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PUBLICATIONS, 2019. 26
Different Ways to Measure EQ
MSCEIT (2000): EQ as a set of mental abilities
to perceive, facilitate, understand, and manage emotion
Goleman (1995, 1998): EQ as a set of personal and social
competencies
self-awareness, confidence, self-regulation,
conscientiousness, and motivation
Shankman and Allen (2015): EQ as awareness of three aspects of
leadership
context, self, and others
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Individual Attributes
Logical
Effective
Unique
Go beyond given information
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Career Experiences
Experience gained during career influences leader’s knowledge and skills to solve
complex problems
Leaders learn and develop higher levels of conceptual capacity if they progressively
confront more complex and long-term problems as they ascend the organizational
hierarchy
Content Development:
Comprehensive process overview from instructional design to evaluation
Setting Smart Goals
• S = SPECIFIC
• M = MEASURABLE
• A = ATTAINABLE
• R = RELEVANT
• T = TIMED
• Personal
• Positive
• Put in writing
BEING BRAVE AND BOLD
BOLD!
Balance
Organize your time
Let things go
Delegate
Doing it Right while coaching/Training
Being Brave and BOLD (II)
Steps to Delegation
1. Explain why the task is important.
2. Describe what is needed in terms of results (not how, but what).
3. Give the person the authority they need to do the task
4. Indicate when the task needs to be completed and get agreement.
5. Ask for feedback to ensure a common understanding.
Planning
Quick Tips!
Flexibility is important.
Ten Most Helpful Phrases During your sessions
1. I care.
2. I’d like to understand. Help me to understand.
3. How are things with you?
4. Let’s define the problem.
5. This is what I heard you say.
6. Let me put this another way.
7. How can I help you? Can I do anything to help?
8. What would you do?
9. Thank you.
10. Silence, with concern.
Ten Least Helpful Phrases During your sessions
1. You shouldn’t feel that way.
2. Why did you do/say that?
3. That’s not important.
4. I know exactly how you feel.
5. I know what you are going to say.
6. How come you’re not as good as…?
7. Do you want to know what I think? Here’s what you should do.
8. I told you so.
9. Any phrase that contains the words always, never, all the time, everyone or
permanently.
10. Silence without concern/indifference.
4 Principles to Design Process (4 C’s)
A. Clarity
1. Purpose of the course
2. Target Group
3. Aims & Objectives
4. Learning Outcome
5. Process Plan
6. Responsibilities
7. Piloting & Testing
8. Evaluations
9. Etc….
N.B: Must be agreed upon the design teams/working groups
4 Principles to Design Process (4 C’s)
B. Capacity
Assessing the required capacity of the design & development team (i.e those whom
will be involved in the administration & logistics; piloting & running ; overall
management)
Specific
Prizes
Individual
Review
Inspiring
Time-Bound
MEASURE
Critical Evaluation
Informal Surveys
Focus Groups
Fishbone
Brainstorming
Benchmarking
Training evaluation:
ETHICAL CONSIDERATIONS
Case Examples….
FURTHER COMMUNICATION
1. M.W.Hasbini@gmail.com
2. https://www.linkedin.com/in/marwawhasbini/
REFERENCES