Annual Training Proposal: Emotional Intelligence (EQ)

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

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

3. Training Plan Details About the Training/Trainer 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 • 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.

4. 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?)

5. 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.

6. 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

7. 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

8. Past Experience (The Gap) • In the 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.

9. 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.

10. 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

11. 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”

12. 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

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

14. 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.

15. 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.

17. What does empathy mean?

18. 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?

19. What does connection mean to you? Connection…

20. 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.

21. Connection From the business perspective Connect the dots… • “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). Graphic retrieved from: http://www.gaebler.com/Building-An-Emotional-Connection-With-Your-Customers.htm

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

23. 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)

24. The Four Dimensions of EQ (Goleman,1998, Goleman, 2002 & Durbin, 2010)

25. Self- Awareness 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).

26. Self-Management 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).

27. 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).

28. 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 coaching and mentoring (Goleman et al., 2002).

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

30. Self Assessment • http://www.esd.wa.gov/washingtonservicecorps/docs/servesformsinfo/debbie-mcgee-emotional-intelligence-self-assessment.pdf

31. 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)?

32. Break

33. 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).

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

35. 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?

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

37. 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)

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

39. 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.

40. 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. .

41. 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.

42. “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).

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

44. 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

45. 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

46. 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?

47. Break

48. 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.

49. Components of a Mission Statement • What? • What goals do we actually want to accomplish? • 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? • Results? • In what ways will the people benefit? • 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.

50. My mission …