meetings, stress when facing deadlines, and relief when tasks are completed successfully.
An emotional trigger is a stimulus or event that elicits an emotional response or reaction in an individual.
Triggers can be external, such as encountering a specific situation, person, or object, or internal, such as thoughts, memories, or bodily sensations.
Emotional triggers are often associated with past experiences, beliefs, or traumas, and they can evoke a wide range of emotions, including joy, anger, sadness, fear, or anxiety. Triggers have the power to activate deep-seated emotions and memories, sometimes leading to intense or overwhelming emotional reactions. Recognizing and understanding emotional triggers is important for emotional self-awareness and regulation, as it allows individuals to identify the sources of their emotions and respond to them in a more adaptive and mindful manner.
In short, an emotional trigger is anything — including memories, experiences, or events — that sparks an intense emotional reaction, regardless of your current mood.
Why is Identifying Your Emotional Triggers Important?
Consider this scenario:
In a team meeting, Kevin receives feedback on his project, triggering feelings of inadequacy and frustration. Unaware of these emotions, he suppresses them during the meeting but later explodes in anger when discussing a different project with his colleague. His outburst alienates his colleague and damages their working relationship. Alex’s lack of self-awareness about his triggers leads to poor emotional regulation, negatively impacting his interactions and productivity in the workplace.
Recognizing and understanding emotional triggers is important for emotional self-awareness and regulation, as it allows individuals to identify the sources of their intense emotions and respond to them in a more adaptive and mindful manner.
We have discussed how the brain processes emotion. As a reminder, I want to highlight the normal process of processing emotions and behavior when it is not hijacked by a trigger.
How the Brain Processes Emotion
Communication Between the Two Parts of the Brain – The Limbic System and Prefrontal Cortex
The brain processes emotional signals and stimuli through a complex interplay between the emotional and rational parts of the brain, primarily involving the limbic system (including the amygdala) and the prefrontal cortex.
1. Emotional Processing: Emotional signals are initially received and processed by the amygdala, a key structure in the limbic system responsible for emotional responses and threat detection. The amygdala evaluates incoming stimuli for emotional significance and triggers rapid emotional reactions, such as fear or arousal, in response to perceived threats or rewards.
2. Rational Processing: Concurrently, the prefrontal cortex, particularly the dorsolateral prefrontal cortex (dlPFC), is involved in higher-order cognitive functions such as reasoning, decision-making, and impulse control. The prefrontal cortex assesses the emotional signals processed by the amygdala in the context of situational cues, past experiences, and long-term goals, allowing for more nuanced and reasoned responses.
3. Integration and Regulation: Communication between the emotional and rational parts of the brain occurs through extensive neural connections and pathways. The prefrontal cortex receives input from the amygdala and other limbic structures, allowing for top-down regulation and modulation of emotional responses. Conversely, the amygdala can influence the prefrontal cortex through bottom-up signaling, particularly during intense emotional states.
4. Completing the Loop: The loop between the emotional and rational parts of the brain is completed through feedback mechanisms and neural circuits that facilitate bidirectional communication. For example, when the prefrontal cortex detects a potential threat or evaluates an emotionally charged situation, it can send inhibitory signals to dampen amygdala activity, thereby modulating emotional arousal and preventing exaggerated or irrational responses. Likewise, emotional signals from the amygdala can influence cognitive processes in the prefrontal cortex, shaping decision-making and behavior.
The key point: The loop between the emotional and rational parts of the brain needs to be completed.
So, How Does an Emotional Trigger Hijack the Brain Process?
In “Emotional Intelligence 2.0,” Travis Bradberry describes how emotional triggers occur in the brain and the resulting hijacking of rational thought processes. The process involves interactions between the limbic system, responsible for emotions and instinctual responses, and the prefrontal cortex, which governs reasoning and decision-making.
1. Initial Perception: When we encounter a situation or stimulus, the amygdala, a part of the limbic system, quickly assesses it for potential threats or rewards. If the amygdala perceives a threat, it triggers the release of stress hormones like cortisol and adrenaline, preparing the body for a fight-or-flight response.
2. Prefrontal Cortex Involvement: Simultaneously, the prefrontal cortex, responsible for higher-level cognitive functions, begins to assess the situation and formulate a rational response. It considers past experiences, social norms, and long-term goals to determine the most appropriate course of action.
3. Hijacking of the Process: In situations of intense emotional arousal or stress, the amygdala can hijack the process by sending overwhelming signals to the prefrontal cortex. This disrupts communication between the two brain regions, impairing the prefrontal cortex’s ability to regulate emotions and make reasoned decisions.
4. Emotional Hijacking: When the prefrontal cortex is unable to effectively modulate emotional responses, individuals may experience what Bradberry refers to as an “emotional hijacking.” They become overwhelmed by intense emotions such as anger, fear, or anxiety, leading to impulsive or irrational behavior.
5. Incomplete Communication: During an emotional hijacking, the prefrontal cortex is unable to complete its assessment and regulation of emotions. Rational thought processes are sidelined, and individuals may act impulsively based on instinctual or emotional impulses.
Overall, Bradberry’s explanation highlights how the interplay between the limbic system and prefrontal cortex can lead to emotional triggers and subsequent hijackings of rational thought processes. Understanding this process is crucial for developing emotional intelligence and effectively managing intense emotions in challenging situations.
Let’s look at another scenario that demonstrates Emotional Hijacking:
During a cross-functional meeting aimed at discussing project progress and collaboration, a manager named Alex finds himself triggered by a comment made by a peer from another department. The peer questions the efficacy of a decision made by Alex’s team, implying incompetence on their part. Despite his usual calm demeanor, Alex feels a surge of anger building up inside him as he perceives the comment as a personal attack on his team’s capabilities. The rational part of his brain, governed by the prefrontal cortex, attempts to process the situation logically and respond appropriately. However, the emotional part of his brain, the limbic system, becomes overactivated, hijacking his ability to regulate his emotions effectively. As a result, Alex’s communication becomes strained, and he finds himself responding impulsively and defensively, engaging in heated arguments and aggressive behavior that are out of character for him. The intense emotion of anger clouds his judgment and impairs his ability to engage constructively in the meeting, leading to tension and conflict within the team.
In this scenario, Alex’s emotional trigger disrupts the communication between his limbic system and prefrontal cortex, causing him to react irrationally and behave in a way that is inconsistent with his usual demeanor. The overwhelming emotion of anger overrides his ability to regulate his responses effectively, resulting in an outburst that negatively impacts his interactions with his peers and the overall dynamics of the meeting.
Behavioral Implications: As a result of emotional hijacking, individuals may engage in behaviors that are disproportionate to the situation or counterproductive to their goals. They may lash out in anger, retreat in fear, or make impulsive decisions without considering the consequences.
Not all strong emotional responses are trigger reactions. Some strong emotions are proportional to the significance of the event, such as learning that a colleague was critically injured in a car crash.
However, when we react strongly to a less significant event, it can be described as an emotional trigger. An emotional trigger is a stimulus or cue that evokes a disproportionately intense emotional response in an individual. These triggers are often linked to past experiences, memories, or traumas, and they can activate deep-seated emotions that may not be directly related to the current situation.
Common situations that trigger intense emotions in the workplace include:
1. Criticism or negative feedback
2. Micromanagement
3. Unrealistic deadlines or workload
4. Conflicts with coworkers or managers
5. Lack of recognition or appreciation
6. Unclear expectations or communication
7. Changes in company policies or procedures
Recognizing When You Are Emotionally Triggered
Recognizing when you are experiencing an emotional hijack is crucial for practicing emotional self-awareness and implementing effective strategies for emotional regulation. Here are some signs that may indicate you are experiencing an emotional hijack:
1. Intense Emotional Reaction: You may notice that you are experiencing an intense emotional reaction that feels disproportionate to the current situation. This could manifest as feelings of anger, frustration, anxiety, or overwhelm that seem to arise suddenly and without warning.
2. Physical Symptoms: Pay attention to any physical symptoms that accompany your emotional reaction, such as increased heart rate, sweating, trembling, shallow breathing, or muscle tension. These physiological responses are often indicative of heightened emotional arousal.
3. Loss of Control: During an emotional hijack, you may feel a sense of loss of control over your emotions and behavior. You may find it challenging to think clearly, make rational decisions, or communicate effectively, as your emotions are overriding your ability to regulate them.
4. Reactivity: Emotional hijacks often result in reactive behavior or impulsive actions that are out of character for you. You may find yourself lashing out verbally, engaging in confrontational behavior, or withdrawing from the situation altogether as a way to cope with the intensity of your emotions.
5. Tunnel Vision: When experiencing an emotional hijack, your focus may become narrowed or tunnel-visioned, making it difficult to see the bigger picture or consider alternative perspectives. You may become fixated on the source of your emotional trigger, leading to rumination or repetitive thoughts about the situation.
6. Memory Distortion: Emotional hijacks can also distort your perception of reality and memory. You may perceive neutral or benign events as threats or perceive past events inaccurately, attributing negative intentions or outcomes to others.
7. Regret or Guilt Afterwards: After the emotional intensity has subsided, you may experience feelings of regret, guilt, or embarrassment about your emotional reaction and subsequent behavior. This reflection may prompt you to recognize that you were experiencing an emotional hijack.
By being mindful of these signs, you can become more attuned to your emotional experiences and develop strategies for managing emotional hijacks when they occur. This may include techniques such as deep breathing, mindfulness, cognitive reframing, or seeking support from others to help regulate your emotions and maintain composure in challenging situations.
Managing Emotional Triggers in the Workplace
In the context of personal competence, self-awareness and self-management are crucial for managing our emotional triggers effectively. Self-awareness involves recognizing and understanding our own emotions, triggers, and patterns of behavior. By cultivating self-awareness, we become more attuned to the specific stimuli or cues that trigger intense emotional responses in us. This awareness allows us to identify our emotional triggers as they arise, enabling us to anticipate and prepare for them proactively.
Once we have identified our emotional triggers, self-management comes into play. Self-management involves regulating our emotions, impulses, and reactions in response to these triggers. With self-management skills, we can employ strategies such as deep breathing, mindfulness, and cognitive reframing to modulate our emotional responses and prevent ourselves from being hijacked by intense emotions. Additionally, self-management enables us to choose more adaptive coping mechanisms and responses when faced with triggering situations, allowing us to maintain composure, make rational decisions, and engage in constructive behaviors.
In essence, self-awareness and self-management are instrumental in managing our emotional triggers because they empower us to recognize, understand, and regulate our emotional responses effectively. By developing these competencies, we gain greater control over our reactions to triggering stimuli, leading to improved emotional resilience, interpersonal relationships, and overall well-being.
The Role of Impulse Control in Managing Triggers
Impulse control plays a crucial role in managing emotional triggers by enabling individuals to regulate their immediate reactions and responses to triggering stimuli. Here’s how impulse control helps in managing emotional triggers:
1. Delaying Reaction: Impulse control allows individuals to pause and delay their immediate reactions to emotional triggers. Instead of reacting impulsively in the heat of the moment, individuals with strong impulse control can take a moment to assess the situation, consider their options, and choose a more deliberate response.
2. Preventing Impulsive Behaviors: Emotional triggers can sometimes lead to impulsive behaviors or actions that are not in line with one’s goals or values. With impulse control, individuals can resist the urge to act impulsively and instead choose behaviors that are more adaptive and constructive.
3. Cognitive Regulation: Impulse control involves cognitive regulation processes that help individuals manage their thoughts and impulses. By exercising impulse control, individuals can regulate their cognitive processes, such as attention, memory, and decision-making, which are essential for effectively managing emotional triggers.
4. Enhancing Emotional Regulation: Impulse control is closely linked to emotional regulation, as it enables individuals to regulate their emotional responses to triggering stimuli. By exercising impulse control, individuals can modulate their emotional arousal and prevent themselves from becoming overwhelmed by intense emotions triggered by external or internal stimuli.
5. Maintaining Self-Discipline: Impulse control is also associated with self-discipline and self-regulation, which are essential for managing emotional triggers over the long term. Individuals with strong impulse control are better able to maintain discipline in their behaviors and resist temptations or impulses that may lead to emotional reactivity.
Overall, impulse control helps in managing emotional triggers by providing individuals with the ability to regulate their immediate reactions, resist impulsive behaviors, regulate cognitive processes, enhance emotional regulation, and maintain self-discipline. By cultivating impulse control skills, individuals can effectively navigate challenging situations, regulate their emotional responses, and respond to triggering stimuli in a more adaptive and constructive manner.
The Emotional Intensity Chart
The Emotion Wheel is useful for expanding our vocabulary of emotions and the nuances of our feelings. On the other hand, the Emotion Intensity Chart is useful for self-management and personal growth. It is a practical Self-coaching tool that I often recommend to clients who want to become more balanced and effective emotionally.
The emotional intensity chart will help you understand and manage your emotions by categorizing them based on their intensity, ranging from low to medium to high. Here’s how the emotional intensity chart works to help manage emotional intensity:
1. Low Emotions: Low-intensity emotions typically include feelings that are mild or subtle in nature, such as contentment, calmness, or slight irritation. These emotions may not significantly impact one’s thoughts or behaviors and are often manageable without much effort. Recognizing and acknowledging low-intensity emotions can help individuals maintain a sense of equilibrium and prevent them from escalating into more intense feelings.
2. Medium Emotions: Medium-intensity emotions fall between low and high intensity and may include feelings such as frustration, excitement, or concern. These emotions are more noticeable and may start to affect one’s thoughts, behaviors, and physiological responses to a greater extent. When experiencing medium-intensity emotions, individuals may need to exert some effort to regulate their reactions and prevent them from escalating further.
3. High Emotions: High-intensity emotions are intense and overwhelming in nature, such as anger, fear, or extreme joy. This is the level where emotional hijacking happens. These emotions can significantly impact one’s thoughts, behaviors, and physiological state, often leading to impulsive or irrational reactions if not managed effectively. Recognizing high-intensity emotions is crucial for implementing strategies to regulate them, such as deep breathing, mindfulness, or taking a step back to assess the situation before reacting.
By categorizing emotions based on their intensity, the emotional intensity chart helps individuals develop awareness of their emotional states and provides a framework for managing them effectively. It allows individuals to identify when their emotions are escalating and implement appropriate strategies to regulate them before they become overwhelming. Additionally, the emotional intensity chart encourages individuals to cultivate emotional resilience and self-regulation skills, enabling them to navigate challenging situations with greater ease and composure.
Case Study: Anger Management at EAP
Problem: A male employee was exhibiting frequent angry outbursts at work, causing concern for HR due to their impact on company morale and workplace dynamics.
Methodology: The employee was referred to National EAP’s Anger Management program, aimed at helping individuals understand and manage their anger effectively. Initially resistant, the employee engaged in the program and participated in in-person education courses. Through the program, he gained insights into his behaviors and identified triggers leading to his outbursts. The program provided strategies for managing emotions and communicating more appropriately with colleagues.
Conclusion: As a result of participating in the Anger Management program, the employee demonstrated increased self-awareness and a proactive approach to managing his emotions in the workplace. He effectively utilized the strategies learned in the program to address his anger issues, leading to improved workplace interactions and contributing to a more positive work environment.
Personal Application
Identifying your emotional triggers at work is an important step in enhancing emotional self-awareness and managing your reactions effectively. Here are some strategies to help you identify your emotional triggers in the workplace:
1. Reflect on Past Experiences: Take time to reflect on past experiences at work where you have experienced strong emotional reactions. Think about specific situations, interactions, or events that have triggered intense emotions such as anger, frustration, or anxiety. Consider what aspects of these situations or interactions may have contributed to your emotional response.
2. Pay Attention to Patterns: Look for patterns or recurring themes in your emotional responses at work. Notice if certain types of tasks, people, environments, or situations consistently trigger strong emotional reactions in you. Identifying patterns can help you pinpoint specific triggers more effectively.
3. Use the emotional Intensity Chart: Track patterns or your default emotional state at different times of the day at work. Notice your emotional state in different meetings and when you are with different individuals. Through consistent use of the emotional intensity chart, you can enhance your emotional intelligence.
4. Keep a Journal: Keep a journal or log to record instances where you experience strong emotions at work. Write down details about the triggering event, your emotional response, and any thoughts or beliefs that may have contributed to your reaction. Reviewing your journal entries can provide valuable insights into your emotional triggers over time.
5. Notice Physical and Behavioral Cues: Pay attention to physical and behavioral cues that accompany your emotional reactions. Notice any changes in your body, such as increased heart rate, tension in your muscles, or shallow breathing, that may indicate you are experiencing an emotional trigger. Also, observe any habitual behaviors or coping mechanisms you engage in when faced with triggering situations.
6. Seek Feedback: Ask for feedback from trusted colleagues, mentors, or supervisors about your emotional reactions and behaviors in the workplace. They may offer valuable perspectives and insights into your triggers that you may not have considered. Be open to receiving constructive feedback and use it as an opportunity for growth and self-awareness.
7. Consider Your Values and Beliefs: Reflect on your values, beliefs, and personal triggers outside of work that may influence your emotional responses in the workplace. Consider how these underlying beliefs may impact your interpretations of situations or interactions at work and contribute to your emotional triggers.
By using these strategies to identify your emotional triggers at work, you can gain greater insight into your emotional responses and develop more effective strategies for managing them. This increased self-awareness can empower you to navigate challenging situations with greater resilience, composure, and professionalism.
Exercise 2.5: “Identifying and Managing Emotional Triggers”
Course Manual 6: Personal Values
Now that we’ve explored Personal Triggers, it’s fitting to delve deeper into the discussion by recognizing the intricate connection between personal triggers and personal values.
The Connection Between Personal Triggers and Personal Values
Our triggers are often linked to our personal values because they are closely tied to our beliefs, priorities, and what matters most to us. Triggers can arise when something threatens or contradicts our values, causing emotional reactions and prompting us to take action.
For example, if honesty is a core value for someone, being lied to or witnessing dishonesty may trigger feelings of anger, betrayal, or disappointment. Similarly, if respect is a fundamental value, experiencing disrespect or mistreatment from others may evoke emotions such as frustration or hurt.
Identifying and understanding our personal triggers can provide valuable insights into our underlying values. By examining why certain situations or behaviors provoke strong emotional responses, we can uncover the values that are being threatened or compromised. This awareness allows us to align our actions and choices with our values, cultivate greater authenticity and integrity, and respond to triggers in a more intentional and constructive manner.
Furthermore, recognizing the connection between our personal triggers and values empowers us to engage in values-based decision-making and navigate conflicts or challenges in a way that honors our core beliefs. It also opens up opportunities for personal growth as we work towards living in alignment with our values and fostering greater harmony within ourselves and in our relationships with others. Ultimately, understanding the connection between our personal triggers and values is essential for cultivating emotional well-being, resilience, and a sense of purpose in our lives.
What are Personal Values?
Personal values are deeply held beliefs and principles that guide an individual’s attitudes, behaviors, and decision-making processes. They represent what is important and meaningful to a person and often reflect their ethical, moral, and cultural standards. Personal values can vary greatly among individuals and may include concepts such as honesty, integrity, compassion, loyalty, respect, responsibility, and fairness. These values shape how people perceive the world around them, influence their choices and actions, and contribute to their sense of identity and purpose.
In short, personal values are a set of guiding principles and beliefs that help you differentiate between “good” and “bad.”
Your values are the beliefs and principles that you believe are important in the way that you live and work.
Ideally, your values should determine your priorities, and guide your decisions and the way you act towards others. When the things that you do, and the way that you behave, match your values, then you feel a sense of cohesion and wholeness.
It’s important to know that everyone prioritizes their core values differently, and yours shape how you uniquely move through the world. You may select a value such as Loyal, but another person may express the same value of “loyalty” very differently from you.
Communicating Your Values as a Leader
Communicating your personal values in the workplace can help you get what you need by fostering transparency, building trust, and aligning expectations with colleagues and stakeholders. When you openly share your values with others, it allows them to understand your motivations, priorities, and boundaries, facilitating more effective collaboration and communication. By articulating what matters most to you, you create opportunities for mutual respect and understanding, enabling colleagues to support and accommodate your needs in alignment with your values. Additionally, communicating your values can attract like-minded individuals and opportunities that resonate with your beliefs and aspirations, leading to greater job satisfaction, fulfillment, and success in the workplace.
The Power of Personal Values in Leadership
Your leadership effectiveness is not solely determined by your knowledge, experience, and leadership skills; rather, it is deeply intertwined with your personal values. These values act as an invisible compass, subtly guiding your decisions, actions, and the culture you create within your team.
Understanding your personal values can make you a better leader by providing a clear foundation for decision-making, guiding your behavior, and fostering authenticity and trust within your team. Here’s how:
1. Alignment with Vision and Goals: When you understand your personal values, you can align them with the vision and goals of your organization. This alignment ensures that your leadership decisions and actions are consistent with your core beliefs, fostering clarity and coherence in your leadership approach.
2. Ethical Leadership: Personal values serve as a moral compass, guiding ethical decision-making and behavior. By grounding your leadership in values such as integrity, honesty, and respect, you demonstrate a commitment to ethical leadership, earning the trust and respect of your team members and stakeholders.
3. Authenticity and Transparency: Leaders who are aligned with their personal values are more likely to lead authentically and transparently. By being true to yourself and openly expressing your values, you create a culture of authenticity and trust within your team, encouraging open communication and collaboration.
4. Inspiring and Motivating Others: Understanding and embodying your personal values can inspire and motivate others to align with them as well. When your leadership is rooted in values such as passion, resilience, and empathy, you serve as a role model for your team, empowering them to strive for excellence and pursue their own values-driven goals.
5. Conflict Resolution and Decision-Making: Personal values provide a framework for navigating conflicts and making difficult decisions. When faced with challenging situations, you can rely on your values to guide your responses and prioritize the well-being of your team and organization, fostering a culture of fairness and accountability.
6. Cohesive Team Dynamics: By communicating and upholding your personal values, you create a shared sense of purpose and identity within your team. This fosters cohesion and collaboration, as team members are motivated to work towards common goals that are aligned with their individual values and the values of the organization.
Overall, understanding your personal values allows you to lead with integrity, authenticity, and purpose, empowering you to make ethical decisions, inspire others, and create a positive impact within your organization and beyond.
How Are Values Formed?
Our values are formed through a combination of various factors, including modeling from significant others and experiences that shape our perceptions and beliefs about the world. Here’s how values can be influenced by parental modeling and experiences:
1. Modeling from Significant Others: One of the primary ways in which values are formed is through modeling, particularly from parental or family figures. Children observe and internalize the behaviors, attitudes, and beliefs of their caregivers, which serve as powerful examples of what is deemed important or desirable. For example, if parents consistently prioritize honesty, kindness, and hard work, children are likely to adopt these values as well. Conversely, if parents demonstrate behaviors that contradict their stated values, such as dishonesty or aggression, children may develop conflicting or distorted values.
2. Experiences and Environmental Factors: Our values can also be shaped by experiences that occur during our developmental years or throughout life. For instance, growing up in an environment where there is a lack of emotional support or where anger is frequently expressed may lead individuals to value traits such as self-reliance, resilience, or conflict avoidance. Similarly, experiences of adversity, trauma, or discrimination can influence values by highlighting the importance of compassion, justice, or equality. Additionally, individuals may form values based on what they perceive to be lacking or missing in their lives, striving to fulfill unmet needs or desires through their beliefs and behaviors.
In summary, our values are shaped by a complex interplay of factors, including modeling from significant others, experiences, and environmental influences. By understanding the origins of our values, we can gain insight into our beliefs, motivations, and behaviors, empowering us to live authentically and align our actions with what matters most to us.
Why Are Values Important to your Career?
In a professional environment, leaders who lead from their values find it easier to make decisions, communicate a vision, inspire and engage others, influence effectively, simplify complexity and foster healthy work environments.
Values exist, whether you recognize them or not. Work can be much easier when you acknowledge your values – and when you make plans and decisions that honor them.
If you value autonomy but have to work with a micro-managing boss at your job, will you feel internal stress and conflict? And if you don’t value competition and you work in a highly competitive sales environment, are you likely to be satisfied with your job?
In these types of situations, understanding your values can really help. When you know your own values, you can use them to make decisions about how to live your life, and you can answer questions like these:
• What job should I pursue?
• Should I accept this promotion?
• Should I start my own business?
• Should I compromise or be firm with my position?
• Should I follow tradition or travel down a new path?
How to Identify Your Personal Values
Identifying and understanding your values is a challenging and important exercise. Your personal values are a central part of who you are – and who you want to be. By becoming more aware of these important factors in your life, you can use them as a guide to make the best choice in any situation.
Here are some exercises you can use to uncover and clarify your values:
Step 1 – Recall some of your most profound life experiences such as:
Peak Experience – Identify the times when you were happiest – Find examples from both your career and personal life. This will ensure some balance in your answers.
• What were you doing?
• Were you with other people? Who?
• What other factors contributed to your happiness?
Proud Moment – Identify the times when you were most proud – Use examples from your career and personal life.
• Why were you proud?
• Did other people share your pride? Who?
• What other factors contributed to your feelings of pride?
Fulfillment – Identify the times when you were most fulfilled and satisfied – Again, use both work and personal examples.
• What need or desire was fulfilled?
• How and why did the experience give your life meaning?
• What other factors contributed to your feelings of fulfillment?
Painful – Identify the times when you were most in pain, hurt, or dissatisfaction
• Why was it hard for you?
• What did you want at the moment that you didn’t receive it?
• What other factors contributed to your feelings of fulfillment?
This first step is crucial because values are always present, whether we are aware of them or not. When our values are being honored, we experience happiness, fulfillment, and success. Conversely, when our values are challenged or compromised, we may feel anxiety, frustration, disappointment, or a sense of emptiness. Our emotions serve as signals, indicating whether we are living in alignment with the leader we aspire to be.
Step 2 – Clarifying Checklist
This exercise is helpful to provide you with a directory of common personal values. Follow the instructions to circle 10 values that represent some of the stories that you reflected on from your life. You can add words that you like, should you find the list limited.
The next step is to identify your 5 priority values out of the ten.
Lastly, reflect on the 5 values and select 3 top values that you feel your life will feel imbalanced or unfulfilling at your current stage of life if one of them were to be missing.
Personal and Professional Values
Now that we have covered Personal Values, it’s important to add that personal and professional values can either align or conflict.
Professional values and personal values are both guiding principles that influence behavior and decision-making, but they operate within different contexts and may sometimes intersect or diverge.
1. Professional Values:
• Professional values are principles and beliefs that guide behavior and decision-making within a specific professional context or field.
• They often reflect the ethical standards, expectations, and norms of a profession or workplace.
• Examples of professional values include integrity, accountability, professionalism, teamwork, and dedication to quality service or products.
• Professional values are essential for maintaining trust, ethical conduct, and professionalism in the workplace.
2. Personal Values:
• Personal values are individual beliefs, principles, and priorities that guide behavior and decision-making across various aspects of life, including personal relationships, lifestyle choices, and moral beliefs.
• They reflect an individual’s deeply held convictions, preferences, and ideals about what is important and meaningful in life.
• Examples of personal values may include honesty, compassion, family, personal growth, freedom, and spirituality.
• Personal values shape an individual’s identity, goals, and overall sense of fulfillment and well-being.
3. The intersection of Professional and Personal Values:
• There may be areas where professional values and personal values align or overlap. For example, both personal and professional values may prioritize honesty, integrity, and respect for others.
• When professional values align with personal values, individuals may experience a sense of fulfillment, authenticity, and purpose in their work.
4. Divergence of Professional and Personal Values:
• Despite potential intersections, professional and personal values may also diverge in certain situations. For instance, a professional value of meeting strict deadlines and maximizing efficiency may conflict with a personal value of maintaining work-life balance or prioritizing family time.
• In such cases, individuals may face ethical dilemmas or conflicts between their professional responsibilities and personal priorities.
Overall, while professional values and personal values may intersect in some areas, they operate within distinct contexts and may diverge in others. Recognizing and navigating the relationship between professional and personal values is essential for maintaining integrity, well-being, and ethical conduct in both professional and personal domains.
Case Study: Relationships Between Personal Values and Leadership Behaviors in Basketball Coaches
Background: Based on the refined theory of basic individual values and transformational leadership theory, this study focuses on the associations between coaches’ value priorities and their transformational leadership behaviors, exploring the potential mediation versus moderation effect of two alternative variables in this relationship: perceived club pressure or an autonomy supportive environment.
Methods: Participants were 266 basketball coaches (85.7% men) from 17 to 66 years old (M = 32.82, SD = 9.2) from 119 different Spanish clubs. On average, they had worked for their current sports clubs for 5.02 years, and they had a mean of 11.10 years of experience. The coaches were all Spanish speakers, and they trained players at different levels of competition.
Results: The stronger the importance of the coaches’ self-transcendent values (i.e., universalism and benevolence), the more they displayed transformational behaviors (i.e., individual consideration, inspirational motivation, intellectual stimulation, and fostering acceptance of group goals) toward the basketball players and perceived a more autonomy supportive environment and lower pressure from the club. Coaches who held conservation values (i.e., humility and face) displayed inspirational motivation behaviors. When coaches held openness to change values (i.e., stimulation and self-direction thought), they tended to display inspirational motivation and intellectual stimulation. Finally, coaches who held beliefs in self-enhancement values (i.e., power) displayed lower transformational behaviors (intellectual stimulation and fostering acceptance of group goals) toward their basketball players, and they perceived higher pressure from the club and a less autonomy supportive environment. Moreover, the club’s autonomy supportive environment played a mediator role between self-transcendence values and some transformational behaviors; however, moderator effects were not significant, with the exception of coaches with self-enhancement values, who tended to avoid intellectual stimulation to a larger extent when they perceived high levels of pressure at the club.
Conclusion: These results highlight the importance of identifying the value base on which to develop transformational leadership programs in order to enhance positive experiences in the sport domain.
What Happens When Your Professional Goals Are Not Aligned with Your Personal Values?
When your goals are not aligned with your personal values, you may experience various challenges and consequences that can impact your well-being and success. Here are some potential outcomes:
1. Lack of Motivation: Goals that do not align with your personal values may lack intrinsic motivation, making it difficult to stay committed and engaged in their pursuit. Without a strong connection to what truly matters to you, you may struggle to find the enthusiasm and drive needed to achieve your goals.
2. Inner Conflict: Pursuing goals that contradict your personal values can create inner conflict and cognitive dissonance. You may experience feelings of guilt, frustration, or dissatisfaction as you engage in actions that go against your beliefs and principles, leading to emotional distress and decreased psychological well-being.
3. Sense of Inauthenticity: When your goals are not aligned with your personal values, you may feel a sense of inauthenticity or disconnection from your true self. This lack of alignment can erode your sense of identity and purpose, leaving you feeling disconnected from your goals and uncertain about your direction in life.
4. Stress and Burnout: Trying to achieve goals that are not in harmony with your personal values can lead to increased stress and burnout. The effort required to pursue goals that are incongruent with your values may result in heightened levels of tension, exhaustion, and dissatisfaction, ultimately impacting your mental and physical health.
5. Unfulfilling Achievements: Even if you manage to accomplish goals that are not aligned with your personal values, you may find that the sense of achievement is hollow or fleeting. Without a deeper connection to your goals, you may struggle to derive satisfaction or meaning from your accomplishments, leaving you feeling unfulfilled and empty despite outward success.
6. Difficulty Sustaining Progress: Goals that are not aligned with your personal values may be challenging to sustain over the long term. Without a strong foundation of intrinsic motivation and purpose, you may find it difficult to maintain momentum and overcome obstacles, leading to stagnation or abandonment of your goals over time.
In summary, when your goals are not aligned with your personal values, you may experience a range of negative outcomes, including lack of motivation, inner conflict, inauthenticity, stress, unfulfilling achievements, and difficulty sustaining progress. It is essential to assess the alignment between your goals and values regularly and make adjustments as needed to ensure a more fulfilling and meaningful pursuit of your aspirations.
Aligning Your Personal Values with Company Values
It’s not uncommon for people to be asked, “Do you like your job?”
If you look deeper, this has a lot to do with feeling aligned with the values of the company you work for.
Knowing your personal values helps you get clear on your career path.
Working for a company that you feel aligned with its values is important for several reasons:
1. Sense of Purpose and Meaning: When you work for a company whose values align with your own, you are more likely to feel a sense of purpose and meaning in your work. Knowing that you are contributing to something that reflects your personal beliefs and principles can enhance job satisfaction and fulfillment.
2. Motivation and Engagement: Feeling aligned with a company’s values can increase your motivation and engagement in your work. You are more likely to be passionate about your job and committed to achieving the organization’s goals when you share its values and vision.
3. Cultural Fit: Aligning with a company’s values often leads to a better cultural fit. You are more likely to feel comfortable and accepted within the organization’s culture, leading to stronger relationships with colleagues and a more positive work environment.
4. Ethical Considerations: Working for a company whose values align with your own ethical standards can alleviate concerns about being involved in practices or decisions that conflict with your principles. This alignment reduces the likelihood of ethical dilemmas and allows you to work with integrity.
5. Long-Term Satisfaction: Employees who feel aligned with their company’s values are more likely to experience long-term satisfaction and loyalty. They are less likely to seek employment elsewhere, resulting in lower turnover rates and higher retention of top talent.
6. Impact and Contribution: Being aligned with a company’s values allows you to make a meaningful contribution to its mission and objectives. You can actively participate in initiatives and projects that resonate with your values, leading to a greater sense of accomplishment and impact.
Overall, working for a company that aligns with your values enhances job satisfaction, engagement, and overall well-being. It fosters a sense of belonging and purpose, enabling you to thrive professionally while making a positive difference in the organization and society at large.
When Personal Values Become a Hindrance
Some personal values may not serve an individual in a professional setting because they may conflict with the expectations, norms, or goals of the workplace. For example, if an individual highly values independence and autonomy above all else, they may struggle to thrive in a team-oriented environment that emphasizes collaboration and collective decision-making. Their insistence on autonomy may lead to conflicts with colleagues or supervisors, hindering teamwork and organizational effectiveness.
Similarly, personal values related to perfectionism or rigid adherence to personal standards may create challenges in a professional setting where flexibility, adaptability, and compromise are valued. An individual who prioritizes perfection may struggle to delegate tasks or accept feedback, leading to micromanagement tendencies and difficulty in working collaboratively with others. This could ultimately impede their professional growth and hinder their ability to achieve organizational objectives.
In essence, while personal values are important guiding principles in life, they may need to be balanced or adapted to align with the demands and expectations of the professional environment. Failure to recognize and reconcile conflicting values can hinder individual success and undermine organizational effectiveness.
Personal Reflection and Application
Reflect on top personal values by asking yourself the following questions:
• How do I embody these values in my leadership role?
• In what areas of my work can I express myself more in line with my core values?
• In what areas of my work do I NOT express myself in line with my core values at all?
• What would be the benefits of expressing myself in ways that align better with my values?
• What’s preventing me from expressing myself in ways that align better with my values?
• What might be a sign that my behavior is not aligned with my values?
• How can I better integrate my values into my leadership role? When I feel triggered, which value is being undermined?
• How can I use my values in decision-making?
• How do my values impact my leadership performance?
Exercise 2.6: “Values in Leadership”
Course Manual 7: Self Discipline
How might your career trajectory change if you could consistently harness the power of self-discipline to achieve your professional goals?
According to Forbes, there are many important qualities that can contribute to a person’s achievements and happiness, but there is only one that begets sustainable, long-term success in all aspects of life: self-discipline.
In the previous course manual, we looked at personal values. We established that in order for goals to be successful, they need to aligned with personal values. Another way to interpret values is to see them as foundational principles that govern your life and work.
In this course manual, we will be exploring Self-discipline.
Self-discipline is an aspect of Self-Management.
Self-discipline helps you to stay focused, meet deadlines, and maintain a strong work ethic. It enables you to resist distractions, adhere to company policies, and consistently produce high-quality results. This contributes to your own success and the overall productivity and success of the organization.
Self-discipline is a soft skill, meaning it’s applicable in a wide variety of settings and situations.
Personal Values and Self-Discipline
Personal values and Self-Discipline are closely related yet distinct concepts. Personal values are the beliefs and principles that guide an individual’s behavior and decision-making, representing what they consider to be important and worthwhile in life. These values serve as a compass, influencing the choices people make and the actions they take. Self-discipline, on the other hand, refers to the ability to control one’s impulses, emotions, and behaviors in order to achieve long-term goals or adhere to personal standards and values. While personal values provide the motivation and direction for one’s actions, self-discipline is the means by which individuals stay committed to those values despite challenges or temptations.
Despite their interconnectedness, personal values and self-discipline differ in their focus and manifestation. Personal values are broader and more abstract, encompassing ideals such as integrity, honesty, compassion, and excellence. They represent deeply held beliefs about what is morally right or important in life. In contrast, self-discipline is a specific behavioral trait or skill that involves the ability to regulate one’s actions, thoughts, and emotions in alignment with personal values. It requires effort, consistency, and perseverance to resist distractions, overcome obstacles, and stay committed to goals, even in the face of difficulties or temptations.
In essence, personal values provide the guiding principles that inform an individual’s aspirations and priorities, while self-discipline serves as the practical mechanism for translating those values into action and achievement. Together, they form a dynamic interplay that shapes one’s character, behavior, and overall sense of fulfillment in life.
Here’s an example: You may have a value for healthy living, and self-discipline is about maintaining a regular exercise routine, adhering to eating healthy meals.
When a leader does not adhere to a specific set of values, it becomes challenging for them to embody professionalism consistently. Values serve as guiding principles that inform decisions, behaviors, and interactions, shaping the overall culture and reputation of the organization. Without a clear alignment with values, leaders may struggle to demonstrate integrity, transparency, and accountability in their actions, leading to inconsistencies and perceived hypocrisy. This lack of authenticity can erode trust among team members and stakeholders, undermining morale and cohesion within the organization. Moreover, without a strong moral compass grounded in values, leaders may prioritize personal interests or short-term gains over the long-term well-being of the organization, compromising its integrity and reputation. Ultimately, without a solid foundation of values, leaders may find it difficult to uphold the standards of professionalism expected of them, impacting their effectiveness and credibility as leaders.
Self-Discipline plays a crucial role in enabling individuals to live out their personal values at work. Self-Discipline allows individuals to align their actions and behaviors with their personal values. By exercising self-control and adhering to principles even in challenging situations, individuals can uphold their values consistently in the workplace.
Self Control and Self Discipline
Self-Control and Self-Discipline are closely related concepts and are often used interchangeably, but they differ in scope and application. Self-control refers to the ability to manage one’s impulses, emotions, and desires in the moment, often involving the regulation of immediate actions or reactions to stimuli. It involves resisting temptations, delaying gratification, and exerting restraint over impulsive behaviors.
On the other hand, self-discipline encompasses a broader set of behaviors and practices aimed at achieving long-term goals and maintaining consistency in one’s actions over time. While self-control is more focused on moment-to-moment decisions and behaviors, self-discipline involves the sustained effort to adhere to principles, routines, and commitments despite challenges or distractions. In essence, self-control is a component of self-discipline, which encompasses a more comprehensive approach to personal responsibility and goal attainment.
An example of Self-Control (impulse control) is when you are able to resisting chocolate cravings as a result of exercising your will power. Self-Discipline is when you choose to not add chocolate on your grocery list. It is a decision in anticipation of when you may be tempted to eat chocolate. Improving your self-discipline improves your will; you can’t have one without the other.
Self-Discipline is about creating habits, rituals and practices that will set you up for success in your self-control efforts.
Case Study: Self-Control and Happiness
The study aimed to investigate the relationship between self-control and happiness, seeking to determine whether individuals who exhibit higher levels of self-control experience greater levels of happiness compared to those with lower levels of self-control.
Methodology: Researchers at the University of Chicago, led by Wilhelm Hofmann and colleagues, conducted a series of experiments to assess the relationship between self-control and happiness. Participants were recruited and assessed using various measures of self-control and happiness. 414 adults completed an online survey, in which they rated their self-control by indicating how much they agreed with 14 statements (such as, “I do certain things that are bad for me, if they are fun”). The participants also reported their current emotional state as well as their overall life satisfaction. Holfmann’s team then turned to data from a study in which 205 adults were given smartphones and prompted to report their emotions at random moments throughout the week. At the same time, they were also asked to report whether they were experiencing any desires, and if so, how hard they tried to resist them, and whether they ultimately ended up acting on them.
Conclusion: The findings of the study revealed a significant positive correlation between self-control and happiness.
The researchers found that more disciplined people generally engage in activities that are consistent with what they consider to be appropriate. By comparison, those who are not very disciplined tend to be more likely to engage in activities they believe are inappropriate.
As a result, men and women who exercise less self-discipline are frequently in a state of internal conflict (from doing that which they know is wrong). More disciplined individuals avoid such internal conflicts and consequently are happier.
These results suggest that exercising self-control contributes to overall well-being and subjective happiness. The study highlights the importance of self-control as a predictor of happiness and underscores its potential role in promoting psychological well-being.
What are the Key Qualities of a Self-Disciplined Person?
1. Self-Discipline is about Consistency:
Self-discipline fosters consistency in behavior and decision-making. When individuals are disciplined in their approach to work, they are more likely to consistently demonstrate behaviors that reflect their values, such as honesty, integrity, and respect for others.
An employee who is highly consistent can be described as:
• Consistently produces high-quality work
• Maintains a positive attitude regardless of challenges
• Demonstrates reliability and dependability in completing tasks
2. Self-Discipline is also about Professionalism:
Self-discipline contributes to professionalism in the workplace by promoting self-regulation, reliability, and ethical conduct. Individuals who demonstrate self-discipline are perceived as trustworthy and dependable, reinforcing their commitment to their values.
An employee who is highly professional demonstrates the following:
• Respectful Communication: Interacting with colleagues, clients, and stakeholders in a courteous, respectful, and professional manner, regardless of differences in opinions or backgrounds.
• Ethical Behavior: Upholding integrity, honesty, and ethical standards in all professional dealings, including decision-making, interactions, and handling of confidential information.
• Accountability: Taking ownership of one’s actions, responsibilities, and outcomes, and demonstrating a commitment to delivering on commitments and meeting deadlines.
• Adaptability: Being flexible, open-minded, and responsive to changes, challenges, and new information, and maintaining a positive attitude in dynamic work environments.
• Professional Appearance: Presenting oneself professionally through body language and facial expressions, as well as attire and grooming, reflecting a level of professionalism that aligns with the organizational culture and expectations.
3. Self-Discipline is also about Personal Responsibility:
Self-discipline revolves around personal responsibility as it entails taking ownership of one’s actions, choices, and behaviors. It requires individuals to recognize that they are accountable for their own success or failure, and that their actions have consequences. By exercising self-discipline, individuals acknowledge their role in shaping their outcomes and commit to making deliberate and consistent efforts to achieve their goals. This sense of personal responsibility empowers individuals to take control of their lives, overcome obstacles, and strive for continuous improvement, ultimately leading to greater autonomy, fulfillment, and success in both personal and professional endeavors.
An employee who is high on Responsibility:
• Consistently meets deadlines and commitments: A responsible individual reliably fulfills their obligations and delivers work on time, demonstrating a strong sense of accountability and reliability.
• Takes ownership of tasks and projects: They demonstrate initiative and proactively take charge of their responsibilities without waiting to be directed, showing a willingness to go above and beyond to ensure tasks are completed successfully.
• Communicates effectively about progress and challenges: A responsible person keeps stakeholders informed about the status of their work, including any obstacles encountered, and seeks assistance or clarification when needed, fostering transparency and trust in their interactions.
Self-Check:
On a scale of 1-10, how would you rate yourself on the Self-Discipline scale?
An Employee with Low Self Discipline
How does a lack of self-discipline affect work?
Imagine this. An employee is constantly on the phone or takes frequent calls. No matter how hard they try, they end up getting distracted at work. Would they be able to do their work efficiently?
• Misses Deadlines: Frequently fails to complete tasks on time, causing delays and disruptions to team projects and deliverables.
• Lack of Accountability: Often shifts blame or makes excuses for incomplete work or errors, undermining team cohesion and trust.
• Inconsistent Performance: Exhibits variability in work quality and productivity, leading to uncertainty and inefficiency in task execution.
• Disorganized Workflow: Struggles to prioritize tasks effectively, resulting in chaotic work processes and difficulty in coordinating efforts with teammates.
• Distractions and Procrastination: Easily sidetracked by distractions or non-work-related activities, leading to procrastination and suboptimal time management.
• Negative Impact on Team Morale: Low self-discipline can breed frustration and resentment among colleagues who must pick up the slack or deal with the consequences of the employee’s lack of discipline. This can create tension, lower team morale, and diminish overall productivity and job satisfaction.
Why is Self-Discipline Important in the Workplace?
In the workplace, self-discipline promotes the kind of habits and mindset that help you complete tasks, surpass milestones, and reach specific goals.
In general, leaders are required to juggle responsibilities. These responsibilities can include managing others, delegating work, engaging in problem-solving or conflict resolution, and working on their own tasks and goals. With competing priorities, it can be difficult for a leader to find an unbroken block of time to focus their attention on any given task. Self-discipline is the ability to resist impulses, maintain focus, and see projects through to completion. It is categorized by a leader’s persistence and willpower to dedicate their attention to a task until it is satisfactorily finished. Leaders who are high on self-discipline are not easily distracted. They can maintain concentration despite other priorities or requirements for their attention.
Not only is self-discipline an effective tool for leaders looking to accomplish more work each day, but it can be motivating for employees who follow the example set by their leader.
5 Ways to Improve Your Self-Discipline
1. Remember what motivates you – We have covered motivation in previous workshops.
Motivation plays a pivotal role in improving self-discipline by providing the drive and energy needed to stay focused on goals and overcome obstacles. When you are motivated, whether by intrinsic factors like personal values or extrinsic factors like rewards or recognition, you are more likely to exert self-control and adhere to disciplined behaviors.
Action: Review your notes on what motivates you.
2. Identify and Remove Distractions – Several factors can cause distractions at work, thereby affecting self-control and productivity. For instance, frequent interruptions such as emails, phone calls, or impromptu meetings can disrupt workflow and derail concentration. Similarly, noise and commotion in the work environment, whether from nearby conversations or office activities, can create distractions and make it challenging to stay focused.
As the saying goes, “Out of sight, out of mind.” It may seem silly, but this phrase offers powerful advice. By simply removing the biggest temptations from your environment, you will greatly improve your self-discipline.
Whenever you’re dealing with tedious tasks, it can be very tempting to pick up your phone and scroll down your social media accounts for 15 or 20 minutes. But, when you manage to fight this urge in order to finish your task on time, you’ll enhance your self-control (short-term win) and your self-discipline (long-term win).
Action: Do something like shutting the door to their office, silencing emails and notifications, turning off cell phones, etc., in order to focus on the tasks at hand.
3. Prioritize Your Lunch Break – Research has shown that taking lunch breaks can greatly impact your overall happiness and productivity at work.
In a survey by Slack, people who take breaks reported 13% higher productivity than those who don’t.
Regular and nutritious meals are crucial for maintaining optimal performance at work. Research indicates that skipping meals, such as lunch, can lead to a drop in blood sugar levels, which in turn can impair cognitive function and diminish concentration. When hungry, the brain’s ability to focus diminishes, hindering productivity and potentially fostering feelings of irritability and negativity. Therefore, prioritizing regular eating habits ensures sustained energy levels and mental clarity, enabling employees to tackle tasks efficiently and maintain a positive mindset throughout the workday.
Action: Choose a lunch buddy so that you can be accountable.
Skipping a lunch break is a growing problem according to a 2023 survey from ezCater, which found that workers were 40% more likely to say they never stop for a midday meal than they were the previous year.
4. Factor in some Grace for Yourself – Transitioning to a new mindset or approach at work may encounter obstacles along the way. Things will not always go according to plan. It’s essential to anticipate both successes and setbacks in this process. When faced with challenges or failures, it’s crucial to maintain forward momentum. Rather than dwelling on negative emotions like guilt or frustration, focus on understanding the root causes of setbacks and learning from them. Embrace setbacks as valuable learning opportunities and avoid prolonged periods of self-criticism. By forgiving oneself and promptly returning to action, individuals can sustain their progress and maintain a positive trajectory toward improved self-discipline in the workplace.
5. Become More Decisive – People with a higher degree of self-control spend less time debating whether to indulge in behaviors and activities that don’t align with their values or goals. They are more decisive. They don’t let impulses or feelings dictate their choices. They are the architects of their own beliefs and the actions they take to achieve a desired outcome. As a result, they aren’t as easily distracted by temptation and tend to feel more satisfied with their lives.
In summary
We aren’t born with self-discipline; it’s a learned behavior. And just like any other skill you want to master, it requires daily practice and repetition. It must become habitual. However, the effort and focus that self-discipline requires can be draining.
Start by practicing self-control in small things. Choose a simple commitment such as getting out of bed early. This means you will also plan to prioritize early bed time. The quality of your sleep affects the quality of your day, which in turn affects the quality of your work.
Note: Once something becomes a habit, it is no longer a self-control exercise.
Personal Reflection and Application
In assessing your level of self-discipline, ask yourself the following questions:
• Am I setting myself goals for what I want to accomplish each day?
• Do I take breaks throughout the day?
• Have I taken steps to limit the distractions and temptations that hinder my progress?
• Do I give myself a reasonable amount of time to complete tasks?
• Am I effectively delegating work and decision-making where possible?
• Am I mindful in my day-to-day work routine?
If You are a Manager
“How can you help Individuals develop more Self Discipline?”
A manager can support an employee struggling with self-discipline by implementing the following strategies:
• Clarify Expectations: Clearly communicate performance expectations, deadlines, and goals to the employee, ensuring they have a clear understanding of what is required of them.
• Set Goals: Collaboratively set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals with the employee to provide direction and motivation for improving self-discipline.
• Regular Check-ins: Schedule regular one-on-one meetings to provide feedback, discuss progress and offer guidance and support. These check-ins can help keep the employee accountable and focused on their goals.
• Time Management Training: Provide training or resources on effective time management techniques, such as prioritization, task scheduling, and overcoming procrastination, to help the employee better manage their workload and deadlines.
• Supportive Environment: Create a supportive and encouraging work environment where the employee feels comfortable seeking help, asking questions, and discussing challenges without fear of judgment or criticism.
• Accountability Measures: Establish accountability measures, such as progress reports, milestone check-ins, or performance evaluations, to track the employee’s progress and provide feedback on their efforts to improve self-discipline.
• Mentorship or Coaching: Assign a mentor or coach to work closely with the employee, providing guidance, encouragement, and personalized support in developing self-discipline and achieving their goals.
• Recognition and Rewards: Recognize and celebrate the employee’s achievements and improvements in self-discipline, whether through verbal praise, incentives, or other forms of recognition, to reinforce positive behavior and motivation.
By implementing these supportive strategies, a manager can help an employee struggling with self-discipline overcome challenges, develop effective habits, and achieve greater success in their role.
Other Challenges for a Manager to Consider:
Age Demographics
Consider the age demographics of your team members when developing strategies for fostering self-discipline. Different age groups may respond differently to various management approaches. Tailor your approach based on the specific demographics of your workforce. Some employees may benefit from a more relaxed approach with gentle encouragement, while others may require a firmer stance. Avoid applying a one-size-fits-all approach and instead adapt your management style to meet the needs of each individual employee.
Self-discipline varies among different age demographics at work due to differences in life experiences, priorities, and stages of career development. Younger employees may be in the process of establishing their professional identities and may require more guidance and structure to develop self-discipline habits effectively. They may also be more accustomed to technology and prefer more flexible work arrangements. In contrast, older employees may have more experience and established routines, but they may face challenges related to adapting to new technologies or changing job demands. Tailoring self-discipline strategies to accommodate these differences can help maximize employee productivity and satisfaction across all age demographics in the workplace.
Work-from-Home and Hybrid Employees
Employees who work from home or in hybrid setups face unique challenges regarding self-discipline due to the blurred boundaries between work and personal life. These challenges include:
1. Distractions: Working from home can expose employees to various distractions, such as household chores, family members, or pets, which can disrupt focus and productivity.
2. Lack of Structure: Without the routine of commuting to a physical office, employees may struggle to establish clear boundaries between work and leisure time, leading to irregular work hours and difficulty in maintaining a healthy work-life balance.
3. Isolation: Remote and hybrid work arrangements may lead to feelings of isolation and disconnection from colleagues, reducing motivation and accountability for completing tasks.
4. Technology Overload: Overreliance on digital communication tools and constant connectivity can contribute to information overload and cognitive fatigue, making it challenging for employees to stay focused and manage their time effectively.
5. Self-Motivation: Working independently without direct supervision requires a high level of self-motivation and self-discipline to stay on task and meet deadlines, which can be challenging for some individuals.
6. Boundary Setting: Establishing clear boundaries between work and personal life can be difficult when the home serves as both a workspace and living space, leading to difficulty in disconnecting from work-related tasks and obligations.
7. Time Management: Balancing multiple responsibilities and priorities in a remote or hybrid work environment requires effective time management skills to allocate time efficiently and prioritize tasks effectively amidst competing demands.
Addressing these challenges requires proactive measures, such as setting up dedicated workspaces, establishing daily routines, practicing effective time management strategies, maintaining regular communication with colleagues, and seeking support when needed. Employers can also provide resources, training, and support to help employees navigate the unique challenges of remote and hybrid work environments and foster a culture of self-discipline and accountability.
Leadership Action: Find out from your team how best they want to be supported in order to increase their self-discipline. Determine the systems and structures necessary to facilitate the process. Ideally, facilitate this conversation during your regular one-on-one meetings.
Exercise 2.7: Hone Your Self-Discipline
Course Manual 8: Time Management
We all get the same 24 hours – so why do some people seem to achieve more with their time than others?
The simple answer is good time management.
The not-so-simple answer is emotions and self-discipline are heavily involved.
Time management is inherently linked to self-regulation because it requires individuals to exert control over their actions, emotions, and decisions to effectively allocate their time and prioritize tasks.
Effective time management involves setting goals, planning activities, and monitoring progress towards those goals. This process requires individuals to regulate their behaviors, such as resisting the temptation to procrastinate, staying focused on tasks, and managing distractions.
Why Time Management Efforts Fail
Time management efforts often fail when they do not address the emotional causes behind behaviors. One of the major behaviors that hinders effective time management is Procrastination.
Though Procrastination is often thought of in the context of time management, it is actually a behavior driven by emotion. As Tim Pychyl notes in the New York Times, “Procrastination is an emotion regulation problem, not a time management problem.”
Procrastination, a common obstacle to effective time management, is often rooted in emotions such as fear, anxiety, or perfectionism.
Procrastination refers to the act of delaying or postponing tasks or responsibilities that need to be completed, often to a later time or date. It involves avoiding or putting off important tasks in favor of less urgent or more enjoyable activities, despite knowing that this delay may lead to negative consequences such as increased stress, missed deadlines, or decreased productivity.
Individuals may delay tasks due to a fear of failure, discomfort with uncertainty, or a desire to avoid unpleasant emotions associated with the task.
A study found that Procrastination is “associated significantly with negative automatic thoughts in general as well as automatic thoughts reflecting the need to be perfect.”
Essentially, Procrastination is driven by avoiding or managing a bad mood — it is a short-term response to a negative emotion. The task being put off may be unpleasant, or an individual may feel insecure about handling the task due to low self-esteem or anxiety. When faced with a negative association, the amygdala portion of the brain — which controls the “fight or flight” response — treats the task as a threat. Even if a person logically knows that putting this task off could have long-term implications, the amygdala’s response will often inhibit thoughtful decision-making.
Case Study: Task Aversiveness and Procrastination
The study “Task aversiveness and procrastination: a multi-dimensional approach to task aversiveness across stages of personal projects” was conducted by researchers Piers Steel and Joel A. Weinberger. It was published in the journal Personality and Individual Differences.
In this study, Steel and Weinberger aimed to investigate the relationship between task aversiveness and Procrastination across various stages of personal projects.
The purpose of this research was to explore notions of task aversiveness across stages of personal projects. 95 female and 66 male undergraduate students enrolled in an introductory psychology class completed Personal Projects Analysis.
In procrastination research, task aversiveness is typically defined in terms of how unpleasant or unenjoyable a task is to perform (e.g. Lay, 1990, Milgram et al., 1995, Solomon and Rothblum, 1984). Individuals tend to delay task completion and typically procrastinate more often on tasks that are perceived to be more unpleasant or unenjoyable than others. For example, Milgram, Sroloff and Rosenbaum (1988),
They proposed a multi-dimensional approach to understanding task aversiveness, considering both objective and subjective factors that contribute to individuals’ perceptions of aversive tasks.
The researchers conducted a series of experiments to examine how different dimensions of task aversiveness, such as difficulty, unpleasantness, and anxiety, influence procrastination tendencies. They also explored how these perceptions vary at different stages of personal projects, including initiation, execution, and completion.
Through their analyses, Steel and Weinberger found that task aversiveness is a complex phenomenon influenced by multiple factors, including the perceived difficulty and unpleasantness of tasks, as well as the anxiety or apprehension associated with them. They observed that individuals are more likely to procrastinate on tasks perceived as aversive, especially when they experience high levels of anxiety or negative emotions.
Furthermore, the researchers identified variations in task aversiveness across different stages of personal projects. They found that individuals may experience heightened aversiveness during the initiation phase when facing unfamiliar or challenging tasks, while aversiveness may decrease during the execution phase as individuals become more engaged and immersed in their work. However, aversiveness may increase again during the completion phase as individuals confront deadlines or face the prospect of evaluation or judgment.
In conclusion, the study sheds light on the nuanced relationship between task aversiveness and Procrastination, highlighting the importance of considering multiple dimensions of aversiveness and their impact on individuals’ behavior at various stages of personal projects. By understanding the factors that contribute to task aversiveness, educators, employers, and individuals themselves can develop strategies to mitigate procrastination tendencies and enhance productivity and well-being.
The key insight from the recent research is that “giving in to feel good” isn’t about willpower or forcing yourself to do something you hate; it’s about managing your emotions so they don’t get hijacked by your inner critic.
Without addressing these underlying emotional factors, time management strategies alone may not be sufficient to overcome Procrastination. Individuals may find themselves caught in a cycle of Procrastination, where temporary relief from negative emotions reinforces the behavior, leading to chronic Procrastination and poor time management outcomes. Therefore, addressing the emotional causes of Procrastination is essential for successful time management efforts.
Recognizing the different forms of Procrastination
Procrastination can manifest in various forms, each with its own underlying causes and characteristics. Some common types of Procrastination include:
1. Perfectionism: Individuals may delay starting or completing tasks because they fear they won’t meet their own or others’ high standards. They may spend excessive time planning or refining their work to achieve perfection, leading to delays in task completion.
2. Task aversion: This type of Procrastination occurs when individuals avoid tasks they find unpleasant, boring, or intimidating. They may prioritize more enjoyable or easier tasks over important but less appealing ones, resulting in Procrastination on critical responsibilities.
3. Lack of prioritization: Some individuals struggle to prioritize tasks effectively, leading to Procrastination as they struggle to determine which tasks are most important or urgent. As a result, they may procrastinate on important tasks in favor of less critical activities.
4. Fear of failure: Fear of failure can paralyze individuals, preventing them from taking action on tasks they perceive as challenging or risky. They may procrastinate to avoid the possibility of failure, even if it means missing deadlines or opportunities for growth.
5. Distraction: In today’s digital age, constant access to distractions such as social media, emails, and entertainment can lead to Procrastination. Individuals may procrastinate by indulging in these distractions instead of focusing on their work tasks.
6. Lack of motivation: A lack of motivation or interest in tasks can contribute to Procrastination. Individuals may struggle to find the motivation to start or complete tasks, leading to delays and avoidance behaviors.
These are just a few examples of the diverse forms procrastination can take, highlighting the complex interplay of psychological factors that contribute to this common behavior. Recognizing the specific type of Procrastination, one experiences can help you develop targeted strategies to overcome it and improve your productivity.
The Role of Emotions in Time Management
Time management programs that solely focus on strategies and techniques for organizing tasks and schedules without addressing the emotional component often fail because they overlook the underlying psychological factors that influence behavior and productivity. Emotions play a significant role in how individuals perceive and engage with their work, impacting their motivation, focus, and decision-making.
The connection between emotions and time management lies in how our emotional state can significantly impact our ability to manage our time effectively. Emotions such as stress, anxiety, or overwhelm can lead to Procrastination, distraction, and difficulty in prioritizing tasks. Conversely, positive emotions like motivation, focus, and enthusiasm can enhance productivity and time management skills. When we are feeling stressed or anxious, we may struggle to concentrate on our tasks, leading to inefficiency and time wasted on unproductive activities. On the other hand, when we are feeling motivated and focused, we are more likely to set clear goals, prioritize effectively, and stay on track with our tasks, resulting in better time management and productivity. Therefore, managing our emotions plays a crucial role in optimizing our time management skills and achieving our goals effectively.
Here are some reasons why time management programs that neglect the emotional component are less effective:
1. Motivation and Engagement: Emotions are closely linked to motivation, and individuals are more likely to procrastinate or lose interest in tasks when they lack emotional investment or enthusiasm. A time management program that fails to address the emotional aspect may overlook strategies for boosting motivation and fostering a sense of purpose, leading to disengagement and resistance to change.
2. Stress and Overwhelm: Emotions such as stress, anxiety, and overwhelm can impair individuals’ ability to manage their time effectively. Without strategies for coping with emotional stressors and building resilience, employees may struggle to prioritize tasks, make decisions, and maintain productivity under pressure. A comprehensive time management program should include techniques for stress management and self-care to help individuals navigate challenging situations more effectively.
3. Procrastination and Resistance: Emotions such as fear of failure, perfectionism, or self-doubt often underlie Procrastination and resistance to change. A time management program that overlooks these emotional barriers may provide practical tools for scheduling and task organization but fail to address the psychological obstacles that prevent individuals from implementing these strategies. By incorporating techniques for overcoming Procrastination and building self-discipline, time management programs can empower individuals to take action and overcome resistance.
4. Goal Alignment and Meaningful Work: Emotions play a crucial role in goal setting and decision-making, influencing individuals’ preferences, values, and aspirations. A time management program that neglects the emotional component may overlook the importance of aligning tasks with personal or organizational goals and fostering a sense of purpose and fulfillment in the work. Without a clear understanding of the emotional drivers behind their actions, individuals may struggle to prioritize tasks and make choices that contribute to their long-term success and well-being.
Overall, effective time management programs should recognize the interplay between emotions and behavior, providing strategies for managing stress, boosting motivation, overcoming Procrastination, and aligning tasks with personal values and goals. By addressing the emotional component, these programs can empower individuals to cultivate healthier habits, enhance productivity, and achieve greater satisfaction and fulfillment in their work and lives.
Self-awareness and self-management are key components of effective time management because they enable individuals to understand their own behaviors, emotions, and thought patterns, and to regulate them in a way that promotes productivity and efficiency. Here’s how self-awareness and self-management contribute to effective time management:
1. Self-Awareness: Self-awareness involves recognizing and understanding one’s emotions, strengths, weaknesses, and priorities. With self-awareness, individuals can identify their natural tendencies, such as Procrastination or perfectionism, that may impact their time management skills. By understanding these tendencies, individuals can anticipate potential challenges and develop strategies to address them proactively.
2. Self-Management: Self-management involves regulating one’s emotions, impulses, and behaviors to achieve desired outcomes. With self-management, individuals can cultivate discipline, focus, and resilience, which are essential for effective time management. For example, individuals can learn to overcome Procrastination by setting deadlines, breaking tasks into smaller, manageable steps, and practicing self-discipline to stay on track.
By combining self-awareness and self-management, individuals can develop a greater sense of control over their time and tasks. They can set realistic goals, prioritize effectively, and make intentional choices about how to allocate their time based on their values and objectives. Additionally, self-awareness and self-management help individuals recognize when they are feeling overwhelmed or stressed and take proactive steps to manage their workload and reduce distractions. Overall, cultivating self-awareness and self-management skills empowers individuals to make the most of their time and achieve their goals more efficiently.
Overcoming Procrastination
Before we discuss frameworks and strategies for overcoming Procrastination, let’s first establish a framework for managing negative emotions.
Understand the Monkey Mind
The “monkey mind” refers to the restless, unfocused nature of the human mind, which tends to jump from one thought to another, often without direction or purpose. In the context of Procrastination, the monkey mind can significantly influence behavior by fueling distractions, self-doubt, and avoidance tendencies. Here’s how the monkey mind contributes to Procrastination:
1. Distraction: The monkey mind constantly seeks novelty and stimulation, making it susceptible to distractions. When faced with a task that requires sustained focus or effort, individuals may find themselves succumbing to the allure of distractions such as social media, email, or entertainment. As a result, they procrastinate on the task at hand, prioritizing short-term gratification over long-term goals.
2. Overwhelm and indecision: The monkey mind thrives on chaos and uncertainty, often leading to feelings of overwhelm and indecision. When confronted with a complex or challenging task, individuals may feel paralyzed by the multitude of thoughts and options swirling in their minds. This indecision can breed Procrastination as individuals struggle to prioritize tasks or take decisive action.
3. Self-doubt and perfectionism: The monkey mind is prone to negative self-talk and perfectionist tendencies, undermining individuals’ confidence and motivation. When faced with a task that triggers feelings of inadequacy or fear of failure, individuals may procrastinate out of fear of making mistakes or falling short of expectations. The constant barrage of self-critical thoughts perpetuated by the monkey mind can sabotage productivity and hinder progress.
4. Avoidance of discomfort: The monkey mind seeks to avoid discomfort and discomfort, leading individuals to procrastinate on tasks that evoke unpleasant emotions or require effortful engagement. Tasks associated with uncertainty, risk, or vulnerability may trigger feelings of discomfort, prompting individuals to procrastinate as a means of self-preservation. However, avoiding these tasks only prolongs the discomfort and perpetuates the cycle of Procrastination.
Overall, the monkey mind exerts a powerful influence on Procrastination by fueling distractions, indecision, self-doubt, and avoidance tendencies. Recognizing the role of the monkey mind in Procrastination is the first step toward developing strategies to tame its restless nature and cultivate greater focus, resilience, and self-discipline.
Ways to Overcome Procrastination
1. Understand the science of habits and creating routines
Building on the topic of self-discipline as it relates to productivity and time management, routines and habits play a crucial role in overcoming Procrastination by providing structure, consistency, and momentum to one’s actions. Here’s how:
Creating a daily or weekly routine helps in setting clear expectations for when specific tasks will be accomplished. By allocating dedicated time slots for work, breaks, and leisure activities, individuals reduce ambiguity and create a framework within which they can operate efficiently.
2. The “what’s the Next Action” Concept
Dr. Timothy Pychyl’s concept of “What’s the next action?” is a powerful antidote to Procrastination because it encourages individuals to focus on the immediate steps they can take to move forward on a task. This approach helps to break down daunting tasks into smaller, more manageable actions, reducing feelings of overwhelm and inertia. By asking, “What’s the next action?” individuals shift their focus from the entirety of the task, which may seem daunting or overwhelming, to the specific, actionable steps they can take in the present moment.
This shift in perspective empowers individuals to take incremental progress, fostering a sense of accomplishment and momentum that fuels further action. Additionally, by clarifying the next actionable step, individuals can eliminate ambiguity and indecision, which are common triggers for Procrastination. Overall, Pychyl’s emphasis on identifying the next action helps individuals overcome Procrastination by promoting clarity, momentum, and a sense of agency in their work.
Let’s consider an example of an employee named Sarah who has been procrastinating on preparing a presentation for an important client meeting. Sarah has been feeling overwhelmed by the magnitude of the task and has been putting it off for days, leading to increased stress and anxiety. However, she decides to apply Dr. Timothy Pychyl’s concept of “What’s the next action?” to overcome her Procrastination.
Instead of dwelling on the entire presentation, Sarah takes a moment to break it down into smaller, actionable steps. She asks herself, “What’s the next action I can take to move forward on this task?” The answer she comes up with is to create an outline for the presentation. With this clarity, Sarah immediately opens her presentation software and begins brainstorming key points and organizing them into a structured outline.
As Sarah completes each section of the outline, she continues to ask herself, “What’s the next action?” This prompts her to focus on the specific tasks at hand, such as gathering relevant data, creating visual aids, and rehearsing her delivery. By breaking down the presentation into manageable steps and tackling them one at a time, Sarah gains a sense of progress and momentum.
Through the application of “What’s the next action?” Sarah is able to overcome her Procrastination and complete the presentation well before the deadline. By taking consistent, incremental steps, she not only delivers a polished presentation but also feels a sense of accomplishment and empowerment in her ability to overcome Procrastination.
3. Put your brain on autopilot.
Habit formation involves repeatedly performing a behavior in a consistent context until it becomes automatic. By intentionally cultivating habits related to task initiation and completion, you reduce the cognitive load associated with decision-making and resistance. For example, starting each workday with a brief planning session or setting aside a specific time for focused work can become ingrained habits that mitigate the tendency to procrastinate.
High achievers harness the power of routines to accomplish their goals effortlessly. According to Charles Duhigg’s book, “The Power of Habit: Why We Do What We Do in Life and Business,” habits allow our brains to enter automatic mode, requiring minimal willpower. Here’s how it works:
Step 1: A cue triggers your brain, signaling it to enter “automatic” mode. For instance, sitting at your desk first thing in the morning can be a cue to look at your most important priorities for the day before you jump into work.
Step 2: Follow through with the routine. This involves opening your calendar and to-do list to ensure that you have deadlines and projects that matter top of mind.
Step 3: Enjoy the rewards of the routine. The sense of clear direction you set will help you fight distractions for the day, leaving you with a great feeling of achievement at the end of the day.
Practice Consistency: Consistency is key to overcoming Procrastination, as it fosters a sense of progress and builds momentum over time. By adhering to established routines and habits, individuals consistently chip away at tasks, making incremental progress that accumulates over time. This consistency helps counteract the tendency to delay tasks until the last minute.
Create Accountability: Routines and habits can serve as accountability mechanisms, as they create a sense of obligation to follow through on planned activities. When tasks become part of a regular routine or habit loop, individuals are more likely to prioritize them and resist the temptation to procrastinate.
Personal Application
Understanding what’s holding you back will help you find the most effective systems, hacks, and apps to improve your own productivity.
“Managing How You Feel Can Help You Get Things Done.”
Time Management Tools and Frameworks
Now that we have addressed the emotional aspect of time management, here are some frameworks and tools that can help you effectively prioritize tasks, allocate time efficiently, and minimize Procrastination.
1. Prioritization: Use techniques like the Eisenhower Matrix or ABC prioritization to identify and focus on tasks that are most important and urgent.
2. Goal setting: Set specific, measurable, achievable, relevant, and time-bound (SMART) goals to provide clear direction and motivation for your tasks.
3. Time blocking: Allocate specific blocks of time for different activities or tasks, ensuring dedicated focus and minimizing multitasking.
4. Pomodoro Technique: Break work into intervals, typically 25 minutes of focused work followed by a short break, to maintain concentration and productivity.
5. Task batching: Group similar tasks together and complete them consecutively to minimize context switching and improve efficiency.
6. Time tracking: Use tools like time tracking apps or spreadsheets to monitor how you spend your time and identify areas for improvement.
7. Calendar management: Maintain a detailed calendar with all your appointments, deadlines, and commitments to stay organized and manage your time effectively.
8. To-do lists: Create daily or weekly to-do lists to outline tasks and prioritize your workload, ensuring nothing falls through the cracks.
9. Digital productivity tools: Utilize apps and software such as project management tools, note-taking apps, and task management platforms to streamline workflows and collaborate with team members.
10. Self-reflection: Regularly review your time management practices, identify areas for improvement, and adjust your strategies accordingly to optimize productivity and minimize time-wasting habits.
We will be discussing ‘self-reflection’ in the next course manual.
Exercise 2.8: “Procrastination Buster”
Course Manual 9: Neuroscience of Behavior
Have you ever gone along with the crowd only to end up doing something you regretted?
Sometimes, there can be a disconnect between what we think and how we behave due to various factors, including unconscious biases, external influences, or conflicting emotions. Our behavior is often influenced by deeply ingrained habits, societal norms, and past experiences, which may not always align with our conscious thoughts or intentions. Additionally, emotions can play a significant role in shaping our behavior, and they may override our rational thoughts in certain situations. For example, someone may intellectually understand the importance of exercising regularly but struggle to follow through due to feelings of laziness or fatigue. Similarly, social pressures or fear of judgment from others can lead individuals to act in ways that contradict their personal beliefs or values.
Case Study: Solomon Asch Conformity Line Experiment
Problem: Solomon Asch experimented with investigating the extent to which social pressure from a majority group could affect a person to conform.
The Asch Conformity Experiment, conducted by Solomon Asch in the 1950s, was a series of studies designed to investigate how social pressure from a majority group could influence an individual to conform. In the experiments, groups of participants were asked to match the length of lines on cards, a task with an obvious answer. However, each group only included one real participant, with the rest being confederates instructed to give the incorrect answer.
Methodology:
Asch used a lab experiment to study conformity, whereby 50 male students from Swarthmore College in the USA participated in a ‘vision test.’ Using a line judgment task, Asch put a naive participant in a room with seven confederates/stooges. The confederates had agreed in advance what their responses would be when presented with the line task. The real participant did not know this and was led to believe that the other seven confederates/stooges were also real participants like themselves.
Each person in the room had to state aloud which comparison line (A, B, or C) was most like the target line. The answer was always obvious. The real participant sat at the end of the row and gave his or her answer last.
At the start, all participants (including the confederates) gave the correct answers. However, after a few rounds, the Confederates started to provide unanimously incorrect answers.
There were 18 trials in total, and the Confederates gave the wrong answer on 12 trials (called the critical trials). Asch was interested in seeing if the real participant would conform to the majority view.
Asch’s experiment also had a control condition where there were no confederates, only a “real participant.”
Findings:
Asch measured the number of times each participant conformed to the majority view. On average, about one-third (32%) of the participants who were placed in this situation went along and conformed with the clearly incorrect majority on the critical trials.
Over the 12 critical trials, about 75% of participants conformed at least once, and 25% of participants never conformed.
In the control group with no pressure to conform to confederates, less than 1% of participants gave the wrong answer.
Conclusion:
Why did the participants conform so readily? When they were interviewed after the experiment, most of them said that they did not really believe their conforming answers, but had gone along with the group for fear of being ridiculed or thought “peculiar.
• A few of them said that they did believe the group’s answers were correct.
• Apparently, people conform for two main reasons: because they want to fit in with the group and because they believe the group is better informed than they are.
When participants were allowed to answer in private (so the rest of the group does not know their response), conformity decreased. This is because there are fewer group pressures and normative influence is not as powerful, as there is no fear of rejection from the group.
Emotions played a significant role in shaping participants’ responses in the Solomon Asch Conformity Line Experiment, affecting their willingness to conform to group pressure and their subsequent reactions to their own behavior.
Here are some ways that emotions played a role:
1. Social Pressure: Participants may experience emotions such as anxiety, fear of rejection, or discomfort when faced with the prospect of going against the group consensus. These emotions can influence their decision to conform to the group’s incorrect judgments.
2. Peer Influence: Emotions like the desire for social approval or the fear of social disapproval can motivate participants to conform to the majority opinion, even if they privately disagree. This desire to fit in and avoid conflict can override their own judgment.
3. Cognitive Dissonance: Participants may experience cognitive dissonance, a state of discomfort caused by holding conflicting beliefs or attitudes. When they perceive a discrepancy between their own judgment and the group consensus, they may experience emotions like confusion or stress, leading them to conform to the majority opinion to reduce this discomfort.
4. Relief or Regret: After conforming to the group, participants may experience emotions such as relief if their decision aligns with the group or regret if they later realize their error. These emotional reactions can reinforce the tendency to conform or motivate individuals to resist conformity in future situations.
5. Satisfaction or Dissatisfaction: Participants may feel satisfaction or dissatisfaction with their own performance based on whether they conformed to the group or maintained their independence. Emotions like pride or disappointment can influence future behavior and decision-making.
The Concept of Normalization
Numerous studies have found that we often decide how to act based on how those around us are acting.
Normalization is a phenomenon where individuals within a group tend to conform to the established norms and behaviors of that group. When people are part of a social group, whether it’s a team at work, a community organization, or a social circle, they often adjust their behaviors to align with what is considered acceptable or typical within that group. This normalization process can influence various aspects of behavior, including attitudes, beliefs, values, and actions. Individuals may adopt the group’s norms consciously or unconsciously, seeking acceptance, approval, or validation from their peers. As a result, group norms play a powerful role in shaping individual behavior and influencing social dynamics within the group.
Why Do Humans Conform Through Normalization?
Normalization occurs with groups that conform because of the interplay between social dynamics, individual motivations, and the desire to maintain social harmony and cohesion within the group.
Here are some reasons why:
1. Social Comparison: Individuals in a group often compare their beliefs, attitudes, and behaviors to those of others. When confronted with a discrepancy between their own judgment and the group consensus, they may adjust their perceptions to align with the majority to avoid feeling different or deviant.
2. Normative Influence: Group members may conform to the majority opinion due to normative influence, which is the desire to gain social approval or avoid social rejection. Conforming to the group’s norms and expectations helps individuals maintain positive social relationships and avoid conflict or ostracism.
3. Group Cohesion: Strong group cohesion, characterized by a sense of camaraderie, belongingness, and solidarity among members, can foster conformity. Individuals may conform to group norms to preserve group harmony and maintain positive interpersonal relationships, even at the expense of their own judgment.
4. Informational Influence: In ambiguous or uncertain situations, individuals may look to others in the group for guidance and information. If the majority opinion appears more knowledgeable or credible, individuals may conform to it to reduce uncertainty and make sense of the situation.
5. Conformity Pressure: Direct or indirect pressure from group members to conform to the majority opinion can significantly influence individual behavior. Fear of social disapproval, criticism, or ridicule can motivate individuals to suppress their dissenting views and conform to the group consensus.
What are the Negative Consequences of Normalization in the Workplace?
The normalization of behaviors in the workplace can have several negative effects, including:
1. Stifling creativity and innovation: When employees feel pressure to conform to established norms and practices, they may be less likely to think outside the box or suggest new ideas. This can hinder innovation and limit the organization’s ability to adapt to changing circumstances.
2. Suppressing diversity of thought: Normalization can lead to groupthink, where individuals prioritize consensus over critical thinking. This can result in a lack of diversity of thought and a reluctance to challenge prevailing opinions, potentially leading to flawed decision-making processes.
3. Undermining individual autonomy: Employees may feel compelled to suppress their individuality and conform to group expectations, leading to a loss of autonomy and authenticity. This can result in decreased job satisfaction and motivation among employees who feel stifled in expressing their true selves.
4. Encouraging unethical behavior: In environments where certain behaviors are normalized, employees may be more likely to engage in unethical conduct or turn a blind eye to wrongdoing. This can erode trust within the organization and damage its reputation.
5. Hindering personal growth and development: Normalization can create a culture where mediocrity is accepted, and excellence is discouraged. This can impede employees’ opportunities for growth and advancement, as there may be little incentive to strive for improvement or challenge the status quo.
Overall, the normalization of behaviors in the workplace can have detrimental effects on organizational culture, employee morale, and long-term success. It is essential for leaders to be aware of these potential pitfalls and actively work to foster an environment where diverse perspectives are valued, and individuals feel empowered to express themselves authentically.
Psychological Safety
Psychological Safety sums up the culture that is required for differing perspectives.
Psychological safety can be effective in encouraging diverse ideas by creating an environment where team members feel comfortable taking interpersonal risks, such as speaking up, sharing innovative ideas, and expressing diverse viewpoints without fear of negative consequences. When team members feel psychologically safe, they are more likely to contribute openly and authentically, knowing that their perspectives will be valued and respected. This fosters a culture of trust, collaboration, and mutual support, where individuals feel empowered to challenge the status quo, explore unconventional solutions, and engage in constructive dialogue. Ultimately, psychological safety promotes creativity, innovation, and the free exchange of diverse ideas, leading to better decision-making and overall team performance.
Let’s look at a scenario:
During a brainstorming session, the team leader, Sarah, presented an idea that diverged from the consensus view of her peers. While the majority of the team was initially hesitant about Sarah’s proposal, they felt psychologically safe to express their concerns and engage in open dialogue. Rather than dismissing Sarah’s idea, the team listened attentively and discussed the potential merits and drawbacks in a respectful manner. Through this process, they discovered that Sarah’s idea addressed certain overlooked aspects of the problem and had the potential to offer unique benefits. As a result, the team decided to explore Sarah’s proposal further and eventually implemented it with modifications. The outcome exceeded expectations, leading to increased efficiency and customer satisfaction. Sarah’s willingness to speak up, coupled with the team’s supportive environment, not only contributed to a successful outcome but also strengthened trust and cohesion within the team. The incident was praised by senior management for fostering a culture of innovation and inclusivity.
As a Leader, How Can You Minimize Conformity?
The emotional effect of deviating from a group can be greater than the emotion an individual feels due to the fact that humans are inherently social beings and have a fundamental need for social acceptance and belongingness. Deviating from a group norm or consensus can trigger feelings of social rejection or ostracism, which can be deeply distressing and evoke strong emotional responses.
As a leader, you can intentionally minimize the effect of normalization in your team through several strategies:
1. Encourage open communication: Foster an environment where team members feel comfortable expressing diverse perspectives and opinions without fear of judgment or reprisal. Encouraging open dialogue allows for the exploration of alternative viewpoints and reduces the pressure to conform to a single mindset.
2. Promote critical thinking: Encourage team members to question assumptions, challenge groupthink, and critically evaluate ideas and decisions. By promoting critical thinking skills, leaders empower individuals to analyze information independently and make informed choices based on evidence and reasoning rather than blindly following the group consensus.
3. Value diversity: Emphasize the importance of diversity in perspectives, backgrounds, and experiences within the team. Recognize and celebrate the unique contributions of each team member, and actively seek out diverse viewpoints to enrich discussions and decision-making processes.
4. Lead by example: Demonstrate authenticity, integrity, and a willingness to consider alternative viewpoints as a leader. By modeling open-mindedness, adaptability, and a willingness to challenge the status quo, leaders set a positive example for their team members and encourage them to do the same.
5. Establish clear norms and expectations: Set clear expectations for respectful communication, constructive feedback, and independent thinking within the team. By establishing norms that prioritize individual autonomy and critical inquiry, leaders can create an environment that minimizes the pressure to conform and encourages intellectual diversity and innovation.
Resisting the Temptation to Normalize
This personal competency workshop is primarily about the components of emotional intelligence – self-awareness and self-management, which are summarized below as the framework for breaking the mold:
Self-Awareness
Self-awareness can empower you to embrace nonconformity by providing you with a deeper understanding of your own values, beliefs, and motivations.
When individuals are self-aware, they are better equipped to recognize when their actions align with their authentic selves and when they are merely conforming to societal or group expectations. This self-awareness allows them to make deliberate choices that prioritize their personal convictions over external pressures to conform.
Moreover, self-aware individuals are more confident in expressing their unique perspectives and challenging the status quo because they have a clear sense of their own identity and principles. By fostering self-awareness, individuals can cultivate the courage and resilience needed to embrace nonconformity and pursue paths that diverge from the norm, ultimately leading to greater creativity, innovation, and personal fulfillment.
Self-Management
Self-management is about impulse control and honoring personal values with action and behavior. When individuals effectively manage their emotions, impulses, and reactions, they gain the confidence and resilience to resist conforming to group norms that may conflict with their values or divergent ideas. By maintaining a strong sense of self-awareness and autonomy, individuals can confidently express their unique perspectives, challenge the status quo, and pursue innovative solutions without fear of judgment or reprisal.
Additionally, self-management allows individuals to regulate their behavior in a manner that aligns with their authentic selves, fostering a sense of integrity and empowerment in their nonconformist actions. Ultimately, by cultivating self-management skills, individuals can assert their independence, contribute to diverse thinking, and drive positive change within their teams and organizations.
Personal Application
Let’s take a moment to review the EQ-I 2.0 model again.
Take a moment to reflect on the Self-Perception and Self-Expression scales.
Self-Perception Scale
1. Self-Perception:
Self-perception refers to how individuals perceive and evaluate themselves in various emotional and social situations. Self-Regard is a good place to start, because it provides a clue to a baseline to one’s thoughts and feelings about themselves.
This scale measures how individuals perceive and evaluate themselves. It explores their self-confidence, self-regard, and the extent to which they recognize and pursue their own strengths and potential.
The subscales of Self-Perception are:
• Self-Regard: This subscale reflects one’s self-confidence, self-respect, and positive self-regard. Individuals with high self-regard have a strong sense of self-worth.
• Emotional Self-Awareness: It involves recognizing, understanding, and accurately identifying one’s own emotions. Individuals high in this subscale have a keen awareness of their feelings.
• Self-Actualization: This subscale measures an individual’s drive to achieve personal goals and aspirations, reflecting their ability to strive for personal growth and fulfillment.
2. Self-Expression:
This component focuses on how individuals express their emotions and thoughts. It looks at the outward manifestation of one’s emotional experiences and the ability to communicate effectively. Self-Expression scale assesses assertiveness, emotional expression, and independence.
The subscales of Self-expression are:
• Emotional Expression: Assessing how effectively individuals express their emotions to others. High scorers tend to openly and appropriately express their emotions.
• Assertiveness: This subscale measures an individual’s ability to express their thoughts, beliefs, and needs openly and confidently without being overly aggressive or passive.
• Independence: Reflects an individual’s ability to be self-reliant, autonomous, and make decisions independently without undue influence from others.
Questions for Reflection
The goal of this reflection is to determine the specific areas in which you would like to improve your current scores from the EQ-i 2.0, the self-report assessment you completed prior to starting this workshop.
1. Reflection Questions for Self-Perception
Self-Regard:
• How do I demonstrate self-confidence and self-respect in my daily interactions and decision-making processes?
• In what ways do I nurture and reinforce my sense of self-worth, and how does this impact my effectiveness as a leader?
• What strategies can I employ to maintain a positive self-regard, especially in challenging or uncertain situations?
Emotional Self-Awareness:
• How do I recognize and acknowledge my emotions as they arise, and how does this awareness influence my behavior and decision-making?
• Are there specific triggers or patterns in my emotional responses that I need to pay closer attention to, and how can I cultivate a deeper understanding of these dynamics?
• How do my emotions inform my perceptions of myself and others, and how can I leverage this awareness to foster more authentic and empathetic connections?
Self-Actualization:
• What are my personal goals and aspirations, and how do they align with my values and vision for myself?
• How do I prioritize my own growth and development amidst my professional responsibilities, and what steps can I take to continue progressing toward my goals?
• In what ways can I challenge myself to step outside of my comfort zone and pursue opportunities for learning and self-improvement, both personally and professionally?
2. Reflection Questions for Self-Expression
Emotional Expression:
• How effectively do I communicate my emotions to others in professional settings? Do I openly share my feelings or tend to keep them to myself?
• Have there been instances where my emotions were misunderstood by others? How did I handle these situations, and what can I do to improve clarity in my emotional expression?
• What strategies can I employ to express my emotions more openly while maintaining professionalism?
Reflection Questions for Assertiveness:
• Do I confidently express my thoughts, beliefs, and needs in the workplace, or do I struggle with being too passive or too aggressive?
• Have there been times when I felt my assertiveness was lacking, resulting in missed opportunities? How can I strike a balance between assertiveness and diplomacy?
• How can I enhance my assertiveness skills, such as practicing assertive communication techniques or seeking feedback?
Independence:
• To what extent do I rely on others’ input when making decisions? Am I confident in my ability to make independent choices?
• Have there been instances where I felt pressured to conform to others’ opinions? How can I assert my independence while collaborating effectively?
• What steps can I take to strengthen my self-reliance and autonomy in decision-making?
Exercise 2.9: “Comfortable Being Different”
Course Manual 10: Self Reflection
Imagine working for a leader who does not consider constraints or his own blind spots but keeps setting impossible key performance indicators (KPIs) for your department that are misaligned with the capabilities and resources available to your team.
Research shows the habit of reflection can separate extraordinary professionals from mediocre ones.
Self-Reflection skill is critical in becoming an effective leader. The topics that have been covered in this workshop are about getting to know yourself (self-awareness) and improving how you manage your tendencies (self-management).
After all, the ability to self-reflect is what makes us human, and as far as we know, technologies like artificial intelligence cannot perform this skill well.
In the human mind, there are numerous areas responsible for what we refer to as emotion; collectively, these regions comprise the emotional system. Don Norman proposes the emotional system consists of three different, yet interconnected levels, each of which influences our experience of the world in a particular way. The three levels are visceral, behavioral, and reflective.
These levels represent different ways in which humans perceive and interact with the world around them, each playing a crucial role in shaping our experiences and behaviors.
1. Visceral Level: At the visceral level, processing occurs at an instinctual and immediate level. It involves our initial emotional reactions and gut responses to stimuli, often driven by sensory input such as appearance, sound, or touch. These reactions are largely automatic and involuntary, influenced by evolutionary factors and cultural conditioning. For example, we may experience a visceral reaction of disgust upon encountering a foul odor or a feeling of attraction when presented with aesthetically pleasing design elements. The visceral level is responsible for creating immediate impressions and can strongly influence our initial preferences and behaviors.
Summary: The visceral level is responsible for the ingrained, automatic, and almost animalistic qualities of human emotion, which are almost entirely out of our control.
2. Behavioral Level: The behavioral level involves the actions and interactions that result from our visceral reactions. At this level, processing moves beyond mere perception to encompass practical considerations and physical responses. Behavioral responses are shaped by factors such as learned behaviors, habits, and environmental cues. For example, if we find a tool difficult to use or a website confusing to navigate, our behavioral response may involve frustration or avoidance. Conversely, well-designed products or experiences that align with our needs and expectations can elicit positive behavioral responses, such as increased engagement or satisfaction. The behavioral level bridges the gap between visceral reactions and conscious decision-making, influencing our actions and behaviors in everyday situations.
Summary: The behavioral level refers to the controlled aspects of human action, where we unconsciously analyze a situation so as to develop goal-directed strategies most likely to prove effective in the shortest time or with the fewest actions possible.
3. Reflective Level: The reflective level represents the highest level of processing involving conscious thought, reasoning, and decision-making. At this level, individuals engage in cognitive evaluation and reflection, considering factors such as functionality, usability, and personal values. Reflective processing allows us to analyze and interpret our experiences, weigh various options, and make deliberate choices based on rational considerations. For example, when purchasing a new smartphone, we may consider factors such as performance, features, and price, reflecting on how well the product meets our needs and preferences. The reflective level enables us to make informed decisions, prioritize long-term goals, and exert greater control over our behaviors and experiences.
Summary: The reflective level is, as Don Norman states, “…the home of reflection, of conscious thought, of learning of new concepts and generalizations about the world”.
These three levels, while classified as separate dimensions of the emotional system, are linked and influence one another to create our overall emotional experience of the world.
In summary, the three levels of processing – visceral, behavioral, and reflective – work in concert to shape human perceptions, behaviors, and decision-making processes.
Reflective skills harness our prefrontal capacity for executive attention, prosocial behavior, empathy, and self-regulation. As we reflect on our own internal states, the resonance circuitry that evolved to connect with others’ minds is primed to sense the deep nature of our own intentional world.
What is Self-Reflection?
Self-reflection is the process of consciously thinking about and examining one’s thoughts, feelings, experiences, and actions. It involves introspection and self-awareness, allowing individuals to gain insight into themselves, their behaviors, and their relationships with others. Self-reflection often involves asking probing questions, analyzing past events or decisions, and considering how they align with personal values, goals, and aspirations. It can occur in various contexts, including personal development, relationships, and professional growth.
Self-reflection is a valuable practice for fostering personal growth, improving decision-making, and enhancing self-awareness and emotional intelligence.
Like a muscle, your mind needs reflection to reenergize and grow stronger.
Self-Reflection is about learning. It is thoughtful and deliberate.
Reflection is executive functioning. True courageous reflection galvanizes your willpower. It promotes continuous self-awareness, empowers you, ensures you are valued, and gives you the self-awareness you need to quickly achieve your potential.
Why Self-Reflection Matters in the Workplace
Self-reflection is crucial in the workplace within the realm of emotional intelligence for several
reasons:
1. Enhances Self-Awareness: Self-reflection allows individuals to gain insight into their emotions, strengths, weaknesses, and behavioral patterns. By understanding themselves better, employees can recognize how their emotions affect their performance, interactions with others, and overall effectiveness in the workplace.
2. Improves Self-Management: Through self-reflection, individuals can identify areas for improvement and develop strategies to manage their emotions more effectively. This includes learning how to regulate emotions, handle stress, and respond adaptively to challenging situations, all of which contribute to better self-management skills.
3. Facilitates Collaboration: Self-reflection encourages empathy and understanding of others’ perspectives. By reflecting on their own emotions and experiences, employees can develop a deeper appreciation for the feelings and motivations of their colleagues, leading to stronger interpersonal relationships and more effective communication.
4. Supports Professional Growth: Regular self-reflection fosters a growth mindset and a willingness to learn and adapt. Employees who engage in self-reflection are more likely to seek out opportunities for development, take ownership of their actions, and continuously strive for improvement in their professional skills and competencies.
Overall, self-reflection is a critical aspect of emotional intelligence in the workplace, enabling individuals to better understand themselves (self-awareness), manage their emotions (self-management), build positive relationships( empathy and relationship management), and achieve personal and professional growth.
One study showed that employees who reflected during their commute showed increases in happiness and productivity and decreases in burnout.
But Why Don’t All Leaders Self Reflect?
There are many reasons why leaders do not self-reflect. Let’s look at a few:
1. Time: Some leaders may avoid self-reflection because it demands time that they feel they cannot spare in their busy schedules.
2. Requires discipline: Many leaders struggle with self-reflection because it necessitates discipline to consistently engage in introspection and analysis.
3. Challenging: It’s hard to look deeply at yourself. Self-reflection can be challenging for leaders as it requires confronting one’s own strengths, weaknesses, and vulnerabilities, which can be uncomfortable or unsettling.
What are the consequences of avoiding self-reflection?
Avoiding self-reflection can lead to several negative consequences in both personal and professional life, such as:
1. Lack of Personal Growth: Without self-reflection, individuals miss out on opportunities to learn from their experiences and mistakes. They may continue to repeat patterns of behavior that hinder their personal development and fulfillment.
2. Decreased Self-Awareness: Self-reflection is essential for understanding one’s strengths, weaknesses, values, and motivations. Avoiding self-reflection can result in a lack of self-awareness, making it challenging to navigate challenges, make informed decisions, and build healthy relationships.
3. Strained Relationships: When individuals fail to reflect on their actions and how they affect others, they may struggle to empathize and communicate effectively. This can lead to misunderstandings, conflicts, and damaged relationships in both personal and professional settings.
4. Missed Opportunities for Improvement: Self-reflection is crucial for identifying areas for improvement and setting goals for growth. Without introspection, individuals may overlook opportunities to enhance their skills, advance their careers, and achieve their aspirations.
5. Increased Stress and Burnout: Ignoring the need for self-reflection can contribute to heightened stress levels and burnout. Without taking the time to understand their emotions, priorities, and boundaries, individuals may become overwhelmed by work demands and personal responsibilities.
Self-reflection for job performance
Consider this scenario: You’ve recently onboarded a new employee, and it’s crucial for her to acclimate quickly to her role. The first two weeks have been designated for her training. On one hand, she could spend this time solely practicing tasks she’s already familiar with. On the other hand, she could allocate less time to practice and instead dedicate time to reflect on her tasks. Which approach would yield the most favorable outcome for her future performance?
Conventional wisdom in organizations suggests that practice is the most effective way to learn. Experience is widely acknowledged as a significant source of individual learning, with educational scholars such as Gary Becker emphasizing its role in productivity enhancement among workers. However, an emerging body of literature posits that experience alone is not sufficient for optimal learning.
The complementary component to experience is reflection. Renowned philosopher John Dewey famously asserted, “We do not learn from experience; we learn from reflecting on experience.” Reflective practice has garnered considerable attention in research since Dewey and others highlighted its significance in learning during the 1930s. This article will delve into the insights from Di Stefano et al.’s (2016) study, conducted at Harvard Business School, which empirically demonstrates the impact of reflection on learning through three case studies.
When it comes to job performance, people tend to believe that practice always makes perfect. The more often we practice learning a new skill, the more likely we will be to master relevant tasks. However, a study suggests that reflection is a much more powerful learning tool when it comes to job performance.
Case Study: “Experience Plus Reflection Boosts Performance”
In this case study researchers conducted an experiment with 101 customer service agents from Wipro BPO, an outsourced business process organization known for providing knowledge-based customer support. The aim was to investigate the impact of experience combined with reflection on learning and performance outcomes at the individual level.
The researchers divided the participants into two groups – a reflection group and a practice group. The reflection group spent the last 15 minutes of their day reflecting on their tasks. The practice group used the last 15 minutes of their day practicing tasks to get extra experience. The authors then measured the participants’ performances in each group over 10 days. They found that the reflection group was 19.1% more likely to be in the top-rated category for their performance compared to the practice group.
The findings revealed that the reflection group showed a notable improvement in performance compared to the practice group. Specifically, participants in the reflection group were 19.1% more likely to achieve top-rated performance compared to those in the practice group. This outcome suggests that pausing to reflect after gaining some experience can lead to greater performance enhancement than simply continuing to practice tasks without reflection.
Conclusion:
Overall, the case study underscores the importance of incorporating reflection into the learning process, particularly in professional settings. It highlights how taking time to reflect on one’s experiences and tasks can significantly enhance performance outcomes, offering valuable insights for organizations seeking to optimize employee learning and productivity.
Reflection plus experience is an incredibly efficient way to learn. Reflection coupled with experience forms an efficient learning approach, allowing individuals to internalize lessons and enhance performance. By pausing to reflect, individuals consolidate their experiences, gaining insights that aid in refining strategies and decision-making. This process accelerates learning by fostering a deeper understanding and awareness of one’s actions and outcomes.
Additionally, reflecting on experiences promotes continuous improvement, enabling individuals to adapt and grow based on past successes and challenges. Overall, integrating reflection with hands-on experience optimizes learning outcomes by maximizing the impact of each learning opportunity.
Another study also found that employees who took 15 minutes to reflect on what they learned at the end of the day performed 23% better after 10 days compared to employees who did not.
Self-Reflection and Self-Awareness
We often find ourselves in a “Doing” mode in our fast-paced world, particularly in workplaces. We constantly set goals, planned and completed tasks, and checked boxes. However, Oxford University psychologist Mark Williams suggests another mode: “Being.” Williams’ concept of the “Being” mode encourages individuals to balance action with mindfulness, allowing for deeper self-awareness and emotional well-being and potentially fostering greater creativity and problem-solving abilities.
In the context of emotional intelligence, embracing the “Being” mode can enhance self-awareness and emotional regulation. The moments of frustration become growth opportunities. In those moments, you have the opportunity to develop other skills like dynamic communication and problem-solving.
By learning to be present with their emotions and experiences, individuals can better understand and manage their reactions, fostering greater resilience and well-being.
Self-Reflection and Innovation
When leaders foster a culture of reflection within their teams, they create room for innovation, discovery, growth, and improvement.
A culture of self-reflection can foster innovation and problem-solving for teams in five ways:
1. Encourages Continuous Improvement: When team members regularly reflect on their work processes, outcomes, and challenges, they identify areas for improvement. This ongoing self-assessment fosters a mindset of continuous learning and innovation, driving the team to seek better ways of achieving goals and solving problems.
2. Promotes Creative Thinking: Self-reflection encourages individuals to think deeply about their experiences, perspectives, and assumptions. By examining their thought processes and approaches to problem-solving, team members can uncover new insights, perspectives, and creative solutions to complex problems.
3. Enhances Collaboration and Communication: Self-reflection prompts team members to consider their own contributions to team dynamics and communication. By reflecting on their interactions with others, individuals gain insights into their communication styles, conflict resolution strategies, and collaborative skills. This increased self-awareness enables team members to communicate more effectively, resolve conflicts constructively, and collaborate more productively.
4. Builds Resilience and Adaptability: Self-reflection helps team members develop resilience by examining past challenges, setbacks, and failures. By reflecting on how they responded to adversity and what they learned from those experiences, individuals become better equipped to handle future challenges and adapt to changing circumstances. This resilience fosters a culture of experimentation and risk-taking, which is essential for innovation and problem-solving.
5. Fosters a Growth Mindset: A culture of self-reflection promotes a growth mindset, where team members believe that their abilities and intelligence can be developed through effort and learning. By reflecting on their successes and failures, individuals cultivate a mindset of continuous growth and development, enabling them to embrace challenges, learn from feedback, and persist in the face of obstacles.
Overall, a culture of self-reflection empowers teams to innovate, solve problems creatively, collaborate effectively, adapt to change, and foster a growth mindset. By encouraging individuals to reflect on their experiences and learn from them, organizations create an environment where continuous improvement, creativity, and resilience thrive.
Tools for Self-Reflection
There are several tools and techniques available for practicing self-reflection in the workplace. These methods offer individuals the opportunity to pause, assess their thoughts and actions, and gain valuable insights into their professional growth and development.
I will be providing one example in this workshop that can be effective in personal and team reflection in order to discern ways to improve and optimize your leadership effectiveness.
Gibbs’ Reflective Cycle
Gibbs’ Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences and, given its cyclic nature, lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:
• Description of the experience
• Feelings and thoughts about the experience
• Evaluation of the experience, both good and bad
• Analysis to make sense of the situation
• Conclusion about what you learned and what you could have done differently
• Action plan for how you would deal with similar situations in the future or general changes you might find appropriate.
This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example, meetings with a team you have to collaborate with.
For each of the stages of the model, a number of helpful questions are outlined below. You don’t have to answer all of them but they can guide you about what sort of things make sense to include in that stage. You might have other prompts that work better for you.
Short example of Gibbs’ reflective cycle:
1. Describe:
In a group work assignment, we divided sections according to people’s strengths. When we tried to piece the assignment together, it was written in different styles, and therefore, we had to spend time rewriting it.
Feelings: I thought our plan would work and felt good about it. When we had to rewrite it, I felt frustrated.
2. Evaluation:
The process of dividing sections went well. However, it didn’t work, not having foreseen/planned rewriting the sections for coherence and writing styles.
3. Analysis:
Dividing work according to individual strengths is useful. Belbin’s team roles (2010) would suggest something similar. I have done it before, and it seems to work well.
The reason piecing work together didn’t work was we had no plan for what it needed to look like. We were so focused on finishing quickly that no one would raise a concern. The last part can be explained by ‘groupthink’ (e.g., Jarvis, 1991), where members of a group make a suboptimal decision because individuals are afraid of challenging the consensus.
4. Conclusion:
I learned that using people’s strengths is efficient. Moreover, planning how we want the work to look before we go off on our own is helpful. Lastly, I will remember the dangers of groupthink, and what the theory suggests to look out for.
5. Action plan:
I will use Belbin’s team roles to divide group work in the future. Moreover, I will suggest writing one section together before we do our own work, so we can mirror that in our own writing. Finally, I will speak my mind when I have concerns, by remembering it can benefit the outcome.
What Can Leaders Do to Develop the Habit of Self-Reflection?
Even though I have recommended Gibb’s Reflective Cycle in this workshop, the truth is there are various reflection techniques. Some options include journaling, mind mapping, discussing experiences with a trusted colleague or mentor, or even engaging in mindfulness exercises. Find a method that resonates with you and encourages self-reflection.
Here are some things you can put into practice to develop your reflective leadership skills:
1. Make Time for Self-Reflection: Set an intention and set aside some time to reflect consistently and in a structured way. Some leaders use the time to write or record an audio of their thoughts so they can revisit them to measure growth.
2. Create a process: Experiment with different approaches to self-reflection to see what works best for you. Maybe taking a walk is conducive to self-reflection. Perhaps you prefer to reflect at the start of a week rather than the end of a week. Maybe a shorter daily practice is more effective for you than a longer weekly practice. Perhaps jotting down your thoughts on paper is helpful for you. Try different tactics and learn what is effective for you.
3. Ask Your Team Reflective Questions: Instead of always giving advice or feedback to your team members, pose questions that can help them develop more awareness and take accountability for their deliverables.
Personal Application
There is a researched human tendency known as the “forgetting curve.” This concept, first introduced by German psychologist Hermann Ebbinghaus in the late 19th century, describes how information that is not reinforced or practiced over time tends to fade from memory.
Essentially, even though we may learn something useful, if we don’t actively review or apply it regularly, we’re more likely to forget it over time.
Here are some suggestions for how you can incorporate Self-Reflection into your routine:
1. Pause for 5–10 minutes before every phone call, face-to-face conversation, or meeting and reflect on these questions:
• How am I feeling about the upcoming call/conversation/meeting?
• How do I want to feel about the upcoming call/conversation/meeting?
• What is my intention and desired outcome for the upcoming event?
• What am I avoiding?
• How could I be more effective?
• How can I be more authentic?
• How can I be more inspirational?
2. Pause for 5–10 minutes after each event and reflect on these questions:
• How do I feel about what happened in the event
• How do I want to feel about what happened in the event?
• Did I achieve my intention/desired outcome in the event?
• What prevented me from doing so if I didn’t?
• What options do I have if there is a similar event?
• What do I need to do to follow up?
• How did I show up during the event?
3. Take a 10–15 minute walk outside the office to reflect. Changing your environment has a beneficial impact on your thinking processes.
4. Once a week, set aside an hour to reflect on the week’s events and how you felt and thought about them, and reflect on what is coming up the next week. Friday or Sunday night are good days to do it.
5. Journaling: When you experience a strong emotion such as frustration or surprise, write down the event. Note the visceral, automatic thoughts you had about it. Write down the emotions you experienced and what may have triggered them. It’s very important to be raw and honest about it.
Exercise 2.10: Self Reflection Sharing
Project Studies
Project Study (Part 1) – Customer Service
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 2) – E-Business
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 3) – Finance
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 4) – Globalization
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 5) – Human Resources
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 6) – Information Technology
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 7) – Legal
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 8) – Management
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 9) – Marketing
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 10) – Production
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 11) – Logistics
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Project Study (Part 12) – Education
The Head of this Department is to provide a detailed report relating to the Personal Competence process that has been implemented within their department, together with all key stakeholders, as a result of conducting this workshop, incorporating process: planning; development; implementation; management; and review. Your process should feature the following 12 parts:
01. Self-Awareness
02. Self-Management
03. Emotion Neuroscience
04. Emotional Literacy
05. Personal Triggers
06. Personal Values
07. Self-Discipline
08. Time Management
09. Behavioral Science
10. Self-Reflection
Please include the results of the initial evaluation and assessment.
Program Benefits
Customer Service
- Empathy
- Customer Satisfaction
- Problem-Solving
- Handling complaints
- Brand Reputation
- Adaptability
- Improved Communication
- Managing Expectations
- Customer Retention
- Handling Pressure
Team Performance
- Higher productivity
- Better Collaboration
- Clear Expectations
- Team Cohesion
- Positive Culture
- Conflict Transformation
- More Innovation
- Efficiency
- Reduced Burnout
- Psychological Safety
Leadership Development
- Self-awareness
- Decision-making
- Managing others
- Empathic leadership
- Effective communication
- Conflict management
- Resilience
- Managing Ambiguity
- Accountability
- Job satisfaction
Client Telephone Conference (CTC)
If you have any questions or if you would like to arrange a Client Telephone Conference (CTC) to discuss this particular Unique Consulting Service Proposition (UCSP) in more detail, please CLICK HERE.