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

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COMMUNICATION AND EMPATHY TOOLS AND STRATEGIES 275 FIGURE 6.2 INTENTION/INTERPRETATION GAP Sender Intention What Is Said Behaviors Non-Verbals Receiver Interpretation To abate this gap, it is important for both the sender and receiver to be proactive in their parts of the communication. The key questions to ask are: • Was the communication delivered in a clear, intentional manner? • Did the communication get received as intended? To assist in this process, it is necessary to take specific steps. The Intention/Interpretation Quotient (iiQ) was developed as a tool to delineate the steps and evaluate the process. The goal is to use this as a measurement when directions are given by a leader to his or her team or after a problem-solving discussion. The U.S. Army has found that flawed execution comes from flawed assumptions. The iiQ helps elucidate these assumptions. INTENTION/INTERPRETATION QUOTIENT (iiQ) Each of the following questions is worth up to 10 points. Mark a number between 1 and 10, where 10 is highest, to show the effectiveness of a particular communication and listening session. Add up the Intention and Interpretation points to come up <strong>with</strong> an overall iiQ.
276 LEADING WITH EMOTIONAL INTELLIGENCE Intention: Did the speaker and speakers . . . 1-10 pts 1. Make their intentions and expectations known? 2. Communicate to match their listener’s style? 3. Express their assumptions? 4. Check to see if they were understood? 5. Have clear directions? Total Intention Points Interpretation: Did the listener and listeners . . . 1-10 pts 1. Hear all the communication? 2. Ask clarifying questions? 3. Express their assumptions? 4. Add to and build on the conversation? 5. Challenge in an effective manner? Total Interpretation Points Intention Quotient = Interpretation Quotient = Overall iiQ = There are a number of ways to decrease the gap between intention and interpretation. QUESTIONS AND ACTION APPLICATIONS • Introduce the Intention/Interpretation Quotient and use it. Have one person assess your meetings, and rotate that responsibility. • Where is the gap between intention and interpretation? Which side has the biggest score? • What gap patterns exist in your team? • Discuss the scores and ways to lessen the gap.
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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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CHAPTER FIVE DEVELOPING OTHERS TOOL
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DEVELOPING OTHERS TOOLS AND STRATEG
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Page 248 and 249: DEVELOPING OTHERS TOOLS AND STRATEG
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Page 326 and 327: CHAPTER SEVEN THE GAME PLAN Great l
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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,
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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
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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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