Leading with Emotional Intelligence: Hands-On ... - always yours

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DEVELOPING OTHERS TOOLS AND STRATEGIES 203 into consideration when interacting with employees. It can hardly be said enough: Your relationship with your subordinates is the critical factor that contributes to their feeling valued and wanting to stay at the organization. BUSINESS APPLICATION • Where is most of your focus with your people—on their strengths or development areas? • Do you spend time talking about their strengths and ways to use them more? • Are your decisions about tasks for your people dictated by what they do best and thinking about them as chess players? If not, how can you make more time to do so? 11. TAKE PERSONAL RESPONSIBILITY Coach French said, “I would never yell at my team about something we haven’t made a big deal about in practice. We never do anything in games that we haven’t done in practice.” If there is a mistake or letdown, Coach French looks at where he might have let the team down. French is willing to take responsibility for it. Dean Smith, the famous University of North Carolina (UNC) basketball coach with 879 victories, more than any other coach in college basketball history, has a similar philosophy. Scott Williams, a UNC graduate who went on to win three NBA championships with the Chicago Bulls, said about Smith, “ . . . he never took credit for our wins but went out of his way to take the blame for all our losses, claiming he hadn’t prepared us properly.” 5 How often have you heard of leaders or employees taking responsibility for a mistake by admitting they had not prepared enough? Just because nobody takes responsibility for the mistake does not mean the mistake did not happen. In many organizations, the exact opposite occurs—people spend time and energy blaming someone else for the problem.
204 LEADING WITH EMOTIONAL INTELLIGENCE BUSINESS APPLICATION It is crucial to ask yourself if the following statements are heard enough in your organization. I need help. I don’t know. I made a mistake. If you don’t hear these often enough, you do not have the optimum climate for positive and responsible learning. Ask yourself: • How often are these statements made in my organization? • What would help to make them safer to say in my organization? • How can I take more responsibility for the preparation and performance of my employees? 12. PERFORMANCE REVIEW All of French’s team games are videotaped, and then the teamwork and individual player performances are studied and discussed. Usually, the highlights are accompanied with music and humorous commentary. Typically, the team strengths are emphasized. This is immediate feedback for the team. When mistakes are shown, they are framed in a context of learning with the idea of improvement in mind, so that they will not be repeated. In addition, the coaches are always taking the players aside during practice, to talk about their performance and what they need to work on. Each coach tailors his feedback to the individual player, in terms of her unique requirements for help with motivation, confidence, or specific play instruction. BUSINESS APPLICATION Athletic teams require continual reviews for daily improvement. In many business organizations, there is only one yearly review. Others expect the leader to talk to their employees every month about their performance. Because leaders are too busy responding
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PRAISE FOR LEADING WITH EMOTIONAL I
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“Leading with Emotional Intellige
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“Dr. Reldan Nadler has provided a
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LEADING WITH EMOTIONAL INTELLIGENCE
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This book is dedicated to Martin S.
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CONTENTS PREFACE ACKNOWLEDGMENTS IN
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CONTENTS xiii CHAPTER THREE: SELF-C
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CONTENTS xv Experiential Teambuildi
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CONTENTS xvii 3. White Space Issues
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PREFACE As a psychologist doing exe
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ACKNOWLEDGMENTS Iwould like to firs
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INTRODUCTION WHY EMOTIONAL INTELLIG
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INTRODUCTION 3 All of us have exper
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INTRODUCTION 5 LEADERS’ CONSEQUEN
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INTRODUCTION 7 Great leaders, like
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INTRODUCTION 9 ativity, and decisio
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INTRODUCTION 11 the Emotional Quoti
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INTRODUCTION 13 all point to the pa
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INTRODUCTION 15 ▲ What can I do a
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CHAPTER ONE ARE YOU A STAR PERFORME
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ARE YOU A STAR PERFORMER OR JUST AV
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CHAPTER TWO EMOTIONAL SELF-CONTROL
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EMOTIONAL SELF-CONTROL TOOLS AND ST
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CHAPTER THREE SELF-CONFIDENCE TOOLS
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SELF-CONFIDENCE TOOLS AND STRATEGIE
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CHAPTER FOUR TEAMWORK AND COLLABORA
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TEAMWORK AND COLLABORATION TOOLS AN
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COMMUNICATION AND EMPATHY TOOLS AND
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CHAPTER SEVEN THE GAME PLAN Great l
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THE GAME PLAN 305 • Key executive
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THE GAME PLAN 307 4. Success Rules:
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THE GAME PLAN 309 10. Focus on Stre
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THE GAME PLAN 311 5. What will keep
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THE GAME PLAN 313 MONTH: YEAR: WEEK
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NOTES INTRODUCTION 1. W. Bennis,
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NOTES 317 24. M. Buffett and D. Cla
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NOTES 319 86. M. Buckingham, The On
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NOTES 321 CHAPTER FOUR 1. H. A. Elf
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BIBLIOGRAPHY Alexander, J. “From
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BIBLIOGRAPHY 325 Everts, D. “Carl
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BIBLIOGRAPHY 327 Maslow, A. Toward
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ADDITIONAL RESOURCES The following
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ADDITIONAL RESOURCES 331 EQ Univers
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INDEX Accountability and consequenc
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INDEX 335 Derailers of Bill Clinton
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INDEX 337 Le Doux, Joseph, 86 Leade
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INDEX 339 eight strategies for, 92-
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ABOUT THE AUTHOR Dr. Reldan S. Nadl
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HOW TO ENGAGE THE AUTHOR TO BRING E
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