Segment 1: Introduction to Emotional Intelligence

Segment 1: Introduction to EI 1 16313 | v. 1.0a

Emotional Intelligence ARP

Facilitator Guide

Segment 1: Introduction to Emotional Intelligence

Segment Overview

In this first segment, the instructor sets context for the course, reviews the course

logistics, facility information, and classroom guidelines. The instructor identifies

what Emotional Intelligence (EI) is and is not, and participants take the Mohapel

EI self-assessment.

Course Objective

This lesson supports the following course objective:

Identify the impact of emotional intelligence on job performance.

Length of Segment

Topic Duration

Course Introduction/Context Setting 10 min

Emotional Intelligence Overview 50 min

EI Self-Assessment 15 min

Summary 5 min

Segment 1 Total Time

1 hour, 20 minutes

2 Segment 1: Introduction to EI 16313 | v. 1.0a


Facilitator Guide

Tools and Materials

PowerPoints:

EI PowerPoint Presentation: Segment 1

Videos: (embedded in PPT)

President Ronald Reagan (Challenger)

Malcom in the Middle (Amygdala Hijack)

Handout:

Emotional Intelligence Self-Assessment



Facilitator Guide

Segment 1 Introduction to Emotional Intelligence

Course Introduction

(10 minutes)

Slide 1

Title

<Welcome students to the Emotional Intelligence course.

Explain that all Airports employees are invited and encouraged

to attend this course in an effort to enhance collaboration,

communication, and job performance within the Airports Line

of Business.>

Course Objectives

Slide 2

<Review course objectives and agenda topics.>

Course Objectives:

Identify the impact of emotional intelligence on job

performance.

Practice high emotional intelligence responses to

challenging workplace scenarios.

Identify strategies to improve emotional intelligence.

Course Agenda

Slide 3

<Explain the five sections of the course.>

Introductions

Slide 4

<Provide the opportunity for students to introduce themselves

to the class. Instructors should model the introduction criteria,

then have each participant answer the following:>

Name

Position

One unique fact about yourself

What have you heard about Emotional Intelligence?



Facilitator Guide

Operating Guidelines

Slide 5

<Review the Operating Guidelines for the course.>

Classroom Orientation

Slide 6

Facility Logistics

<Provide site-specific pertinent information about the facility:

Restrooms

ID Badges

WiFi

Breaks

Emergency Procedures

- Evacuation routes

- Accident or injury>

Slide 6

Class Roster

<Have participants confirm and/or complete information on the

class roster and sign to indicate their attendance.

At first opportunity, send an image of roster to DMS Admin.>

Emotional Intelligence

Overview

(50 minutes)

What is Emotional

Intelligence?

Slide 7

How many of you have heard of the concept of Emotional

Intelligence?

What do you think Emotional Intelligence is about?

Emotional Intelligence is “your ability to recognize and

understand emotions in yourself and others, and your

skill to use this awareness to manage yourself and

relationships.

Like intelligence quotient (IQ), each of us has an Emotional

Intelligence QUOTIENT (EQ), which we will assess later this

morning.

<Ask participants for examples of someone they’ve known or

read about who has a high EQ, and ask participants to explain

how they can tell this person has a high EQ. Listen for

examples of actual behavior (what a person says or does.>



Facilitator Guide

Over the last 20 years, EQ has been embraced across

cultures, in business, and at home. After countless articles in

research journals, business publications, and popular

magazines, this “other kind of smart” has made people curious

about what exactly it is and how someone can increase it.

EQ is one of the most important skills we possess. During this

workshop, we will discover why EQ is an important predictor of

individual and bottom-line performance. We’ll look at what EQ

is, why it is so important, and how you can enhance it.


in Action

Video:

President Reagan

(4:12)

Slide 8

<Hover mouse over

bottom of video area to

view play control bar.

Click forward arrow to

begin.>

Emotional Intelligence may not be quite what you think. Watch

this clip of President Reagan addressing the nation on the

date of the Challenger disaster in 1986.

<Show video.>

<Video is embedded in the PowerPoint slide. As an

alternative, it is also available in the Desktop Files for this

course, loaded onto the classroom laptop.>

Most people who haven’t been introduced to Emotional

Intelligence in detail think it is all about controlling emotional

outbursts. In reality, Emotional Intelligence has a direct, yet

sometimes subtle, influence upon everything we do and say.

Reagan uses Emotional Intelligence skills to connect with the

nation in a sudden crisis.

Debrief Reagan Video

Clip

What does he do in the clip to demonstrate Emotional

Intelligence?

<Debrief clip. Allow a few responses and listen for the learning

points. Ensure the following are mentioned:

President Reagan managed his own strong feelings

about the disaster to maintain his poise and composure.



Facilitator Guide

In spite of his own feelings, he addressed the strong

feelings of the public head-on. The Challenger disaster

was an extremely difficult and disturbing event, yet

Reagan did not shy away from the intense emotions

people were feeling that day. He even spoke directly to

the children of the country, many of whom had watched

the disaster live on television.

He struck a delicate balance in speaking directly to the

emotions present while maintaining the composure

required of a leader. He was one of the first presidents to

look straight into the camera as though he was speaking

directly to the viewer. >

Why is EQ Critical?

Slide 9

In business today, the relationships you have with your peers,

boss, and customers are critical. In Airports, who are your

internal and external customers? With whom do you interact

on a regular basis?

In the past, emotional awareness and expression were

considered to be liabilities in the workplace. Even today, they

can be something in the room that we are subtly prohibited

from talking about. More and more people are realizing that

emotions are critical to every interaction, especially in the

workplace.

It’s not surprising, then, that recent research on emotional

intelligence has found a tight link to on-the-job performance;

we’ll explore this link throughout the day.

Discovering emotional intelligence is encouraging because

you can actually train your brain to form new neural

connections that increase your emotional intelligence.



Facilitator Guide

Job Performance

Slide 10

Research on emotional intelligence has been accumulating for

a good 20 years now. More than 500,000 responses to

emotional intelligence appraisals have been analyzed –

representing people from a wide variety of job types, titles, and

industries – to measure the link between EQ and job

performance. The answers this research provides to the

questions on the slide are revealing.

Studies show that more than 90% of top performers are high in

EQ. Just 10% of top performers do not have a high EQ. These

are the difficult people we’ve all heard about, or worked with,

who are able to perform in spite of how they treat people.

EQ accounts for 58% of job performance because it is

ingrained in so much of what we say and do each day. In the

study, job performance was measured by performance

evaluations and performance metrics.

And, on average, those with high EQ are paid $29,000 more

per year than their low EQ counterparts.

Now that we know the definition EQ and why it is so important,

let’s take a look at the physical components of EQ.

What is EQ physically?

Slide 11

<Click to build content.>

Our brains are hard-wired to make us emotional creatures. All

five senses enter the brain here, at the base, near the spinal

cord.

<Click to reveal “Stimulus” image.>

These signals (what we are experiencing) must travel across

the brain before we can have our first rational thought about

them.



Facilitator Guide

<Click to reveal “Limbic System” image.>

But first, they travel through the limbic system – the place

where emotions are experienced.

<Click to reveal “Rational Brain” image.>

So we have an emotional reaction to events before we have

the opportunity to process the situation rationally.

<Click to reveal “EQ Combines the Two” image.>

In the early days of human existence, threats to our survival

lurked every time we stepped out of our caves. This instant

reaction protected us from danger. Although emotions are still

vital, the meaning we give to our emotions and how we think

about them determines our success.

Amygdala

Slide 12

The amygdala is part of the limbic system that gives us that

“fight or flight” reaction that happens when we feel threatened,

afraid, or overwhelmed by our emotions.

Signals in the brain travel in the blink of an eye, and the

emotional and rational centers of the brain are in a state of

constant communication. Refining and improving this

communication actually form new neural pathways between

the rational and emotional centers of your brain. Increasing

your EQ literally changes your brain.

You may start with a narrow, under-developed road between

your feelings and reason, but time and effort can turn that tiny

road into a five-lane emotional intelligence superhighway. This

process rewards your effort by making it physically easier for

you to respond with emotional intelligence.



Facilitator Guide


(not) in Action

Video:

Malcom in the Middle –

Amygdala Hijacking

(2:40)

Slide 13

<Hover mouse over

bottom of video area to

view play control bar.

Click forward arrow to

begin.>

However, sometimes, we still respond to those knee-jerk

reactions, and act before our rational brain engages. When

this happens, in the moment while only our amygdala is

engaged (the fight or flight syndrome), we feel like we are

doing the right thing.

Take a look at this EXTREME example from the TV show,

Malcom in the Middle. Again, in the moment, the Mom feels

like she is justified. However in retrospect, she may look at it

differently.

<Show video.>

<Video is embedded in the PowerPoint slide. As an

alternative, it is also available in the Desktop Files for this

course, loaded onto the classroom laptop.>

Debrief

Malcolm Video Clip

<Debrief student reaction to video clip. Explain that our EQ

helps us to engage our rational brain when our amygdala tries

to direct our actions. Make a connection back to the

workplace – this is an extreme example, and it may not be as

intense in the workplace, but it does happen there. >

EI as the Foundation

Slide 14


Emotional Intelligence (EI) is the foundation for many critical

skills. When you increase your EI skills, you’ll notice a

tremendous impact upon many areas of your work. A variety of

skills that you often hear are important to an organization’s

business strategy and an individual’s performance are greatly

influenced by emotional intelligence.



Facilitator Guide

These include: (listed left to right, top to bottom)

Decision-making

Time Management

Empathy

Stress Tolerance

Empathy Team Work Communication

Anger Management

Presentation Skills

Social Skills

Customer Service

Trust

Assertiveness

Accountability

Flexibility

<Click to display EI as the foundation (trunk of tree graphic).>

All of these business skills are important in delivering results.

In the past, asking people to understand and manage all of

these skills was difficult and unrealistic. The beauty of

emotional intelligence is it allows you to focus on a single skill

and know that your efforts will impact all of these areas.

What EQ is Not

Slide 15


<Click to reveal the “IQ” circle.>

IQ is not WHAT YOU KNOW, but rather the speed with which

you learn information (acquiring new knowledge doesn’t make

you any smarter). Your IQ does not change across your

lifespan – your IQ is the same (relative to your peers) at age 7

as at age 67.

Cognitive ability, or IQ, is responsible for 10 – 25% of

performance for the majority of jobs.



Facilitator Guide

<Click to reveal the “Personality” circle.>

Personality is a set of stable, behavioral tendencies for

interacting with the world around us. Often called “type” or

“style,” our personalities dictate what motivates us and what

we find satisfying in life.

Like IQ, personality is fixed – it changes less than 1% in

adulthood.

<Click to reveal the “EQ” circle.>

As stated earlier, EQ skills are responsible for 58% of job

performance across all jobs and industries.

More importantly, emotional intelligence is a flexible skill that

can be improved with effort. EQ, IQ, and personality are

largely independent qualities in any person that do not occur

together in a predictable fashion. For example, you can have a

low IQ and still have a high EQ, or vice versa. You cannot

predict one quality based upon another.

Personality, IQ, and EQ are all pieces of the performance

puzzle. Of those pieces, EQ is the only one you can do

something about. Unlike IQ or personality, we do not have to

just live with the emotional intelligence skills we have today.

We can literally create new neural connections in our brains,

with education and practice, which allow us to respond to

emotions in new, more productive ways.



Facilitator Guide

Activity:

EQ Self-Assessment

(15 minutes)

Slide 16

Before we delve deeper into the skills involved in EQ, you will

have an opportunity to answer a self-assessment to provide

some feedback regarding your EQ skills.

Please answer the questions as honestly as you can. The

results are for your eyes only. We will ask (for data collection

purposes) for an anonymous report of your highest and lowest

skill-set areas. Other than that, your results are yours – to

learn from the feedback what you can and to create an action

plan at the end of the day with actions to leverage your

strengths and enhance your areas for improvement.

Once you have completed your assessment, Total the scores

for each of the four skills areas, then add the scores for all four

skill areas together.

We will look at what your personal results indicate later.

Segment 1 Summary

(5 minutes)

Segment 1 Review

Slide 17

<Review key points of EI overview.>

Clarify the workshop objectives.

Define Emotional Intelligence

Observe Emotional Intelligence in action.

Identify physical effects of emotion.

Complete an Emotional Intelligence self-assessment.

Questions

Slide 18

<Answer any student questions.>

Segment 1: Introduction to Emotional Intelligence

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Transcript of Segment 1: Introduction to Emotional Intelligence