Annual Training Proposal: Emotional Intelligence (EQ) By Angie Carreon

Annual Training Proposal: Emotional Intelligence (EQ) By Angie Carreon

About The Program: Student Support Services SSS Mission Assisting in developing learning skills Facilitating students’ academic progress Addressing social problems that impact academic performance

Training Plan Details About the Training/Trainer If approved, this training will be utilized to compliment the SSS annual mentor training. The training will be performed by the program coordinator. The trainer has experience as a teacher and a mentor/advisor. He is approachable yet firm, he leads by example. About the Budget Meals -600.00FTSP Mentor Training Training Manual - 0.17 per page - 12 Manuals printed 132.60FTSP Mentor Training Breakfast food items 50.00FTSP Mentor Training SSS & Mentor Lunch 120.00FTSP Mentor Training Trainer Salary 479 TOTAL: 1382.6/5 days 276.52

Instructional Design Model: ADDIE Analyze: Per-planning. In this phase, Identify the problem, establish the learning objectives, perform a TNA (training needs analysis) Design: Identify content and strategy; put it in paper Develop: Assemble the training Implement: Teach Evaluate: Review outcomes and feedback (were learning objectives met? How can the training be improved?)

Mentor Job Description Basic Function: Responsible for being a peer mentor for Student Support Services students during their first year at Siena Heights University and the Freshman Transition Scholars Program by providing academic guidance, tutoring, social and personal support on a continual basis. Special Qualifications: Ability and strong willingness to work with incoming SSS students to assist with their academic and social orientation to Siena Heights University. Appreciate and adhere to confidentiality of all information relating to student public. Mentor Requirements: Preferred a 2.50 G.P.A. preferred; minimum sophomore standing; attended as a full time student for one year; a resident student for one year. Consideration will be given to commuter mentors as the need arises for commuter mentees.

TNA Information gathered from: Program and job information Program Coordinator Previous Mentors Pervious Mentees Areas for improvement: Building rapport: Mentor-mentee connection Mentors’ role as a leader

TNA- Program Coordinator By necessity, a mentor must establish rapport in order to aid student transition in a relatively short amount of time Rapport is not established solely because of one’s tittle, but through a genuine interest in another Even more so as a generation that is being defined by a disability, where individuals have the inability to interpret emotions and societal norms, it is imperative to get at the root of what creates a bond between two individuals

Past (The Gap) In theExperience past, mentees were pre-assigned to mentors. However, last year, mentees were allowed to choose their mentors based on the rapport built after a few days of interacting as a group. The problem was clear when only two of the ten mentors were highly sought out and a third one was moderately sought out. The rest failed to establish any connection with the program participants. This brought to the forefront the inability of the mentors to establish an emotional connection, naturally or otherwise, despite of their personable disposition and outgoing personalities. The need for training in this area became even more so clear when realizing that the majority were returning mentors.

Pervious Mentor and Mentee Through feedback received in program evaluations, some mentors received negative comments from different program participants (both mentees and other mentors) mainly in the areas of establishing connections with others. Another area for improvement found almost across the board was acting as leaders and establishing rapport with more than a selected few. Mentors should establish rapport with program participants, make them feel included and help them transition to a new community, Siena.

Mentor Competencies A mentor should be: Empathetic Compassionate Patient Approachable Good listener Good communicator Good at obtaining rapport and building trusting relationships Being an example A Leader

Competencies that Require Training Competencies An effective mentor acts as an active listener and utilizes simple counseling skills such as reflecting, encouraging and asking questions. He/she is aware of how their emotions/attitudes can affect their body language and conversations. An effective mentor establishes rapport, obtains and maintains trusting relationship with program participants, particularly with their mentees. An effective mentor acts as a leader and shows the full meaning of the word “integrity”

Learning Objectives After training mentors will: Be aware of the impact of their emotions (and attitudes) on their relationships, especially with their mentees and other program participants Be aware of the importance of EQ and rapport in the building and managing of relationships; and understand that they can consciously utilize this information. Be aware of their areas for improvement related to EQ and understand that improvement is possible Have a basic understanding of what it means to lead with integrity

Instructional Strategy Methodology, Sequencing and Time Frames Lecture with discussion (2025min) Handout (read night before training) Group Role-Play (10min) Lecture with discussion (25-30min) 2nd group Role-Play (10min) Self-assessment (15 min) Break (10min) Discussion (10min) Discussion (20-25min) Discussion (10min) Break (10min) Workshop (30min) Evaluation (10min) Lunch

Instructional Strategy (Continued) Room configuration 12-15 trainees U-shaped to allow attention on the trainer during lecture, while encourage discussion (within the participants and with the instructor). Inspiring quotes about connection. trust, leadership and integrity on the walls.

Handout A handout will be provided to all trainees the night before the training. This handout will include a couple definitions of emotional intelligence and questions for them to think about/search and answer. The questions chosen are intended to get the trainees train of thought started on the topic and how it may relate to their role as mentors.

Handout What does empathy mean to you? Emotional Intelligence (EQ) Salovey and Mayer (1990) define emotional intelligence as a form of social or shared intelligence that includes monitoring feeling and emotions of oneself and others, then using that information to guide one’s thinking and consequently one’s actions. Durbin (2010) suggests that emotional intelligence includes understanding their own feelings, demonstrating empathy towards others, and “regulating one’s emotions to enhance one’s quality of life” (p. 44). It emphasizes consideration on the “underlying emotional and social components of human talent” (Boyatzis, 2009, p. 10). Durbin (2010) explains emotional intelligence as an ability to understand and connect with others. According to Goleman (1998), Goleman (2002) and Durbin (2010), emotional intelligence is divided into four dimensions of self-awareness, self-management, social awareness and relationship management; all of which “add a crucial set of skills for resonant leadership” (Goleman, 2002, p. 30). Do you think EQ can be beneficial for you in the role as a mentor? Why or why not? What is a leader to you? As a mentor, do you think of yourself as a leader?

What does empathy mean?

Empathy The Miriam-Webster Encyclopedia defines empathy as “the action of understanding, being aware of, being sensitive to and vicariously experiencing the feelings, thoughts, and experiences of another” (para. 2). Therefore, it makes sense that the root of the word empathy is the Greek word empatheia, which translates to passion, and comes from the word empathēs, where em- pathos feelings, emotions. Goleman (1995) argues that “failure to register another’s feelings is a major deficit in emotional intelligence for all rapport, the root of caring, stems from emotional attunement, from the capacity of empathy” (p. 96). How does it relate to your role as a mentor?

Connection What does connection mean to you?

Connection As defined by the literature Connection happens when “a person has a true emotional investment in the other, and the other person experiences that and it is returned” (Cloud, 2006, p. 57). The key here, Cloud (2006) argues is that connection requires for character that is able to see beyond oneself and one’s needs in order to experience and value the next person, and it is done in such way that the next person can perceive this.

Connection From the business perspective “Marketing allows companies to get consumers to pay premium prices for brands because of the emotional connection that they instill in their products.” (Garvin, 2012, para 1). Marketing goes beyond informing customers about a product or service, “it is about building an experience for the customers with such product or service” (Garvin, 2012, para 2). Connect the dots Graphic retrieved from: http://www.gaebler.com/BuildingAn-Emotional-Connection-With-Your-Customers.htm

Emotional Intelligence (EQ) In your own words, what does it mean?

Emotional Intelligence (EQ) As defined by the literature A form of social or shared intelligence that includes monitoring feeling and emotions of oneself and others, then using that information to guide one’s thinking and consequently one’s actions (Salovey and Mayer, 1990) . EQ includes understanding their own feelings, demonstrating empathy towards others, and “regulating one’s emotions to enhance one’s quality of life” (Durbin 2010, pp. 44). It emphasizes consideration on the “underlying emotional and social components of human talent” (Boyatzis, 2009, pp. 10). EQ is an ability to understand and connect with others (Durbin , 2010)

The Four Dimensions of EQ Self-awareness Self-management Emotional Intelligenc e Relationship Social awareness management (Goleman,1998, Goleman, 2002 & Durbin, 2010)

SelfAwareness Self-awareness involves knowing and understanding one’s values, preferences, strengths and limits, which are used to set goals and find purpose. It also involves recognizing one’s emotions and their impact on our attitudes and behaviors (Goleman et al., 2002).

SelfManagement Self-management, also known as self-regulation, implies an ability to keep moods and emotions from becoming disruptive, acting with transparency and being adaptable. It also implies “maintaining standards of honesty and integrity” (Goleman, 1998, p. 26).

Social Awareness Social awareness includes aspect of empathy or being aware of the emotions of others and taking an interest in them. It also includes organizational awareness, which implies “accurately sizing up political forces” (Durbin, 2010, p. 45).

Relationship Management Relationship Management implies the ability to communicate effectively and convincingly, motivating and inspiring others, sharing a vision, promoting collaboration, encouraging and solving conflict in a healthy manner and creating bonds. It includes developing others, guiding them to strengthen their abilities through

Do you think EQ can be beneficial to you as a mentor? Why or why not?

Self Assessment http://www.esd.wa.gov/washingtonservicecorps/docs/ servesformsinfo/debbie-mcgee-emotional-intelligenceself-assessment.pdf

Results and Discussion What do the results mean? Did the results match what you anticipated? Why do you think that is? Do you think it would be beneficial to expand your knowledge on any mentioned areas? Do you think it is possible to improve upon the gap(s)?

Break

Nature vs. Nurture According to Goleman, Boyatzis, and McKee (2002), there is a “genetic component to EQ, but nurture plays a major role as well” (p. 97). Therefore, assessment and improvement of emotional competencies and the utilization of emotional intelligence skills open room for areas of performance and competitiveness to be upgraded (Goleman, 1998). It could be argued that EQ is a life-long learning process, which can be (and should be) continually developed and improved upon. Goleman et al. (2002) suggests that “emotional intelligence competencies are not only innate talents, but learned abilities, each of which has a unique contribution to making leaders more resonant, and therefore, more effective” (p. 38).

If life is 10% what happens to us and 90% how we respond, then we hold the power to create the lives we want!

Leadership-Discussion How important is charisma in leadership? Is it the only trait needed? What leaders from history do you think of when you hear charisma? Who do you admire as a leader (from history or your personal/professional life/experience) ? What traits, motives, personal characteristics do/did they have?

Leadership-Discussion Have you ever experienced dissonant leadership? Identify motives, personal characteristics in which that person might be deficient.

Integrity: Character that meets the demands of reality Having integrity means to: Be able to connect with others and build trust Be oriented toward reality Perform well Embrace the negative Be oriented towards growth Have an understanding of the transcendent (things that are bigger than me)

“The task of leadership is not to put greatness into humanity, but to elicit it, for the greatness is already there.” John Buchan

Emotional Intelligence and Leadership In order to become an emotionally intelligent leader, according to Goleman et al. (2002), leaders must follow self-directed learning and its five discoveries of: the ideal self, or who we want to be; the real self or who we truly are at the present time, which includes strengths and weaknesses or opportunities for improvement; the learning agenda or how we plan to close gaps while building on current strengths; the experiment, practicing the new behaviors until control is obtained; and the development of trusting relationships that support us and our process of growth.

EQ & Leadership Things don’t always go according to plan. Thus, leaders must learn how to fall gracefully and get back on their feet. Furthermore, they need to help those around them do the same. To achieve such goals then, one must be aware of his/her own emotions and control them. Additionally, connect with others and understand (even if not agree with) how they feel. This can be a difficult task. Therefore, perseverance may prove be another key to success. Similarly, optimism can make a significant difference in individual and team morale. .

EQ & Leadership Goleman (1998) warns us that emotional intelligence merely determined our potential to learn the skills. Consequently, knowledge is only the first step. From here on, it is about using that knowledge to learn the skills and put them into action. Furthermore, we must keep in mind that our ideal self will continue to evolve as we do. Therefore, it is likely that we will go through the self-directed learning cycle uncountable times.

“New challenges demand new talents” (Goleman, 1998, p. 10). Therefore, it is ever more important for leaders and their traits to adapt accordingly in order to excel (Goleman, 1998).

Activity/Debate Please read, discuss situation/scenario provided by the instructor and: 1) identify the issue(s); 2) come up with possible solutions; and 3) decide on a plan of action

Discussion Please analyze your group performance. Do you think there was something unusual? Person with the angry scenario - please reveal your role Discuss others’ reactions Crowd contagion: someone’s emotions can affect others. What strategies can you think of that may help tackle a similar situation before a snowball effect is experienced

Activity/Debate Please read and discuss 2nd situation/scenario provided by the instructor. *Now that you are aware of the hidden purpose of this activity, repeat activity while making sure crowd contagion does not reduce the performance of their meeting. Remember, you still need to: 1) identify the issue(s); 2) come up with possible solutions; and 3) decide on a plan of action

Discussion What did you think of this exercise? How much better was your second debate in comparison with the first? Was being aware of crowd contagion helpful? How easy was it to spot who was becoming emotional? What strategy was most effective in handling the emotional situation and preventing the group in become too emotional while going through the debate?

Break

Values, Goals, Purpose What do you value in life? What goals do you have? Short-term Long-term Personal Professional Create your “ism” Angieism I get the full value of a smile by giving it away and sharing it with others. I encourage those around me to explore their full potential to achieve fulfillment, harmony and happiness.

Components of a Mission Statement What? Results? What goals do we actually want to accomplish? In what ways will the people benefit? What overall image do we wish to protect and support? What distinguishes us from others? How? How do we accomplish our overall goals? Why? Why are we trying to accomplish these overall goals? The Mission Statement Convert your answers into powerful statements you can weave together into one compelling mission statement; ultimately, no longer than one clear, meaningful sentence.

My mission

Tips 1. Become genuinely interested in other people. 2. Smile 3. Remember that a person’s name is to that person the sweetest and most important sound in any language. From Dale Carnegie’s How to Win Friends and Influence People 4. Be A Good Listener. Encourage others to talk about themselves. 5. Talk in terms of the other person’s interest. 6. Make the other person feel important-and do it sincerely

Evaluation Feedback: Trainer is interested on whether the information was useful; methods of training were helpful/easy to understand/able to transfer; enough time given/time allowed for questions Decreased negative comments on mentor ability to connect Increasing number of mentor able to establish rapport

Evaluation Training evaluation questions includes, but is not limited to: What areas of the training were helpful and/or important? Was enough time/information provided? Please provide some examples as to why they were important/helpful What areas of the training were not helpful and/or important? Please provide some examples as to why they were not important/helpful PLEASE PROVIDE ANY OTHER ADDITIONAL COMMENTS – What would you like to see in the Mentoring Program and/or Training? As a mentor, what academic, social, and/or behavioral problems did you observe/experience that could assist future mentors in training?

ROI (Return on Investment) ROI is related to: Success of participants (academic and social areas), which leads to program success Student involvement and retention Personal growth

References Allan, G., Good, J. (n.d.). Demonstrating empathy in learning mentor agent. University of Susezz, Falmer, UK. Retrieved from http:// celstec.org/system/files/file/conference proceedings/aeid2009/papers/paper 239.pdf Boyatzis, R. (2009). Competencies as a behavioral approach to emotional intelligence. The Journal of Management Development. Manuscript submitted for publication. Boyatzis, R., McKee, A. (2005). Resonant leadership: Renewing yourself and connecting with others through mindfulness, hope, and compassion. Boston,, MA: Harvard Business Review Press. Cloud, H. (2006).Integrity: The courage to meet the demands of reality. NY: Harper Collins Publishers. Durbin, A. (2010). Leadership: Research, findings, practice and skills. Manson, OH: Cengage Learning. Gavin, J. (2012). For entrepreneurs: Marketing strategies and tactics. Retrieved from http:// www.gaebler.com/Building-An-Emotional-Connection-With-Your-Customers.htm Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books. Goleman, D. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston, MA: Harvard Business School Publishing. Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston, MA: Harvard Business School Press. Miriam-Webster Encyclopedia (2011). Definition of empathy. Retrieved from http://www.merriam-webster.com/dictionary/empathy

Questions? Comments? Suggestions always welcome