SOCIAL AWARENESS... PRESENTATION BY: RITIKA NAIR

CHANGE IS THE ONLY CONSTANT, TRENDS CHANGE... Until the recent past, the decisive factor of production was the land, and later capital Today, decisive factor is man himself, his knowledge, his capacity to interrelate and understand his organization, as well as his ability to perceive needs of others and to satisfy them. CHANGE IS THE ONLY CONSTANT, TRENDS CHANGE... A paradigm shift in the decisive factor of production

SOCIAL AWARENESS Social awareness alludes to an individual's understanding of how to achieve social competence. It implies to the ability to understand people, and to understand how to act within social events. Social awareness, therefore, underlies the competent use of social skills. Social awareness consists of sensitivity, insight and communication. Sensitivity is the ability to perceive social nuances; Insight is the ability to interpret social situations, to read people and to understand verbal and nonverbal social cues; Communication is the ability to act, based on sensitivity and insight. SOURCE: Black and Langone, 1997).

5. COMPONENTS OF SOCIAL AWARENESS... EMPATHY: Sensing others’ feelings, perspective, and taking active interest in their concerns. SERVICE ORIENTATION: Anticipating, Recognizing, and meeting customers’ needs. POLITICAL AWARENESS: Accurately read situations and organizational and external realities DEVELOPING OTHERS: Sensing their needs in order to develop & bolster their abilities. LEVERAGING DIVERSITY: Cultivating opportunities through diverse people.

PRACTICES: THAT CULTIVATE EMOTIONAL INTELLIGENCE IN THE WORKPLACE...

ENCOURAGE TRANSFER AND MAINTENANCE OF CHANGE DOING THE WORK OF CHANGE Foster a positive relationship between the trainers and learners Make change self-directed Set clear goals Break goals into manageable steps Provide opportunities to practice Monitor performance and give feedback Rely on experiential methods Build in support Use models Enhance insight PAVING THE WAY Assess the organization’s needs Assess the individual Deliver assessments with care Maximize learner choice Encourage people to participate Link learning goals to personal values Adjust expectations Gauge readiness ENCOURAGE TRANSFER AND MAINTENANCE OF CHANGE Encourage use of skills on the job Develop an organizational culture that supports learning EVALUATE THE CHANGE • Evaluate Source: Consortium for Research on Emotional Intelligence. 1998.

Source: Consortium for Research on Emotional Intelligence. 1998.

FACTORS OF EMOTIONAL INTELLIGENCE INTRA-PERSONAL Self-Regard Emotional Self-Awareness Assertiveness Independence Self-Actualization INTER-PERSONAL Empathy Social Responsibility Interpersonal Relationships STRESS MANAGEMENT Stress Tolerance Impulse Control ADAPTABILITY Reality Testing Flexibility Problem Solving GENERAL MOOD Optimism Happiness Source: Consortium for Research on Emotional Intelligence. 1998.

RELATIONSHIP: EMOTIONAL INTELLIGENCE, LEADERSHIP STYLES AND TEAMS

WHAT MAKES A GREAT EXECUTIVE LEADERSHIP TEAM? Top Team A Skilled, Smart, Strategic Members Highly Analytical Thinkers Solid Leadership Capabilities Performance Results: Outstanding Top Team B Skilled, Smart, Strategic Members Highly Analytical Thinkers Solid Leadership Capabilities Performance Results: Mediocre Source: Consortium for Research on Emotional Intelligence. 1998.

Three main conditions for team success. LEADERS OF OUTSTANDING TEAMS PULL TOGETHER CONDITIONS NECESSARY FOR TEAM SUCCESS... Three main conditions for team success. DEVELOPMENT DIRECTION STRUCTURE PEOPLE LEADERSHIP SUPPORT RESULTS CONDITIONS If leaders of outstanding teams don’t focus on the same things as more charismatic organizational leaders, what do they focus on? Our findings pinpointed five key conditions which support team effectiveness. The three conditions in the center of the graphic---direction, structure, and people---must be focused on when launching (or re-motivating) a team. The supporting conditions (support and development) keep a team functioning at the peak of performance. Leaders of outstanding teams monitor and manage all five of these conditions, obtaining outstanding results by these efforts.

THE OUTSTANDING LEADER’S MANAGERIAL STYLES... Typical Poor 100% 90 80 70 60 50 40 30 20 10 77 29 24 29 61 74 69 64 51 43 56 63 8 41 60 12 46 54 As this data clearly shows, leaders of outstanding teams rely more on the Democratic, Coaching, Authoritative and Affiliative styles than do leaders of typical and poor teams. These styles encourage dialogue within the team, opening the team to the strengths of all its members, rather than relying on the leader alone. As we discussed earlier, leaders of outstanding teams behave differently than outstanding leaders. This is borne out in the style data. Interestingly, the Affiliative and Democratic style are more important here than what we typically see for outstanding leaders; conversely the Authoritative style is typically higher for outstanding leaders than seen here. Leaders of poor teams, on the other hand, rely much more on Coercive and Pacesetting as dominant styles, styles which can shut the team down. Coercive Authori- tative Affiliative Demo- cratic Pace- setting Coaching

GUESS THE EMOTION!!! NEUTRAL SURPRISE DISGUST FEAR HAPPY/JOY CONFUSED SAD ANGER

HOW DOES EQ DIFFER FROM IQ? EMOTINAL QUOTIENT INTELLIGENCE QUOTIENT Focus: developing an understanding of and an ability to manage emotions Focus: developing one’s cognitive abilities; more academically oriented Can be enhanced throughout one’s life Generally thought to be largely established at birth and cannot be enhanced Recently understood to be an important predictor of one’s potential for success Has been traditionally used to predict potential for one’s success Fosters understanding and management of own emotions Allows development of needed knowledge base Promotes positive relationships Enables development of technical skills and abilities Increases self-motivation and drive Enables conceptual thinking

MYTHS ABOUT EI... There is no place for emotions in life; facts are more solid EI involves telling everyone how you feel all of the time We should only focus on positive emotions, not negative ones EI is just another soft skills fad with nothing new to offer SOURCE: Louise Hart

EI BENEFITS... Improved relationships Improved communication with others Better empathy skills Improved career prospects Manage change more confidently Relationships: Better able to empathize with colleagues, friends Communication: EI develops a whole set of skills and strategies for more meaningful communcation Empathy: Ability to understand another’s feelings will aid our ability to influence effectively and develop relationships Career prospects: All managers wants to employ someone who is emotionally intelligcent – they won’t necessarily call it that thought (more likely to be creativity, communication, flexibility, work as part of team, proactivity skills) Manage change more confidently: Gives confidence to embrace and manage change. SOURCE: McBride & Maitland 2002

REFERENCES... Antonakis, J. (2003). Why “Emotional Intelligence” does not predict leadership effectiveness: a comment on Prati, Douglas, Ferris, Ammeter, and Buckley. The International Journal of Organizational Analysis, 11(4), 355-361. Ashkanasy, N. M., & Daus, C. S. (2002). Emotion in the workplace: the challenge for managers. Academy of Management Executive, 16(1), 76-86. Aydin, M. D., Leblebici, D. N., Arslan, M., Kilic, M., & Oktem, M. K. (2005). The impact of IQ and EQ on pre-eminent achievement in organizations: implications for hiring decisions of HRM specialists. The International Journal of Human Resource Management, 16(5), 701-719. Carson, K. D., Carson, P. P., Fontenot, G., & Burdin J. J. (2005). Structured interview questions for selecting productive, emotionally mature, and helpful employees. The Health Care Manager, 24(3), 209-215. Cote, S., & Miners, C. T. H. (2006). Emotional intelligence, cognitive intelligence, and job performance. Administrative Science Quarterly, 51(1), 1- 28.