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t_lf_262_staff_training_emotional_intelligence_presentation_adult

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Staff Wellbeing
Staff Training Emotional Intelligence
Staff Wellbeing | Resilience Toolkit | Staff Training | Emotional Intelligence

Aim
• I can explain what emotional intelligence is and understand how it is beneficial
to me at work.
Success Criteria
Success
Criteria
• Statement
1 Lorem
ipsum dolor
amet, consectetur
adipiscing elit.
I can identify
the opportunities
forsit
developing
my own emotional
intelligence.
• Statement 2
• I can
explain
what emotional intelligence is and how it can benefit staff
• Sub
statement
wellbeing.
• I can list examples of different scenarios where emotional intelligence ideas
would benefit my own wellbeing.

4. What Is Emotional Intelligence?

?
When do you find your emotions
easy to manage?
?
In which situations do you find your
emotions more difficult to manage?
Emotional intelligence is the ability to:
manage your own emotions through
perceiving, controlling and evaluating them.
using your emotions to enable yourself to
be productive, motivated, motivate others,
form productive relationships, understand
other people’s emotional thinking and work
with others cooperatively.

5. What Is Emotional Intelligence?

Key Areas within Emotional Intelligence
Emotional intelligence is a term that covers five key aspects. These are:
1
self-awareness
2
self-control
3
self-motivation
4
empathy
5
social skills
These five aspects are categorised into two main areas. These are personal
intelligence (or intrapersonal) and interpersonal intelligence.

6. What Is Emotional Intelligence?

Personal intelligence includes:
dealing with
challenges
knowing what
you want
maintaining your physical
and emotional wellbeing
being motivated to
achieve your goals
feeling confident
over your decisions
having a healthy
work-life balance
being able to adapt
to new situations

7. What Is Emotional Intelligence?

In order to develop your interpersonal intelligence, you must first understand and be in
Interpersonal intelligence includes:
control of your personal intelligence.
understanding
what others want
leading others
managing others
motivating others
building trusting
relationships
working as
a team
managing confrontation
constructively
coaching others

8. What Is Emotional Intelligence?

Personal (Or Intrapersonal) Intelligence
There are three areas of personal skills in emotional intelligence:
1
Self-Awareness – the skill of being aware of
and understanding your emotions as they occur.
It is advised to not think of emotions as either
positive or negative. Instead, you should think of
them as appropriate or inappropriate. For
example, feeling anxious is not a ‘wrong’, ‘bad’ or
‘negative’ emotion. It may be inappropriate
sometimes, in which case the individual would
need support with their anxiety. In certain
situations, feeling anxious can be a highly
appropriate and necessary human emotion,
needed to deal with a situation effectively.

9. What Is Emotional Intelligence?

Personal (Or Intrapersonal) Intelligence
2
Self-Control – the skill of managing your
emotions appropriately and proportionately.
3
Self-Motivation – this is our personal drive
to improve and achieve, be committed to
our goals, have initiative, resilience and be
optimistic. Self-motivation and personal time
management are key skills in this area as is
being able to say ‘no’ to an unreasonable
demand being made on us.

10. What Is Emotional Intelligence?

Interpersonal (Or Social) Intelligence
These are the skills we use to interact with other people. By using interpersonal
intelligence, we can communicate with others and know how to do this appropriately.
Doing this enables us to build strong and meaningful relationships. It ensures we can
understand other people and understand their emotions, how they behave and why they
act the way they do.
There are two areas of interpersonal skills in emotional intelligence:
1
Empathy – This helps us to develop an understanding of the situations other
people are in. It includes understanding others, developing others and being
focused on whole school goals. Through listening to both verbal and non-verbal
messages from others we can understand all their communication forms and
empathise. By using questions to find out more and then communicating back to
the person to ensure you have listened and understood them, they feel
understood and listened to. You can still empathise with someone even if you
disagree with them, you can acknowledge and respect their feelings.

11. What Is Emotional Intelligence?

12. What Is Emotional Intelligence?

Steps to Develop Our Emotional Intelligence
1
Self-Awareness – through recognising our
own emotions and the effect our emotions can
have on others, we can gain self-confidence.
Once we can recognise this, we can begin to
change the way we think about a situation in
order to change the way we feel about it.

13. What Is Emotional Intelligence?

Steps to Develop Our Emotional Intelligence
2
Self-Control – by balancing our self-motivation and emotions, we can balance
our individual needs and the whole-school’s needs. In order to achieve this, we
need to be able to stay cool and manage stress. In a stressful situation, putting
cold water on your face and going outside in the air can immediately calm down
stress levels. Taking part in aerobic exercises and avoiding caffeine can also help
with stressful situations. When dealing with difficult people, take a deep breath
and count to ten before responding in any way. Put yourself in the other person’s
shoes and think about opening the sentence with, ‘It must not be easy…’ This
helps us to understand the issues that are impacting their behaviour. It does not
accept the behaviour but allows us to have empathetic thoughts. Within every
challenging situation, think through the following thoughts:
What lesson can I learn from this situation?
What can I learn from this experience?
What is the most important thing right now?

14. What Is Emotional Intelligence?

Steps to Develop Our Emotional Intelligence
3
Self-Motivation – through using our interpersonal skills, such as communication,
leadership and persuasion, we can find our way through the emotional worlds of
other people. By setting our own boundaries, such as being able to say, ‘No’,
without feeling guilty, feeling free to disagree, having our own priorities and
protecting ourselves from harm, we can have positive and productive outcomes. A
simple technique for achieving this is called the XYZ technique. This means
saying, ‘I feel X when you do Y in situation Z’.
4
Social Awareness – this involves engaging
with others in an emotional conversation
and understanding the minds of others. This
is very important for successful leadership
and teamwork and a fundamental part of
this is being empathetic.

15. What Is Emotional Intelligence?

Steps to Develop Our Emotional Intelligence
5
Relationship Management – This is when we use our social skills to benefit the
management of different workplace relationships. The key social skills are:
a) Communication – ensuring staff can express themselves and speak openly.
It also involves senior leaders being able to effectively give and receive
information, use active listening and take good and bad news.
b) Mentoring and Developing Others – sensing other people’s needs,
recognising their abilities and enabling them to act on their abilities and
strengths.
c) Negotiation and Conflict Management – spotting problems as soon as
they start to arise and calming those involved to reach a resolution.
d) Synergy and Teamwork – having a positive mood together as a team.
e) Visionary Leadership – inspiring others to work together towards a shared
vision and goal. The leadership team’s vision should be logical and ethical.

16. What Is Emotional Intelligence?

Using your copy of Emotional Intelligence Reflection and Action Plan Activity
Sheet, spend some time:
thinking about
the areas of
emotional
intelligence you
feel confident in.
identifying
how you
plan to do
this.
beginning to
identify areas
you would like
to develop.

17. Understanding Our Bodies and Minds

In which ways do we already know that our minds and bodies are connected?
Your mind and body are closely connected.
Understanding this connection and spotting
the ways we perceive, react and feel about
an event can help us understand our
thoughts and behaviours.
This can be the first step to developing
our self-motivation.

18. Connections between Mind and Body

Your mind and body are closely connected. Understanding this connection and spotting the ways
we perceive, react and feel about an event can help us understand our thoughts and behaviours.
Behaviours
What did you
do, or feel like
you wanted to
do?
Feelings
What
emotions did
you feel at
the time of
the event?
Event
Think about a time when
something went wrong and
focus on how you felt.
Thoughts
What thoughts
did you have
at the time of
the event?
Physical
Response
How did your
body respond
to the event?

19. Cycle of Beliefs Explanation

Thoughts:
The next thing that impacts your
beliefs about yourself within a
situation are your thoughts.
What do your thoughts tell you
about the situation or scenario?
Memories:
The first impact on your beliefs
about yourself within a
situation are your memories of
a previous situation that was
similar or that made you feel
the same way. What do you
remember about a previous
situation or scenario like this?
Behaviour:
The last part of your cycle of
beliefs is your end behaviour
within the situation or scenario.
This includes looking at what
actually happens within the
situation and how you perform.
This part is a key element of
new memories being made for
the next cycle of beliefs.
After assessing your
memories and beliefs,
do you now feel tense
or motivated for the
situation or scenario?
Your Beliefs:
The third part of your cycle of
beliefs are the accumulation of
your memories and thoughts to
create your own belief of what
will happen in the situation and
how you believe you yourself will
perform.

20. Cycle of Negative Beliefs

Memories:
This morning my class are doing
their assembly in front of the
whole school, the staff and the
parents. The last time I did a
whole school assembly with my
class, the parents complained
afterwards that they could not
hear their children and that it
had not been rehearsed.
Behaviour:
The assembly went OK and
there were no complaints about
me or the assembly, but I am
sure it is because the parents
this year are a bit kinder. I know
at my next assembly with next
year’s parents they will complain
and the staff will agree.
Thoughts:
I think all the parents talk on the
playground about me and are
waiting for this assembly to go
wrong. I think the staff agree
with the parents and don’t think I
rehearse enough with the
children. I think the parents will
complain again.
In pairs, discuss your
own example of a cycle
of negative beliefs,
either
from
your own
After
assessing
my memoriesorand
experience
an
beliefs, I feel
tense,
imagined
scenario.
anxious and very nervous.
Your Beliefs:
I believe the assembly will go
wrong and the parents won’t be
able to hear their children again. I
believe the staff will not support
me and will agree with the parents.
I believe I will feel even worse
about myself than I do now.

21. Cycle of Positive Beliefs

Memories:
This morning, my class are doing
their assembly in front of the whole
school, the staff and the parents.
The last time I did a whole school
assembly with my class, the
parents complained afterwards that
they could not hear their children
and that it had not been rehearsed.
Behaviour:
The assembly went really well. The
parents were all really
complimentary about me and praised
their children’s performances. The
staff congratulated me and the
headteacher came and told me how
clearly the children spoke and that
they heard every word.
How will this impact future Cycles
of Beliefs?
In pairs, discuss
your own example
of a cycle of
positive
beliefs,
After assessing
my memories
and
either
from your
beliefs,
I feel tense,
own
experience
or
anxious
and
very
an imagined
nervous.
scenario.
Thoughts:
I think this set of parents are
extremely supportive. I think we
have rehearsed the assembly
well and the children have
worked really hard on projecting
their voice so that it can be
heard. I think the staff will enjoy
the assembly.
Your Beliefs:
I believe the assembly will go well
and the children, parents and staff
will all enjoy it. I believe the
children will do their best and I will
be there to support them in their
moment. I believe the assembly is
about the children, not me.

22. Dealing with Difficult Times

Working in small groups, reflect on difficult times or situations that you’ve
personally experienced or that you’ve heard about from other schools.
Think about the following scenarios and discuss as a staff team the emotions
and thoughts each situation triggers.
You are in a meeting
with a parent when
they start to get
angry with you about
their child’s slow
progress.
A member of staff
has been giving you
nasty looks across
the staffroom and
you are not sure why.
Whenever you
suggest an idea within
staff meetings, a
certain member of
staff is constantly
sarcastic or laughs at
the idea.
A child in your class
is regularly causing
low-level disruptive
behaviour.

23. Dealing with Difficult Times

Within the Emotional Intelligence section of the Resilience Toolkit, there are various
resources for supporting difficult times, such as the scenarios suggested.
These include:
Conflict Resolution (Styles, Techniques and an Information Sheet)
Surviving Staffroom Politics
Five Whys (Explanation and Template)
Spend some time looking at each of the resources together.

24. Dealing with Difficult Times

Which of the different emotional intelligence resources could you use here?
You are in a meeting
with a parent when
they start to get
angry with you about
their child’s slow
progress.
A member of staff
has been giving you
nasty looks across
the staffroom and
you are not sure why.
Whenever you
suggest an idea within
staff meetings, a
certain member of
staff is constantly
sarcastic or laughs at
the idea.
A child in your class
is regularly causing
low-level disruptive
behaviour.

25. Using Emotional Intelligence Positively

Emotional intelligence can help you to manage your own thinking and feelings. This
ability creates a positive impact on behaviour at work and in your personal life.
Emotional intelligence is important for good communication with others and works as a
gateway for better learning, friendship, job success and performance.
Within the emotional intelligence section of the Resilience Toolkit, there are
many resources for using emotional intelligence positively.
These include:
Active
Listening
Influencing
Others
Feeling
Motivated

26. Using Emotional Intelligence Positively

Active Listening
Influencing Others
Feeling Motivated
When could you use each of these resources?
Complete Ways to Use Emotional Intelligence
Positively Activity Sheet to think through
different situations where positive emotional
intelligence techniques could be applied to
benefit staff wellbeing.

27. Creating an Emotional Intelligence Plan

What have you
learnt about
emotional
intelligence today?

28. Creating an Emotional Intelligence Plan

My Emotional Intelligence Plan
Things I would like to stop doing:
Review Date: Summer Term
Things I would like to do less:
Interrupting people.
Making me the lowest priority.
Worry about how other people see
me.
Getting nervous before leading a staff
meeting.
Panicking if a parent asks to speak
to me.
Feeling unhappy about my job role.
Things I will start doing:
Things I will do more of:
Seek feedback and act on it.
Active listening.
Recognise the things I do well and
build my self-confidence.
Look at motivational tips and ideas to
keep me feeling fresh and interested.
Use conflict resolution when dealing
with children to support them and
develop my skills.
Work with a buddy to ensure I am using
all the emotional intelligence resources.

29. What Is Emotional Intelligence?

Using your own copy of an Emotional Intelligence Plan, create your own ideas
for reducing and increasing areas within emotional intelligence. This plan can
be reviewed termly and new areas set if appropriate.

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