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

More documents

Recommendations

Info

DEVELOPING OTHERS TOOLS AND STRATEGIES 235 ACCOUNTABILITIES • What metrics do you have to measure the desired results? • How will you know if they are being successful or not? • When and where will they be measured? • Others also act as accountabilities (e.g., executive feedback). IMPACTS What are the positive impacts on you, the team, and the individual from achieving the desired results? For example: More challenging projects, better leadership, eligible for more training, make budget, quality product, helping the team, more respect, and progress in their career goals. NEGATIVE IMPACTS: The opposite of the positive ones given above. It’s better to talk about them before negative consequences happen. QUESTIONS AND ACTION APPLICATIONS • Try out the delegation steps when you next delegate. • Get feedback on how the delegation went. • Ask if there is a way you could be clearer in the next delegation. • Encourage your direct reports to use the delegation steps when they delegate to others. 9. COACHING FOR PERFORMANCE This model has been used for almost 20 years as a way of developing people. When coaching, it is important that you save your advice or feedback until the end of your session. Often people are not looking for expert advice, but instead want validation or acknowledgment for what they are already doing. Many leaders miss this and go right to Step Five, advice!
236 LEADING WITH EMOTIONAL INTELLIGENCE When I ask leaders, “How long do you wait before answering questions from direct reports?” Often they laugh and say, “If I don’t interrupt them, maybe I’ll wait three to five seconds.” Often people are not looking for expert advice, but instead want validation or acknowledgment for what they are already doing. Then I ask, “How long do you think this person thought about his or her issues before coming to you for an answer?” They usually respond, “Anywhere from one to three days.” So I say, “What are the chances, with three to five seconds of thought, that you are going to be right?” and “What is the possible impact on the employee?” Obviously the longer you understand the issue, what the direct report’s take is on it, and what he or she has already tried, the more accurate you can be with your advice. When you race to advise, the impact on the direct report can be negative, from feeling insulted, devalued, or not heard. The values of not jumping to advice, or Step Five, until the end of this process are: • The employee feels heard and understood. • You will have more time to truly think. • The employee can feel acknowledged and honored for the problem-solving he or she has already completed. • You have an opportunity to see how your direct report thinks and problem-solves. • Your employee can demonstrate his or her strengths to you. • If placed at the end, your answer or advice has a better chance of being helpful and accepted. Step One: Hear the Problem or Issue Fully • What happened? • When did it happen?
Page 2 and 3:
PRAISE FOR LEADING WITH EMOTIONAL I
Page 4 and 5:
“Leading with Emotional Intellige
Page 6 and 7:
“Dr. Reldan Nadler has provided a
Page 8 and 9:
LEADING WITH EMOTIONAL INTELLIGENCE
Page 10 and 11:
This book is dedicated to Martin S.
Page 12 and 13:
CONTENTS PREFACE ACKNOWLEDGMENTS IN
Page 14 and 15:
CONTENTS xiii CHAPTER THREE: SELF-C
Page 16 and 17:
CONTENTS xv Experiential Teambuildi
Page 18 and 19:
CONTENTS xvii 3. White Space Issues
Page 20 and 21:
PREFACE As a psychologist doing exe
Page 22 and 23:
ACKNOWLEDGMENTS Iwould like to firs
Page 24 and 25:
INTRODUCTION WHY EMOTIONAL INTELLIG
Page 26 and 27:
INTRODUCTION 3 All of us have exper
Page 28 and 29:
INTRODUCTION 5 LEADERS’ CONSEQUEN
Page 30 and 31:
INTRODUCTION 7 Great leaders, like
Page 32 and 33:
INTRODUCTION 9 ativity, and decisio
Page 34 and 35:
INTRODUCTION 11 the Emotional Quoti
Page 36 and 37:
INTRODUCTION 13 all point to the pa
Page 38 and 39:
INTRODUCTION 15 ▲ What can I do a
Page 40 and 41:
CHAPTER ONE ARE YOU A STAR PERFORME
Page 42 and 43:
ARE YOU A STAR PERFORMER OR JUST AV
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
CHAPTER TWO EMOTIONAL SELF-CONTROL
Page 108 and 109:
EMOTIONAL SELF-CONTROL TOOLS AND ST
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
CHAPTER THREE SELF-CONFIDENCE TOOLS
Page 134 and 135:
SELF-CONFIDENCE TOOLS AND STRATEGIE
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Page 152 and 153:
Page 154 and 155:
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
Page 164 and 165:
CHAPTER FOUR TEAMWORK AND COLLABORA
Page 166 and 167:
TEAMWORK AND COLLABORATION TOOLS AN
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209: TEAMWORK AND COLLABORATION TOOLS AN
Page 210 and 211: TEAMWORK AND COLLABORATION TOOLS AN
Page 212 and 213: CHAPTER FIVE DEVELOPING OTHERS TOOL
Page 214 and 215: DEVELOPING OTHERS TOOLS AND STRATEG
Page 268 and 269: CHAPTER SIX COMMUNICATION AND EMPAT
Page 270 and 271: COMMUNICATION AND EMPATHY TOOLS AND
Page 308 and 309:
COMMUNICATION AND EMPATHY TOOLS AND
Page 310 and 311:
Page 312 and 313:
Page 314 and 315:
Page 316 and 317:
Page 318 and 319:
Page 320 and 321:
Page 322 and 323:
Page 324 and 325:
Page 326 and 327:
CHAPTER SEVEN THE GAME PLAN Great l
Page 328 and 329:
THE GAME PLAN 305 • Key executive
Page 330 and 331:
THE GAME PLAN 307 4. Success Rules:
Page 332 and 333:
THE GAME PLAN 309 10. Focus on Stre
Page 334 and 335:
THE GAME PLAN 311 5. What will keep
Page 336 and 337:
THE GAME PLAN 313 MONTH: YEAR: WEEK
Page 338 and 339:
NOTES INTRODUCTION 1. W. Bennis,
Page 340 and 341:
NOTES 317 24. M. Buffett and D. Cla
Page 342 and 343:
NOTES 319 86. M. Buckingham, The On
Page 344 and 345:
NOTES 321 CHAPTER FOUR 1. H. A. Elf
Page 346 and 347:
BIBLIOGRAPHY Alexander, J. “From
Page 348 and 349:
BIBLIOGRAPHY 325 Everts, D. “Carl
Page 350 and 351:
BIBLIOGRAPHY 327 Maslow, A. Toward
Page 352 and 353:
ADDITIONAL RESOURCES The following
Page 354 and 355:
ADDITIONAL RESOURCES 331 EQ Univers
Page 356 and 357:
INDEX Accountability and consequenc
Page 358 and 359:
INDEX 335 Derailers of Bill Clinton
Page 360 and 361:
INDEX 337 Le Doux, Joseph, 86 Leade
Page 362 and 363:
INDEX 339 eight strategies for, 92-
Page 364 and 365:
ABOUT THE AUTHOR Dr. Reldan S. Nadl
Page 366 and 367:
HOW TO ENGAGE THE AUTHOR TO BRING E
Page 368:
Go to our website for more informat
show all

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

Create successful ePaper yourself

Delete template?

Save as template?