caps training: effective leadership course€¦ · • the effective leadership participant guide ....

CAPS Training:Effective Leadership Course

INSTRUCTOR GUIDE

Limits Of Liability And Disclaimer Of Warranty

© 2010 by the National Apartment Association, 4300 Wilson Boulevard Suite 400

Arlington, VA 22203. All rights reserved. The course materials or any part thereof may not be reproduced, stored in a retrieval system, or transmitted, in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, or otherwise, without the prior written permission of the National Apartment Association Education Institute (NAAEI).

NAA retains copyright to the original materials and to any translation to other languages and any audio or video reproduction, or other electronic means, including reproductions authorized to accommodate individual requests based on religious or medical deferments from classroom participation.

Disclaimers Although NAAEI programs provide general information on apartment management practices, NAAEI does not guarantee the information offered in its programs is applicable in all jurisdictions or that programs contain a complete statement of all information essential to proper apartment management in a given area. NAAEI, therefore, encourage attendees to seek competent professional advice with respect to specific problems that may arise. NAAEI, their instructors, agents, and employees assume no responsibility or liability for the consequences of an attendee’s reliance on and application of program contents or materials in specific situations. Though some of the information used in scenarios and examples may resemble true circumstances, the details are fictitious. Any similarity to real properties is purely coincidental. Forms, documents, and other exhibits in the course books are samples only; NAAEI does not necessarily endorse their use. Because of varying state and local laws and company policies, competent advice should be sought in the use of any form, document, or exhibit.

Policy Statement Regarding the Use of Recording Devices, Audio Visual Equipment, and Other Means of Reproduction or Recording of the “Certified Apartment Portfolio Supervisor” materials All program contents and materials are the property of the National Apartment Association Education Institute, which strictly prohibits reproduction of program contents or materials in any form without the prior written consent. Except as expressly authorized in writing in advance, no video or audio recording of NAAEI programs or photocopying of “Certified Apartment Portfolio Supervisor” materials is permitted. Authorized recording of programs or duplication of materials may be done only by the instructor on site.

The CAPS Training Series Effective Leadership Instructor Guide

Page i

Acknowledgments

Subject Matter Experts The NAA Education Institute wishes to thank the following apartment industry professionals and

suppliers for contributing their time and expertise to the rewrite of the Certified Apartment Portfolio

Supervisor program:

Howard L. Campbell, PhD, CPM Ron Gjerde Assistant Professor Senior Director, Knowledge Exchange Ball State University Institute of Real Estate Management Muncie, IN 47306 430 North Michigan Avenue [email protected] Chicago, IL 60611

[email protected]

Susan E. Weston, CAM, CAPS, NAAEI Faculty President, The Susan Weston Company

2655 Mount View Drive Dallas, TX 75234-6239 Office: 972.308.6092 Cell: 972.415.6299

Email: [email protected]

Key Contributors Rich George NOI Coach 3787 Lincolnshire Road #100 Waterford, MI 48328 [email protected]

Emily Hilton Vice President, Professional Development Houston Apartment Association 10815 Fallstone Road Houston, TX 77099 [email protected]

Mary Pacini, CPM President Chancellor Properties Inc. 1608 Spruce Street Philadelphia, PA 19103 [email protected]

Mary Ellen Perrin Director of Education Indiana Apartment Association 9100 Keystone Crossing #725 Indianapolis, IN 462240 [email protected]

CEL & Associates 12121 Wilshire Boulevard #204 Los Angeles, CA 90025 www.celassociates.com

Kimball, Tirey, and St. John, LLP 1202 Kettner Boulevard, 5th Floor San Diego, CA 92101 www.kts-law.com

Realpage 4000 International Parkway Carrollton, TX 75007 www.realpage.com

SatisFacts Research, LLC 2360 W. Joppa Road #322 Lutherville, MD 21093 www.satisfacts.com


Page ii

mailto:[email protected]

mailto:[email protected]

Curriculum Developer

Kaleidoscope Learning 304 Park Avenue South

11th Floor New York, NY 10010 Tel: 212.679.2740 Fax: 212.679.2738

http://www.kaleidolearning.com


Page iii

http://www.kaleidolearning.com/

Table of Contents Just for Instructors ...................................................................................................JFI-I

1. Welcome and Introduction ...................................................................................... 1-1

2. Leadership versus Management .............................................................................. 2-1

3. Emotional Intelligence ............................................................................................ 3-1

4. Engagement and Motivation ................................................................................... 4-1

5. Feedback and Coaching .......................................................................................... 5-1

6. Teambuilding......................................................................................................... 6-1

7. Action Plan and Closing .......................................................................................... 7-1

Appendix ............................................................................................................... App-1


Page TOC-1

Just for Instructors The National Apartment Association thanks you for your time, talent, and

expertise in training and developing the next generation of Certified

Apartment Portfolio Supervisors.

Whether you're a subject matter expert or lay person…a seasoned instructor

or a new teacher…this guide will help you become an even more engaging

and effective trainer.

In this course on effective leadership, you'll help property supervisors:

• Understand the differences between leadership and management, and why both are

important.

• Improve their leadership knowledge, skills, and abilities, particularly as they relate to

something called emotional intelligence.

• Develop an awareness of their leadership style—what they currently do well, and what

opportunities they have.

• Perform leadership activities with greater ability and confidence.

• Become even more valuable members of their apartment communities.

• Pursue the Certified Apartment Portfolio Supervisor (CAPS) designation.

Although this course is targeted at people with at least one year of supervisory experience, it can also

be used to teach those who would like to learn more about leadership.


Page JFI-1

Fast Facts: The CAPS Effective Leadership Course

This overview will help familiarize you with the educational approach for this

course and ways you can enrich the training for participants.

Course Type • Instructor-led classroom training

• Uses short presentations, participant discussions, and learning activities to teach the course

material

Course Materials • This instructor guide

• The Effective Leadership Participant Guide

Course Length Approximately seven and one-half hours

Course Tone Fast paced, high-energy, experiential, fun

Where this Course Fits in the CAPS Training Curriculum "Effective Leadership" is the fifth and final course in the CAPS training series. It follows these

courses:

• Legal Responsibilities and Risk Management

• Financial Management

• Property Performance Management

• Property Evaluation and Due Diligence

Think of this course as the culminating learning experience in this curriculum, one that will help

participants pull together what they've learned.


Page JFI-2

Course Schedule-at-a-Glance

Here's a quick look at the topics included in the Effective Leadership course,

the approximate time it will take to teach them, and a suggested schedule.

Training Topic Length Suggested Time

1. Introduction 30 minutes 8:30am–9:00am

2. Leadership versus Management 30 minutes 9:00am–9:30am

3. Emotional Intelligence

(Includes a 15-minute break)

90 minutes 9:30am–11:15am

4. Engagement and Motivation 60 minutes 11:15am–12:15pm

Lunch 60 minutes 12:15pm–1:15pm

5. Feedback and Coaching 60 minutes 1:15pm–2:15pm

Break 15 minutes 2:15pm–2:30pm

6. Teambuilding 120 minutes 2:30pm–4:30pm

7. Action Planning and Closing 30 minutes 4:30pm–5:00pm


Page JFI-3

Preparing to Teach the Course

To give course participants a first-rate learning experience, plan to spend

several hours preparing to teach this class.

When to Prepare Depending on your experience with this course, begin preparing one to two weeks before the

scheduled course date. That’s enough time to absorb the material without feeling rushed.

How to Prepare • Read the leader's guide carefully. Get familiar with the organization and flow of the course,

as well as the content itself.

• Look for ways to personalize the instruction. Add your own stories, examples, and insights.

Make the material come alive for the participants.

• Mark up this guide. Write notes throughout. Highlight passages you want to emphasize. Add

prompts for your examples and explanations.

• Practice. Do a dry run of the material (or at least some of it) in front of willing colleagues or

family members. Get their feedback. Find out: What are you doing well? What's one thing you

could improve?

When It’s Time to Teach the Course • Use this guide. Refer to it often to keep the class on track. Using notes will make you look

natural, relaxed, and yes, even confident.

• Approach the course as a conversation, not as a presentation. Keep things open and

easygoing. Pick yourself up if you make a “mistake.” Answer the questions you can. Most

important, avoid the temptation to be the expert—simply share what you’ve learned.

• Keep participants actively involved. Allow participants to ask questions, share ideas with one

another, and get as much hands-on experience as possible. Remember: telling isn't training.

• Be yourself. Participants appreciate (and learn more from) instructors who are not only

knowledgeable, but also approachable, personable, and dedicated.


Page JFI-4

Preparing the Classroom

To complete your final preparations, arrive at the training site at least one

hour before class begins.

Find the Location of these Public Facilities or Services • Rest rooms

• Kitchen facilities or vending machines

• Emergency exits

Prepare Materials • This instructor guide (with all your preparation notes in it)

• Effective Leadership Participant Guide (one for each participant)

• Effective Leadership PowerPoint Slides (these are optional; use them if you wish)

• Feedback slips for the "Evaluating Feedback" activity. (See page 5-6 for details.)

• Handouts for the "Survivor" team activity (See the Appendix.)

• Sign-in form (to be turned in to the affiliate office after class)

Prepare and Test Equipment • Flipchart with stand or whiteboard

• Markers

• Microphone or sound system (if needed)

• Laptop computer with LCD projector (if using PowerPoint slides)

Prepare a Learning-Friendly Classroom • Arrange the tables and chairs in the room so that participants will be able to talk with one

another, work in small groups, and take notes.

• Make sure the room isn't too hot or cold.

• Ensure that there's adequate lighting.

• Write the course agenda on the flipchart or whiteboard.


Page JFI-5

1. Welcome and Introduction (30 minutes)

In this brief opening section, you'll welcome participants, introduce yourself,

and set the stage for the "Effective Leadership" course.

Leader's Instructions:

Welcome participants to the course. Introduce yourself to the class and have them briefly

introduce themselves. Then, proceed with the script below.

Dive in…the effective leadership water is great! And you're going to do just fine, too!

Introduction This final course in the CAPS training series concentrates on the leadership skills to help you be an

effective multi-property supervisor. As your position in an organization grows, leadership skills

become more important than technical skills.

To be a successful multi-site supervisor, you need to have talented, trustworthy people reporting to

you. It’s impossible for any one person to lease every apartment, fix every refrigerator, and fill out all

the paperwork, but the people who do all that work need a leader, and we’re here today to help you

be the best leader you can be.

In this class, we’re going to identify the skills that make a good leader, and help you assess your own

strengths and weaknesses. When you leave here, you’ll have the tools to work on the areas you’ve

identified for improvement, and that will help you improve your bottom line.

Turn to page 1-2 of your Participant Guide, so we can go through the day's agenda, as well as cover

a few housekeeping items.


Page 1-1

Course Overview This Effective Leadership course is divided into six parts:

1. Leadership versus Management

2. Emotional Intelligence

3. Engagement and Motivation

4. Feedback and Coaching

5. Teambuilding

6. Action Planning and Wrap-Up

Throughout the course, you'll take part in self-assessments, large and small group activities, and

even have a chance to build a team of your own.

That's a lot of stuff. So let's set three simple ground rules to make today's experience the best it can

be.

Ground Rules • Participate fully. What you get out of this class is fully dependent on what you put into it.

• Help us stay on track. We're going to cover a lot of ground today—at quite a fast pace—and to

make sure you get the full leadership training experience, we'll need everyone to stay focused.

• Have fun. The amount of learning that will take place is directly proportional to the amount of

fun you have.

Questions? Does anyone have any questions about the agenda, the ground rules, or anything else about today's

session?

Transition to the "Leading versus Management" Section Let’s get started down the path to effective leadership. First, let’s take a few minutes to talk about

the difference between “managing” and “leading,” because they’re similar, but not identical.


Page 1-2

2. Leadership versus Management (30 minutes)

In this section, the CAPS student will discover the differences—and

similarities—between management and leadership, and why it is so critical to

gain fluency in both disciplines.


Go over the information on the next two pages.

To kick it up a notch, share your own experiences and insights. Participants want to hear your

real-world perspective!

Introduction A good manager also needs to be a good leader. A good leader also needs to be a good manager.

A manager without leadership skills comes up with great plans but can’t get people to follow his or

her vision. A leader without management skills comes up with great ideas but can’t put together a

feasible plan to get to the final result.

According to renown leadership researcher John Kotter:

• Management focuses on systems, processes, planning and budgeting, organizing and

staffing, and controlling and problem solving.

• Leadership sets direction, aligns people, drives change, encourages risk-taking and

learning, and enables growth.

Indeed, Kotter explains his ideas further in his Leadership and Management model, which you'll find

on page 2-2 of your Participant Guide.


Page 2-1

The Kotter Model of Management

Management Leadership

Planning and Budgeting

Establishing detailed steps and timetables for achieving needed results, and then allocating the resources necessary to make that happen.

Establishing Direction

Developing a vision of the future, often the distant future, and strategies for producing the changes needed to achieve that vision.

Organizing and Staffing

Establishing some structure for accomplishing plan requirements, staffing that structure with individuals, delegating responsibility and authority for carrying out the plan, and providing policies and procedures to help guide people, and creating methods or systems to monitor implementation.

Aligning People

Communicating the direction by words and deeds to all those who cooperation may be needed so as to influence the creation of teams and coalitions that understand the vision and strategies, and accept their validity.

Controlling and Problem Solving

Monitoring results versus plan in some detail, identifying deviations, and then planning and organizing to solve these problems.

Motivating and Inspiring

Energizing people to overcome major political, bureaucratic, and resource barriers to change by satisfying very basic, but often unfilled, human needs.

Produces Predictability and Order

A degree of predictability and order, and has the potential of consistently producing key results expected by various stakeholders (e.g., for customers, always being on time; for stockholders, being on budget).

Produces Change

Often to dramatic degree, and has the potential of producing extremely useful change (e.g., new products that customers want, new approaches to labor relations that help make a firm more competitive).

Source: John P. Kotter, A Force for Change: How Leadership Differs from Management, pg. 6.

Transition to Learning Activity Now, let's see how your leading and managing experiences stack up to Kotter's theory. Turn to page

2-3 in your Participant Guide.


Page 2-2

Learning Activity: Leading vs. Managing (20 minutes)


1. Put participants in small groups of four to six. Ask them to identify a spokesperson

2. Give each group ten minutes to develop a list of three to five management responsibilities they

perform on a regular basis, and a list of three to five leadership responsibilities they perform on

a regular basis. Provide flip chart paper to record their lists, if possible.

3. Bring the small groups together as one large group again.

4. Ask the following debrief questions, which are also on page 2-4 of the Participant Guide:

• Can you think of a time when you showed strong leadership skills? Can you tell us about it?

• Have you ever done a good job on the management side of things but dropped the ball on

leadership? How did that affect your success?

• Have you ever worked for someone who was good at leading or managing, but not both?

What would you do differently than this person?

• Do you feel like you’ve had periods where you did a great job on both the management and

the leadership sides? What were your results?

Questions? Does anyone have any other thoughts or questions about leading and managing?

Transition to the "Emotional Intelligence" Section Now that we've set the stage for effective leadership, let's see how you can amp up your leadership

skills with something called emotional intelligence.


Page 2-3

3. Emotional Intelligence (90 minutes)

In this part of the training, the CAPS student will explore the concept of

emotional intelligence, and how it relates to effective leadership.

Introduction Today, leaders are being measured by a new yardstick. It's not how smart they are, but rather how

they are smart.

Anyone who works in a relationship-oriented field—and that includes everyone in this room—needs to

understand this reality. Whether you’re a CEO or multi-property supervisor, your success is directly

tied to how emotionally intelligent you are.

Indeed, the higher you go in an organization, the more important emotional intelligence becomes. In

fact, it is more of a critical success factor than intellectual ability.

Turn to page 3-2 in your Participant Guide.

IQ vs. EQ • IQ, or the Intelligence Quotient, is the measure of what you know and how you process

information.

• EQ, or the Emotional Intelligence Quotient, is the way you use personal and social skills to

work effectively on your own and with others.


Page 3-1

Why Care About EQ? Psychologists, performance specialists, and organizational consultants have proven that emotions

help us to be flexible and adaptable—two qualities that make us better at leading and managing.

Emotionally intelligent leaders are typically more self-aware and also possess the critical relationship

skills to help them motivate others. Additionally, people who exhibit high emotional intelligence have

a much greater chance of being promoted, as well as being put in a position that will allow them to

make a huge difference in their organization.

In fact, EQ is twice as important as IQ and technical skills for jobs at all levels. And in

senior leadership positions, studies show that 90% of the difference between star and average

performers is due to higher EQ, not higher IQ.

Relationships Matter Interviews with 2 million employees at 700 American companies have shown that the primary factor

in determining how long employees stay—and how productive they are—is the quality of their

relationship with their immediate boss.

So, what does this tell you about the way your behavior and communication style can influence the

people in your chain of command?

It says that a leader with high EQ will get:

• Better business results

• Better retention of talent

• Higher morale

• Greater commitment

And those, of course, lead to higher employee productivity and engagement.


Page 3-2

The Two Facets of Emotional Intelligence Emotional intelligence has two primary facets: personal competencies and social competencies.

Mastering the personal competencies helps you understand yourself, your emotions, and how they

affect you. Mastering the social competencies helps you understand the people around you, where

you fit into things, and how you can contribute to the group.

Each of these competencies can be broken down further into two key areas:

Personal Competencies Social Competencies

Self-awareness Social awareness

Self-management Relationship management

So to answer the question, “How can I improve my EQ?” we need to start with self-awareness—the

critical first step in developing emotional intelligence.


Self-Awareness Having self-awareness means you're conscious of:

• Your emotions—You know what you’re feeling and why, when your emotions are starting to

take over, and how your emotions can affect you.

• Your strengths and weaknesses—You know what you’re good at and what you’re not.

What happens to people who lack self-awareness? They generally suffer from:

• Blind ambition

• Unrealistic goals

• Relentless striving

• A hunger for power

• An insatiable need for recognition

• Preoccupation with appearances

Do you know anyone who might lack self-awareness? It might be someone you work with, or it might

even be you. No matter who it is, developing a sense of self-awareness is the beginning of the path

to emotional intelligence.


Page 3-3

Self-Management But you also need to learn to manage yourself. Traits of individuals with good self-management skills

include:

• Self-control—You know how emotions can affect you, and you know when you need to take

steps to avoid trouble.

• Transparency—What you see is what you get. You are open and honest about the good and

the bad.

• Flexibility—You can adapt your behavior to meet the needs of the current situation.

• Ambition—You have the drive to succeed, and you know what you need to do to get there.

• Optimism—You see the world through rose-colored glasses.

Learning Activity: Personality Traits Inventory (25 minutes)

Let's make all this hit a little closer to home by completing a brief (and compelling) self-assessment.

Turn to page 3-4 of your Participant Guide.


1. Give participants ten minutes to complete the Personality Traits Inventory. (Also Appendix 2 of

this guide).

2. Give participants five minutes to "score" their inventory, using the Personality Traits Scoring

and Interpretation Sheet in Appendix 2-3 of their Participant Guide. (Also Appendix 3-4 of this

guide.)

3. Lead a ten-minute discussion about the inventory. Ask these questions:

• What surprised you?

• Which preconceptions did this assessment reinforce?

• What are your reactions to your personality, at least as assessed by this inventory?

• What are some differences between your personality in this environment and your

personality in your work environment? What are the similarities?

• What did you learn about yourself that might be helpful?


Page 3-4

The Social Competencies of Emotional Intelligence Now that this inventory has given you a clearer picture of yourself—and the self-awareness and self-

management components of emotional intelligence—let's move on to the social competencies

associated with EQ.


The social competencies of emotional intelligence give context to the personal competencies. When

you understand your own emotions, behaviors, and triggers, you understand yourself. When you look

at social competence, you see a broader picture and get a look at how you affect the group.

The two sides of social competence are social awareness and relationship management.

Let's start with social awareness first.

Social Awareness People with high social awareness are team players. They don’t push their agendas in a way that

alienates others, and they consider the feelings and needs of all parties when making decisions.

An individual with high social awareness exhibits:

• Empathy—You understand how others are feeling. This doesn’t mean you necessarily agree with

what they’re saying, but you have the ability to see things from their perspective.

• Organizational awareness—You have a keen eye for the political realities, opportunities, and

liabilities of the organization. You know who the movers and shakers are, and you know how to

reach them.

• Service orientation—You know what your customers—both external and internal—need, and

you know how to get it to them.


Page 3-5

Relationship Management Skills On the other hand, people with good relationship management skills are born diplomats. They’re the

classic “plays well with others” kids. They’re influential, trusted members of any group, and often are

called upon for their ability to mediate disputes between squabbling factions without sacrificing the

group’s mission.

If you have good relationship management skills you are:

• Influential—Colleagues and friends look to you for guidance and leadership.

• A catalyst for change—You’re good at seeing opportunities others might miss. You have a

talent for seeing the pros and cons of a new path, and the influence to convince people to join

you.

• Good at conflict management—You’re a born diplomat.

• Collaborative—You’re not one to hog all the credit. You share your ideas and find ways to

incorporate other viewpoints.

The S.O.B. Unfortunately, most organizations also have an individual who is known for getting good results at

the expense of everyone else. This person is the S.O.B. The S.O.B.’s “motivational” methods go

against all psychology, company policy, and common sense, but when the S.O.B. turns in big

numbers, higher-ups hail the S.O.B.’s “strong leadership” and turn a blind eye to the misery of the

S.O.B.’s subordinates.

When employees gather, they do impressions of the S.O.B.’s latest tirade. They send around e-mails

spoofing the S.O.B.’s latest micromanaging directives. When are they doing this? You guessed it—at

work! Just think how well they could perform if they redirected that creative energy to managing

apartment communities.

You don’t want to be the S.O.B.

“But the S.O.B. gets results!” At what cost, though? In the short term, the S.O.B. is successful, but

this “churn and burn” style of management only works for so long. The S.O.B. can’t motivate or

engage employees over the long term, so they move on. High-turnover costs eat into the S.O.B.’s

results. Eventually, the numbers aren’t so impressive any more, and the S.O.B. gets shown the door.

You really don’t want to be the S.O.B.


Page 3-6

Learning Activity: Emotional Intelligence Quiz (25 minutes) Now, how about taking a snapshot of your own emotional intelligence? Turn to page 3-7 in your

Participant Guide.


1. Ask participants to look at the Emotional Intelligence Quiz on pages 3-7 to 3-9 of their

Participant Guide. (Also found as Appendix 5-7 of this guide - Participant Appendix 2-3.)

2. Explain that the quiz is not an exhaustive measure of their EQ. Rather, it is a short, quick

snapshot of how their current EQ compares with others.

3. Give participants ten minutes to complete the quiz.

4. Give participants five minutes to score their quiz, using the score sheet in Appendix 4 of their

guide. (Also found as Appendix 8 of this guide.)

5. Lead a 10-minute discussion about the "answers," using the EQ Quiz Explanation, found in

Appendix 5-9 of the Participant Guide. (Also found as Appendix 9-13 of this guide.)

6. Ask these debrief questions:

• What are your reactions to this assessment?

• Did any of the answers surprise you? If so, which ones, and why?

• What did you learn about yourself that might be helpful?

Questions? Does anyone have any other thoughts or questions about emotional intelligence?

Transition to the "Engagement and Motivation" Section Then, let's see how effective leaders put emotional intelligence into practice by engaging and

motivating their employees.


Page 3-7

4. Engagement and Motivation (60 minutes)

In this section of the training, the CAPS student will learn more about

engaging and motivating employees.

Introduction People always perform better when they’re motivated and engaged. The trick is to find out what

makes each person tick, because there’s no single solution.

Spending the time to motivate your team is well worth the effort. When your people are motivated,

they’re more productive and they’ll think you’re a great leader.


The Gallup Research on Engagement Studies consistently show that companies with employees who are engaged in their work perform

better financially. Based on research with thousands of companies and millions of employees, the

Gallup Corporation believes that:

• The only way a company can have long-term success is by maintaining sustainable revenue

increases…

• The only way to maintain sustainable revenue increases is to have engaged, loyal customers

(or residents)…

• The only way to ensure that you have engaged, loyal customers is to have engaged, loyal

employees…

• And the only way to have engaged, loyal employees is to have great managers and leaders.

Remember: people don’t leave companies, they leave bosses.

Just as important, disengaged employees are usually the lowest performers.


Page 4-1

The Gallup Research on Engagement (continued)

The Gallup research has also revealed that business units in the top half of employee engagement

show, on average:

• 86 % higher customer success rate

• 70% higher success in lowering turnover

• 70% higher success rate in productivity

• 44% higher in profitability

• 78% higher success rate in safety figures

Now, let me ask you a question.

Group Participation: (3 minutes)

1. Ask participants: "How would you define engagement?"

2. Write their answers on the flip chart.

3. Provide the following definition and have participants write it on page 4-2 of their Participant

Guide: “Engagement is the emotional and intellectual connection an employee feels towards a

company.”

Let's explore that idea of engagement further, to see what it looks and sounds like. I'm going ask you

three questions, one at a time. Use your work and life experience to formulate your answers. If you'd

like, you can take notes in your Participant Guide on page 4-3.

Group Participation (2 minutes)

Ask participants: "What are some traits of engaged employees?’”

Possible answers/hints to get the ball rolling:

• Perform at a high level every day • Have great energy and enthusiasm • Commit fully to the company, group, role, and the work itself • Look for efficient ways to accomplish duties • Go above and beyond the basics in most tasks • Look for ways to improve efficiency • Set challenging long- and short-term goals


Page 4-2

The Gallup Research on Engagement (continued)

And now, the second question.


Ask participants: “How would you describe an employee who is disengaged—who doesn’t hate the

job, but isn’t excited about it either?”

Possible answers/hints:

• Meets the bare minimum and no more • Has low confidence in own abilities • Isn’t willing to take risks • Doesn’t feel a strong sense of commitment to role or work group, may feel commitment

to company • Doesn’t try to hide negative feelings

And finally, the third.


Ask participants: “How would you describe an actively disengaged employee—someone who really

dislikes his or her job?”

Possible answers/hints:

• Reacts to requests or changes with resistance • Doesn’t trust co-workers • Believes everyone else is the problem • Has trouble moving from problems to solutions • Feels low sense of commitment to company, work group, and role • Is isolated • Keeps negative opinions to self but acts out either overtly or covertly

Now, according to the Gallup research, here how the engagement "categories" play out in the U.S.

workforce. Be sure to write this down in your Participant Guide.

• Engaged employees—30%

• Disengaged employees—54%

• Actively disengaged employees—16%

That's, well, astonishing. And it leads to this important question: “So what motivates people to do a

good job?”


Page 4-3

Maslow’s Hierarchy of Needs

Turn to the next page of your Participant Guide.

A psychologist named Abraham Maslow theorized that human beings have different types of needs,

from basic (“lower”) to complex (“higher”). His theory is expressed in Maslow's Hierarchy of Needs,

often depicted as a pyramid with five levels:

Simply put, Maslow claimed that lower needs must be met before attempting to meet the higher

needs. An individual can’t focus on the higher needs until the lower needs have been fully satisfied.

So, for example, a person whose lower needs like food and water are unmet will be unable to focus

on higher needs such as creative expression or personal growth.

In the same vein, an employee who worries about basic needs like getting paid or workplace safety

won’t be mentally or emotionally available to work on career advancement or continuing education.

Once the lower needs are satisfied, the ability to meet higher needs is what separates the engaged

employee from the disengaged employee. And when lower needs go unsatisfied, you’re going to have

an actively disengaged employee on your hands.

Biological and Physiological Needs: Basic life needs: air, water, food, shelter, warmth, sleep, etc.

Safety Needs: Protection, economic security, order, law, limits, etc.

Belongingness and Love Needs: Family, affection, relationships, work group, etc.

Esteem Needs: Achievement, status, responsibility, reputation

Self-actualization: Personal growth and fulfillment


Page 4-4

Learning Activity: What Motivates or Engages People? (10 minutes) Turn to page 4-5 in your Participant Guide, so we can explore this idea of engagement more, based

on your own experiences.


1. Ask participants to divide up into pairs.

2. Give them two minutes to think, individually, about the answer to the following question:

"Think of a job in which you were thoroughly engaged. You really enjoyed it, looked forward to

it, did a good job of it, etc. What was it about that job that really made it great for you?"

3. Give the pairs another three minutes to share their answers with each other.

4. Call the group back to attention. Ask if any pair would like to share some of what they came up

with.

The Gallup Engagement Factors Much like Maslow, the Gallup Organization has identified a hierarchy of needs to engage employees.

And it is a hierarchy—as a leader, you need to meet the basic needs before you can step up to the

loftier goals, like organizational vision and mission.

Here are those needs in order, and what you can do to satisfy them. If you'd like, follow along on

page 4-6 of your Participant Guide.


Page 4-5

The Gallup Engagement Factors (continued)

Need #1: “I know what’s expected of me when it comes to responsibilities and

results.”

1. Define the right outcomes. Don’t fixate on the “right” steps. Let your employees find their

own path. The steps aren’t important, the outcome is.

2. Communicate. Tailor the communication to the needs of the individual. Some need more

details and want more control. Others prefer to understand the big picture with fewer details

and more purpose.

3. Give folks the "why" behind your expectations.

Need #2: “The work that I do is a good fit with my skills.”

1. Select for talent.

2. Match the role to the talent.

3. Clarify roles.

4. Be sure you’re not limiting your employees.

5. Build on strengths rather than fixing weaknesses.

Need #3: “I am satisfied with the recognition I receive for doing a good job.”

1. Remember that recognition can be positive or negative. Great managers do not treat them as

opposites. The opposite of recognition is being ignored.

2. Be positive, timely, and genuine.

3. Be specific about what is being praised.

4. Don’t rely on formal recognition programs. Personal recognition is far more effective.

5. Encourage team members to praise each other as well.

Need #4: “There is someone at work who encourages my development.”

1. Encourage your team to expand their skills and talents, not just fix their weaknesses.

2. Give them the tools and the support they need to develop.


Page 4-6

The Gallup Engagement Factors (continued)

Need #5: “At work, my opinions seem to count.”

1. Validate and encourage ideas from everyone. When people feel supported, they’re willing to

take more risks. You never know when the craziest idea will be the best.

2. Encourage employees to “question authority” in a constructive way. They can make you a

better leader/manager.

Need #6: “I feel my job is important?”

1. Make sure employees see how their jobs fit into the bigger picture.

2. Encourage them to take full ownership of the items for which they are responsible.

Need #7: “I receive the feedback I need to improve my performance.”

1. Give regular, informal feedback—positive and negative—to help motivate employees to keep

improving.

2. Review progress formally every six months so employees can set goals and keep building on

their strengths.

Need #8: “In the last year, I have had opportunities at work to learn and grow?”

1. Set an example by taking continuing education courses.

2. Support employees’ efforts to learn more. It will help them grow and innovate.

Without question, these are some important tips to help you motivate your team members but

remember: You can’t motivate everyone the same way!

That’s where emotional intelligence comes in. You need to develop the empathy and understanding

to know what motivates each individual employee.

Questions? Now, what questions or comments do you have about engaging and motivating employees?

Transition to the "Feedback and Coaching" Section Let's now look at two closely related concepts, giving feedback to employees and coaching them.


Page 4-7

5. Feedback and Coaching (60 minutes)

In this part of the course, the CAPS student will learn an effective way to give

feedback and provide coaching to employees.

Introduction To be an effective leader, you'll need to wear several hats. Choosing the appropriate hat for a

situation or a person can be challenging.

At times, you may need to supervise or manage employees and give them specific directions. Other

times, you may find yourself disciplining folks. But most of the time, effective leaders spend their

time giving helpful feedback to employees—and coaching them.

To be sure we all agree on terms like feedback, coaching and supervision, let’s establish common

definitions for them.

If you'd like, turn to page 5-2 in your Participant Guide and follow along.

Key Definitions

Managing / Supervising: “To exercise executive, administrative, and supervisory direction on; to

direct the professional career of.” Basically, it is telling your employees what, when, and how to do

what they do.

Feedback: The process of describing to another person how his or her behavior affects you, others,

or the accomplishment of a task.

Coaching: A method of conversation that creates a climate and context to give individuals and

groups more confidence—and puts them in position to act on the specific goals they are committed

to achieving.


Page 5-1

Key Definitions (continued)

Coach: A person who facilitates the learning that results in future-oriented activities. He or she is a

trusted role model, advisor, friend, steward, or guide. A leader can be any of these.

Disciplining: The process used to address substandard work performance or stop unwanted

behavior. The employee's performance has reached a stage where immediate corrective measures

are required.

It is not uncommon to use more than one of these methods in a single conversation.

For example, if an employee is late for work five times, the manager may provide feedback to the

employee saying that he has been late five times. The manager may then discipline the employee by

saying, ‘If you are late again, you'll lose your job. I'm going to place this written warning in your

personnel file.” The manager may then coach the employee by saying, “Let’s talk about what might

be causing you to be late. What's happening? What can we do to correct this?”

Most leaders and managers are good at telling people what to do—and at disciplining people with

they're performing poorly. Unfortunately, they're not nearly as good at giving effective feedback, or

coaching their direct reports, even though these are two of the most important skills any leader can

possess.

Jack Welch, former CEO of General Electric, used to tell his managers, “You will coach your direct

reports, or you will not be working here.”

Since they are so critical to a leader's success, let’s examine the concepts of feedback and coaching

individually. Let's start with feedback first.


Page 5-2

Feedback Let's dive into the subject with a question.


Ask participants: “When you give employees feedback, what's in it for the company, the

employee, and for you?"

Write answers on flip chart. Possible answers/hints for each:

For the company: • Provides positive interaction and mutual exchange of ideas • Supports employee engagement and reduces turnover • Improves productivity • Enhances communications • Creates an environment of learning

For the employee: • Enhances problem-solving ability • Promotes learning and growth • Enhances effectiveness • Develops relationships • Enhances job satisfaction • Provides an opportunity for development (personal, career, etc.) • Allows employees to understand their value to you and the company • Develops understanding of different perspectives

For you, the multi-site supervisor: • Gives you more time to do strategic leadership-oriented work because your team will be

productive and engaged • Results in fewer performance issues among your team members • Builds a more effective, cohesive, trusting, team-oriented, and productive department • Enhances your satisfaction as a supervisor • Enhances your reputation for developing people • Resolves conflict • Develops relationships • Develops understanding of different perspectives

Letting employees know where they stand benefits everyone in the long run. If you hold off on giving

constructive feedback until an issue is out of control, the employee will feel blindsided because he’s

been getting away with the same behavior for so long. What's more, feedback can be much harder

to deliver when it’s long overdue—not just because it can seem out of the blue to the receiver, but

because it’s hard to remain calm and coherent if you’ve been stewing about the bad behavior for a

long time.


Page 5-3

The SBI Model for Feedback Turn to page 5-3 in your Participant Guide.

For some people, providing feedback (either good or bad) is a difficult thing to do. But there is a

simple process that makes it easier and more effective.

It’s called the Situation/Behavior/Impact (or SBI) model.

• Situation: Capture the situation.

• Behavior: Describe the behavior.

• Impact: Deliver your perception of the impact or result of the behavior. The classic

statement in this format is, “When you did X, it made me feel Y.”

Then, after delivering this message, explore the feedback with the employee by letting the employee

comment or ask for clarification.

Examples Let's look at a couple of SBI examples:

• Situation: “I’m glad you came to the staff meeting yesterday.”

• Behavior: “You were half an hour late.”

• Impact: “I felt like you didn’t think our discussion was important.”

Isn’t this more helpful and productive than “You're not taking the job seriously enough?"

Or how about this example of positive feedback? (Remember, you need to be doling out the good

stuff, too!)

• Situation: “You know, you were the MVP of the staff meeting yesterday."

• Behavior: “Your budget research was both through and accurate—and three days early!"

• Impact: “I'm really fortunate to have you on my team. You make everyone's job much

easier."

Again, much more helpful (and thoughtful) than "Good job!"


Page 5-4

Why the SBI Model Works This SBI model is effective for two key reasons:

It's specific about behavior so the employee knows exactly what the problem is.

It includes your perception of the impact of the employee's behavior, which makes it much harder for

the employee to be defensive. It's hard to argue about someone else’s perception.

When you're armed with the SBI model, you're almost all the way to giving effective feedback. But

following a few general tips will help you, too.


Tips for Giving Feedback • Give feedback as soon a possible. That's when it's most effective.

• Keep your statements simple. Reduce the feedback to the essential elements.

• Be sincere. Employees know when you're not.

• If there's a pattern of behavior you want to reinforce or correct, give feedback

frequently. It’s better to deal with ongoing issues regularly than to have a "discussion" every six

months at review time.

• Feedback is a two-way street. It's only useful if the recipient is open to listening. But the

feedback-giver (you) should be inviting dialogue, too.

• Receiving feedback is just as difficult, if not more so, than delivering it. It's not

comfortable for us to hear someone tell us that we didn’t do something well, regardless of what it

is.


Page 5-5

Learning Activity: Evaluating Feedback (10 minutes) Now, how about wrapping up our discussion of feedback with a brief activity? Turn to page 5-5 in

your Participant Guide.


Note: You'll need to prepare the feedback slips before class begins. See the "Evaluating Feedback"

activity on pages 14-15 of this Appendix for further instructions.

1. Set up this group activity by asking each participant to take a feedback slip. Each slip is

representative of feedback that a manager might give. (One of the feedback samples says

“blank” to represent no feedback; others are poor; and some are OK. Only one of them is an

example of good, effective feedback.)

2. Say: “Here’s the situation. I just finished a presentation. You're my boss and you were in the

room during my presentation. It’s an hour later and we’re sitting in my office talking. You give

me some feedback. The feedback you are providing to me is written on the slip. Does anyone

want to share their feedback?”

3. Give people a chance to share the feedback from their slip.

4. Ask: “Is this feedback effective? Why? Why not?”

5. Debrief the activity by asking these questions:

• Did most feedback use the SBI model?

• Why or why not?

• How could you improve some of the feedback?


Page 5-6

Coaching Now let’s talk a little bit about coaching, which creates an environment where people feel confident

and comfortable discussing specific goals and feedback.

Coaching is not about providing all of the answers. But it is about helping someone find the answers

for themselves. And it's not just the act of giving feedback, though that can be part of the process.

How Is Coaching Different From Managing? Managing: You tell the person what to do.

Coaching: You help the person decide on her own what she needs to do.

It’s like the old proverb, “Give a man a fish, you have fed him for a day. Teach a man to fish, and

you have fed him for a lifetime.”

For our purposes, let’s make it: "Manage a man and he’ll be in your office every day asking for the

same help over and over again. Coach a man and he’ll feel empowered to work with increasing

independence, improving his skills until he only needs your guidance and advice.”

This is probably one of the toughest concepts for a manager to master. We direct people all the time,

so we tend to revert to the “telling” mode in most situations.

When managing, we do most of the talking. When coaching, we want the other person to do most of

the talking.


Why Coach? We coach people for two primary reasons:

• Performance: To improve, maintain, or exceed work performance. This is the leader’s

responsibility.

• Development: To provide guidance on the employee’s general development and/or career

development goals. This is the joint responsibility between a leader and an employee.


Page 5-7

The Basic Coaching Process

Whatever the reason for the coaching, the basic process is the same:

1. Open the meeting.

2. Gain agreement on the performance or development issue.

3. Explore alternatives.

4. Get commitment to act.

5. Close the meeting.

Let’s look at each step in greater depth. If you'd like, turn to page 5-7 in your Participant Guide and

follow along.

One: Open the Meeting

The coaching process begins with a strong, thoughtful, open-minded start.

• Plan the meeting by making an appointment.

• Establish the reason for the meeting in a clear, non-accusatory manner.

• Remove judgment.

Two: Gain Agreement on the Performance or Development Issue.

Next, the process moves to conversation, one where you're trying to clarify and gain agreement on

the performance or development issue.

If the problem is a performance issue:

• Use the SBI model to state the performance problem.

• Be sure you come prepared with concrete examples. “I’ve heard complaints that you’re often

late” isn’t as useful as “You were 20 minutes late to our last board meeting, and 45 minutes

late to the staff meeting yesterday.”

If the problem is a development issue:

• Clarify through open-ended questions what the employee wants or needs to develop.

• Establish whether the employee’s goal is to move up in the organization and determine the

skills she would need to work on to meet her goals.

• Reach agreement with the employee on what she should focus on.


Page 5-8

The Basic Coaching Process (continued)

If the employee is resistant to or disagrees with the feedback:

• Reiterate your expectations and the consequences of not meeting them.

• Probe the employee to get her to articulate her understanding of the consequences.

• Ask the employee if she agrees that the issue is worth discussing.

• Repeat the process a few times to reach agreement.

• If you can’t reach agreement, end the coaching process. Change your focus to the

consequences of the behavior.

There is nothing to be gained by forcing the conversation if it’s going nowhere. End the conversation

and follow-up with the employee within a day. Having some breathing space may change the

employee’s interest in the conversation.

If attempting to revisit the performance issue the following day fails, it’s time to take the

conversation to the next level. Talk with your boss or human resources. You may need to proceed

with a formal counseling or corrective action alternative.

Three: Explore Alternatives

But once you've clarified the performance or development issue and have both agreed that it exists,

you can now talk about ways to address it.

• Help the employee set goals that challenge his skills.

• Allow the employee to suggest a plan of action.

• Discuss the pros and cons of each suggestion.

• Ask questions to help broaden the employee’s perspective.

• Listen, listen, listen.

• Allow the employee to take ownership of the solution. People are more likely to follow

through on their own ideas.


Page 5-9

The Basic Coaching Process (continued)

Four: Get Commitment to Act.

As a coach, your job is not to select the best path for your employee. She is more likely to succeed if

she can take ownership for the decisions made and the actions taken.

But you do need to guide the process of committing to action.

• Use the SMART model for goals—Specific, Measurable, Attainable, Results-Oriented, And

Time-Bound.

• Encourage the employee to set intermediate goals to help her stay focused as she

progresses.

• Determine how the goal will be measured. How will you know if she’s achieved it?

If the employee is unable to make a choice, give her some time to think about the best decision. Be

sure to follow-up within the next day to complete this step.

Five: Close the Meeting.

After getting that commitment to act, it's now time to wrap up the coaching conversation.

• Summarize the discussion.

• Thank the employee for his/her contributions to the conversation.

• Let the employee know you will follow-up.

• Set a date on the calendar for your next meeting and continue to provide feedback along the

way.

In short, the key to effective coaching is this: The coachee does the majority of the talking. The

coach’s role is to listen and guide the conversation through questions.

At the end of the conversation, if you feel like you did most of the talking, chances are you weren’t

really coaching. Next time, take a step back and listen more.


Page 5-10

Learning Activity: Group Coaching (15 minutes)

Now, let's try out a little coaching here in the classroom. Turn to page 5-9 in your guide.


1. Give participants the set-up (page 16 of your Appendix): You're the supervisor of a community

manager who has worked at one of your properties for two years. In the last two months, he

has had an unusual number of days when he was late coming to work, or didn’t come at all—

without notice. You're concerned but also do not want it to become a larger issue. As his

supervisor, it is your responsibility to give feedback and coach him on his recent attendance

issues.

2. Give the class three minutes to decide what they would do.

3. Ask the class: “Who thinks they have a good approach for addressing this situation?”

• When someone responds, tell him or her to come up to the front. Say: “Okay, I'll be the

person who needs coaching, and you're are going to coach me. But we have two rules:

• At any point another member of the group can say, "Stop," and suggest the next step the

coach should take.

• The person up here coaching can stop and ask the rest of the class for help.

• Well, I have just come into your office. How do you want to start?”

Activity Notes:

• Don’t make things easy for the coach. Be prepared to have excuses, and be reluctant to talk

about things. But don’t make things too hard—if participants are saying the right things, and

asking the right questions, start to open up and cooperate.

• You can debrief during the role-play. If the person up front is stuck, ask the class “What's going

wrong and why?” or “Why was that last question good?”

• You may change coaches in the middle of the role-play. If another participant suggests a

different approach, ask him to come up and take the coach's place to demonstrate.


Page 5-11

Learning Activity: Group Coaching (continued) (15 minutes)


Afterwards, Debrief with these Questions:

1. Have any of you been in a similar situation before? What did you do, and how did it work?

2. Did you have difficulty avoiding the trap of just “telling” the person what to do and helping him

or her come up with their own solutions?

3. What worked well, and what didn’t work so well in this role-play?

4. Is there anything you plan on doing differently the next time you are in a similar situation?

Why?

Questions Does anyone have any questions or comments on giving feedback to employees and coaching them?

Transition to the "Teambuilding" Section That ends our discussion on feedback and coaching. Now, let's turn our attention to the last big

leadership topic of the day, teambuilding.


Page 5-12

6. Teambuilding (120 minutes)

In this part of the training, the CAPS student will learn techniques for building

a more effective, productive team.

Introduction Just like individuals, teams that have “group emotional intelligence” will be more successful. As a

leader, you'll be judged more by how your team performs than how you perform as an individual.

What is a Team?


Have participants turn to page 6-2 in their Participant Guide.

Have them read the following excerpt called “What is a Team”—either individually, or have

someone read it out loud.

Not all groups are teams. What separates a “Team” from other “Working Groups”?

Working groups are both prevalent and effective in large organizations where individual

accountability is most important. The best working groups come together to share information,

perspectives, and insights; to make decisions that help each person do his or her job better; and to

reinforce individual performance standards. But the focus is always on individual goals and

accountabilities. Working group members don’t take responsibility for results other than

their own.

Teams differ fundamentally from working groups because they require both individual and mutual

accountability. Teams rely on more than group discussion, debate, and decision; on more than

sharing information and best practice performance standards. Teams produce discrete work products

through the joint contributions of their members. This is what makes possible performance levels

greater than the sum of all the individual bests of team members. Simply stated, a team is more than

the sum of its parts…


Page 6-1

What is a Team? (continued)

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tthheemmsseellvveess mmuuttuuaallllyy aaccccoouunnttaabbllee……

The essence of a team is common commitment. Without it, groups perform as individuals; with

it, they become a power unit of collective importance..

Source: Jon R. Katzenbach and Douglas K. Smith, "The Discipline of Teams," Harvard Business Review, March-

April 1993.

Learning Activity: Is an Apartment Community Staff a Team? (20 minutes)

Now let's see how this concept of team plays out at an apartment community. Turn to the next page

in your guide.


1. Put participants in small groups of four to six.

2. Have them turn to page 6-3 of their Participant Guide, and look at the key words drawn from

the quote about teams above.

3. Give the groups ten minutes to discuss: (1) if these key words apply to the people working in

an apartment community, and (2) if so, how they do.

4. Lead a ten-minute large group discussion. Ask each group to share one or two of the answers

they came up with.

5. Fill in any gaps from the discussion with the thoughts on the key words on the next page.


Page 6-2

Is an Apartment Community a Team? (continued)

Key Word "Answers":

• Small number of people—Definitely, although most probably wish it wasn’t quite such a small

number.

• Complementary skills—Apartment communities have people who are good at leasing and

sales, maintenance, customer service, administration, management, and all the other skills

needed to run a successful apartment community. No one person is good at all these skills.

• Committed to a common purpose—Each apartment community shares a common purpose of

providing a home to its residents, by being the best run and productive community in the market.

• Common performance goals—People will always have individual goals, but they fit within the

overall performance goals established for the community. Revenue, occupancy, and customer

service/renewals, are examples of the types of goals that are shared by everyone. If

maintenance is always prompt in responding to service requests, but the office staff delays

delivery of the requests (or is otherwise disrespectful to residents) renewal rates will still fall. If a

community doesn’t make its shared goals, everyone suffers – even if they made their individual

goals.

• Common approach—Each company has their own standards for operations and expectations.

If people at the apartment community are “marching to their own drummer” they will likely

create chaos and poor results.

• Mutually accountable—Shared performance goals (and even most individual goals) are

difficult, or impossible to meet if people don’t have shared responsibility and accountability. A

primary example of this is customer service—it only takes one person providing poor customer

service to create a perception that is applied to the entire apartment community.


Page 6-3

Apartment Community Teams Let's expand on these key words now. I'm going ask you two questions, one at a time. Once again,

use your work and life experience to formulate your answers.


Ask: "What would happen if people at an apartment community didn’t have shared goals,

commitment, and accountability?"


• Poor customer service, high resident turnover • Poor curb appeal, slow make-readies, lower occupancy rates • Poor results, high stress, low morale • Poor communication, conflict

And now, the second question.


Ask: "What can keep a group from becoming a team?"


• Poor communication • Lack of motivation and commitment • Inadequate direction • Poor leadership • Egos • Unresolved conflict • Putting personal goals ahead of team goals

Just like individuals, teams need emotional intelligence, too. Consider this excerpt from an article

called "Building the Emotional Intelligence of Groups."


Page 6-4

Excerpt: The Emotionally Intelligent Team


Have participants turn to page 6-4 in their Participant Guide.

Have them read the following excerpt from “The Emotionally Intelligent Team,” either individually,

or have someone read out loud.

“Study after study has shown that teams are more creative and productive when they can achieve

high levels of participation, cooperation, and collaboration among members. But interactive behaviors

like these aren’t easy to legislate. Three basic conditions need to be present before such behaviors

can occur: mutual trust among members, a sense of group identity (a feeling among members that

they belong to a unique and worthwhile group), and a sense of group efficacy (the belief that the

team can perform well and that group members are more effective working together than apart).

At the heart of these three conditions are emotions. Trust, a sense of identity, and a feeling of

efficacy arise in environments where emotion is well handled, so groups stand to benefit by building

their emotional intelligence.

Group emotional intelligence isn’t a question of dealing with a necessary evil—catching emotions as

they bubble up and promptly suppressing them. Far from it. It’s about bringing emotions deliberately

to the surface and understanding how they affect the team’s work. It’s also about behaving in ways

that build relationships both inside and outside the team and that strengthen the team’s ability to

face challenges. Emotional intelligence means exploring, embracing, and ultimately relying on

emotion in work that is, at the end of the day, deeply human.”

Source: Vanessa Urch Druskat and Steven B. Wolff, "Building the Emotional Intelligence of Groups," Harvard

Business Review, March 2001.


Page 6-5

Team Emotional Intelligence Team emotional intelligence is similar to individual emotional intelligence. It is centered on awareness

and management of emotions. But it's not identical to individual emotional intelligence. Even if

everyone in the group has good individual emotional intelligence, it doesn’t mean they'll have an

emotionally intelligent team.

Here's how it translates:

Individual EQ Competencies Team EQ Competencies

Self-awareness Team awareness

Self-management Team management

Social awareness Organizational awareness

Relationship management Organizational management

Let's take a look at each of the team EQ competencies more closely, starting with team awareness.

Again, feel free to follow along. We're on page 6-5 of the Participant Guide.

Team Awareness Team awareness consists of three core characteristics:

• Emotional awareness (individual members and team)—Consists of understanding the

emotions and behavioral tendencies of the other team members, and how they react to things.

Also includes an awareness of the team's own personality. Highly aware teams know the

emotional state of the team—low morale, high engagement, and so on.

• Knowledge of strengths and weaknesses—The team knows what it’s good at, and where it

might have blind spots.

• Common strategy, purpose, and commitment—Everyone on the team knows what’s

expected, and they have shared goals and accountability.


Page 6-6

Team Management And now, the traits of teams who manage themselves well:

• Trust and respect—Team rules and values promote trust and respect among all members.

• Clear roles and responsibilities—The team has established—and the members understand—

everyone’s individual and shared responsibilities. Who’s responsible for renewals? Who handles

HVAC service requests? Who makes sure all the lights are off and things locked up at night? And

so on.

• Internal communication—There is open and honest communication among all team members.

Conflict is not avoided, but is resolved in a caring, respectful manner.

Organizational Competencies The organizational competencies of emotional intelligence allow teams to look beyond

themselves and see how they affect the organization. The two facets of organization competence are

organizational awareness and organizational management.

Turn to page 6-6, and we'll look at organizational awareness first.

Organizational Awareness Organizational awareness is characterized by:

• Alignment of team purpose and organizational vision—Team members understand how

their team fits within the larger organization, and how they support the company’s mission,

vision, and strategy. They can answer this question: How does this apartment community meet

the company’s commitment to shareholders, customers, and employees?

• Service orientation—The team knows who its customers are, both internally and externally. An

apartment community team has residents, but it also must work with the pricing department, HR,

vendors, etc. Team members not only know the service needs of their customers, but the

emotional state and behavioral tendencies of their customers, which allows the team to deliver

what the customer wants, how the customer wants it. For example: “How are residents going to

respond to the repaving of the parking lot?” “How will the pricing department respond if I am late

in reporting?”


Page 6-7

Organizational Awareness (continued)

• Political/social awareness—The team is politically savvy, understanding which people and

groups can have an impact on the success or failure—and the team uses this knowledge to

improve performance. Examples: Who’s the right person to go to if we have a problem with

procurement? Who makes the decisions on capital projects?

Organizational Management In contrast, organization management is all about:

• Building collaboration, cooperation with other groups/teams—The team develops good

working relationships with other groups and teams such as corporate departments, regional/area

groups, other properties, and so on. Examples: Does the team work well with marketing when

there is a need to increase traffic? How does the apartment community get along with its

vendors?

• External communication—There is open and honest communication between the team and

other groups/teams. Intergroup conflict is not avoided, but is resolved in a caring, respectful

manner.


Page 6-8

Team "Derailers" In addition, there have been a lot of studies on what can cause a team to go bad—or “derail.” Turn

to page 6-7 of your Participant Guide.


Ask: "Which team emotional intelligence competency does each of these common derailers relate

to?"

Common Derailer Team EI Competency

Lack of clear purpose and mission Team awareness

Egos Team awareness

Lack of trust and respect Team management

Unresolved conflict Team management

Lack of clarity of responsibilities Team management

Putting personal goals ahead of team goals Team awareness

Lack of communication Team and organizational management

Lack of direction Team management

Poor leadership Can fit different competencies

Team derailers can lead to a “me first” attitude among team members. When people are looking out

only for themselves, conflict arises and stays unresolved, which lowers morale and engagement. The

discord makes it difficult for people to meet any goals at all—team or individual.

Fortunately, there are tools that a team can use to build emotional intelligence as a group. Turn to

page 6-8.


Page 6-9

Creating Team Emotional Intelligence When a group of people is first formed into a team, their roles and interactions are not established.

Some people may stay on the sidelines while they try to determine where they fit into things, while

others may engage the process immediately. Gradually, as team members understand their roles,

find ways to work with one another, and learn about team issues, they develop into a cohesive group

displaying team emotional intelligence.

Studies show that this development progresses through four predictable stages:

• Forming

• Storming

• Norming

• Performing

Each stage builds on the preceding one. Teams must follow this sequence if they are to become fully

functioning, emotionally intelligent teams.

Stage: Major Activity: Often Characterized By:

Forming

Clarifying the task and getting the members acquainted

• Cautious, guarded interaction • Anxiety • Exploring and testing boundaries • Uncertainty • Lack of trust

Storming

Encouraging the expression of different viewpoints in a constructive manner and resolving the natural competition for influence among the team members

• Resistance to different approaches • Competitiveness and defensiveness • Conflict • Poor communication • Tension and disunity

Norming

Establishing the team’s standards for performance and the unwritten rules that govern members’ behaviors

• Developing trust and respect • Finding common interests and goals • Open and honest communication and

feedback • Clear roles and responsibilities

Performing

Accomplishing the tasks and fulfilling the team’s mission

• High level of interaction • Members comfortable with each other and

are mutually supportive • Increased performance • Confidence and optimism


Page 6-10

Creating Team Emotional Intelligence (continued)

This transition is not necessarily a one-time process. Teams may cycle through the stages

over and over depending on the composition of the team and the issues that they identify.

Even if you have a highly productive, emotionally intelligent team today, things could change in the

future. If a team gets new members, takes on new responsibilities, or experiences any number of

other possible changes, it could be pushed back to an earlier stage of development.

All teams go through a lifecycle as they develop. Not all teams, however, go through this

development at the same speed.

And, unfortunately, just like some people, some teams never grow up into productive, high-

performing teams.

Let’s look at each stage in depth. If you'd like, turn to page 6-9 in your Participant Guide and follow

along.


Page 6-11

The Forming Stage This stage of team development is an exploration period. Team members are often cautious and

guarded in their interactions, not knowing what to expect from other team members. It’s like the first

day at a new school.

This is where the team awareness process starts. Members explore the boundaries of acceptable

behavior and start to develop perceptions of others.

Helping a Team Get Through This Stage • Share relevant information. Keep members up-to-date on what’s going on, what’s changing

(at the apartment community or on the team), and let them know why.

• Encourage open dialogue. Help members bring concerns and issues out into the open so they

can be addressed.

• Provide structure. Lay out clear assignments and performance requirements to help members

understand what you expect of them.

• Direct team issues. Take a more hands-on approach to addressing problems and project

management while members develop the skills to become more self-directing.

• Develop a climate of trust and respect. Establish team norms and rules of behavior, and

model trustworthy, respectful behaviors to the members.

Group Participation: (3 Minutes)

1. Ask participants to suggest specific activities they can do related to the suggestions for getting

a team through this stage. (For example: “Share relevant information: go through the

quarterly financial report with everyone at the apartment community.”)

2. Write answers on flip chart.

3. Ask: “What does it look like at an apartment community when the team there is going through

this stage? How productive is the apartment community likely to be during this stage, and

why?”


Page 6-12

The Storming Stage Go to the next page of your Participant Guide.

The storming stage is characterized by competition and strained relationships. The team starts to

define roles and responsibilities. Barriers to teamwork start to surface: control issues, clashes in

working styles, conflicts between members, lack of trust, communication deterioration, and blame.

Conflict is unavoidable. Team members may resort to non-supportive behaviors that they have relied

upon in the past to manage conflict situations. They often fail to see the unique abilities and

contributions made by other team members during this period.

Storming may be the most critical stage a team has to get through. This is where all the conflict and

non-productive behavior can happen.

Helping a Team Get Through This Stage • Engage team members in joint problem solving. Conduct brainstorming sessions and open

discussions of problem areas. Involve the entire team in the process.

• Establish norms for looking at different viewpoints. Set out rules of behavior to encourage

open and honest discussion in a non-threatening, non-judgmental manner.

• Discuss decision-making procedures. Help members understand their individual roles and

expectations.

• Support collaborative team efforts. Create mixed teams of maintenance, leasing, and office

employees to work on projects. Conduct teambuilding activities.

Group Participation (3 Minutes)


a team through this stage. (For example: “Support collaborative team efforts: Have a leasing

consultant spend time helping on a maintenance issue.”)



this stage? How productive is the apartment community likely to be during this stage, and why?”


Page 6-13

The Norming Stage We're now on the next page of your Participant Guide.

The norming stage is characterized by cohesiveness among team members. After working through

the storming stage, team members discover that they do, in fact, have common interests and

common goals. Communication appears more open and honest, and roles and responsibilities start to

become identified and accepted. The team discovers their common purpose and commitment, and

their place within the rest of the organization. They learn to appreciate each other. Having developed

team awareness, the team learns how to work together to develop normal, healthy, interpersonal

relationships.

Having achieved team management, the team can focus on organizational awareness and

management. They start developing external relationships—building collaboration and cooperation

with other groups.

Helping a Team Get Through This Stage • Talk openly about issues and concerns. Reinforce mutual understanding and open

communication.

• Encourage members to manage the team process. Delegate more responsibilities and give

the members more freedom to decide how work gets done.

• Give positive and constructive feedback. Model open communication and reinforce good

performance.

• Support consensus decision-making efforts. Build team “buy-in,” engagement, and

collaboration.



a team through this stage. (For example: “Talk openly about issues and concerns—hold joint

office and maintenance staff meetings.”)



this stage? How productive is the apartment community likely to be during this stage, and why?”


Page 6-14

The Performing Stage Turn to the next page of your guide, so we can talk about the final stage of team development, the

performing stage.

At this point, team members have learned to work together as a fully functioning team. They can

define tasks, work out their relationships successfully, manage conflict, and work together to

accomplish their mission. It is the result of successfully completing the first three stages.

This stage is the most harmonious. Team members begin to define what it means to be part of a fully

functioning team. Communication is open and supportive and team members act in concert with each

other without fear of rejection.

The team now has a sense of its own identity, and team members are committed to the team and its

goals. These goals are aligned with the organization’s vision. The team is viewed as a valued partner

with other groups and teams within the organization. There is trust among members, a sense of

team identity, and a sense that the team is greater than the sum of its parts.

They have achieved the essential conditions for team effectiveness—and emotional intelligence.

This is the stage where everything is clicking, and the apartment community is running smoothly.

However, as we discussed earlier, a high-performing team might not always stay in this stage. They

might even backslide into one of the earlier stages.

Keeping the Team in This Stage • Encourage ongoing self and team assessment. Observe the team and offer feedback when

requested.

• Develop team members to their fullest potential. Coach them and help them grow.

• Look for ways to increase the team’s capacity. Support new ideas and ways for achieving

positive outcomes.


Page 6-15

The Performing Stage (continued)


1. Ask participants to suggest specific activities they can do related to the suggestions to keep a

team in this stage. (For example: “Develop team members – have everyone complete an

annual development plan.”)



this stage? How productive is the apartment community likely to be during this stage, and

why?”

Final Thoughts on Team Emotional Intelligence As your team goes through the development stages and becomes more emotionally intelligent, you’ll

find that your job as leader becomes easier. You can delegate more, provide less hands-on direction,

and spend more time in a support role.

But remember that there is no end to this path—developing and maintaining team emotional

intelligence is an ongoing process. Sometimes circumstances change and you may have to go back

and start over again.

But what if you're not sure what stage your apartment community teams are in?

Well, we've provided you with a tool that you can use when you're back on the job. It's called the

"Survey of Team Emotional Intelligence," and you'll find it in the Appendix pages (10-16) of your

Participant Guide, along with instructions for administering and scoring the survey.

Note: The Survey appears in the Instructor Appendix pages 17-23.


Page 6-16

"Survivor" Learning Activity (60 minutes) Now that we've talked about the stages a team goes through to become a high performing group,

you're going to get a chance to create your own team, right in this classroom.

You'll be completing an activity called "Survivor." And you'll have fun with it.


Note: The instructions and handouts you will need to facilitate this activity are in the Appendix

Pages 24-32 of this instructor guide. Please make copies of the handouts before class begins.

After the group completes the activity, ask these debrief questions, which are also on page 6-13

of the Participant Guide:

1. Were you able to act as an emotionally intelligent team? Were you able to reach “synergy”?

(2+2=5)

2. What worked well in your team? What didn’t? What would you do differently?

3. What emotional intelligence competencies did you have? Which (if any) were missing?

4. Even though it was a short time – What stages of team development did you go through?

Which ones (if any) didn’t you get through?

Questions? What questions or comments do you have about teambuilding?

Transition to "Action Plan and Closing" Section We're coming down the home stretch now. Let's pull everything together now.


Page 6-17

7. Action Plan and Closing (30 minutes)

Participants have just spent an entire day learning about leadership. It's time

for them to make the most of their newfound knowledge by taking action on

what they have learned!

In this part of the training, the CAPS student will create an action plan for

improving their leadership skills, and in particular, their emotional intelligence.

Introduction Well, you've come a long way today. In just one day, we've covered these all these leadership topics:

• Management versus leadership

• Emotional intelligence

• Engagement and motivation

• Feedback and coaching

• And teambuilding

Now it's time for you to take what you've learned and put it into an action plan.

Turn to page 7-2 of your Participant Guide. There, you'll find a template for an action plan. Let's go

over it now.


Page 7-1

The Action Plan The first part of the plan asks you to set a few developmental goals for yourself, and the second part

asks you how you intend to achieve those goals.

This plan is yours and yours alone. You decide on the leadership areas you want to work on. You set

the number of goals. You decide on the action steps and timeline.

I'm going to give you ten minutes to work on your action plan. You may not be able to complete it in

that time, but you'll get a good start. And you can certainly return to it once you're back on the job.


Give participants ten minutes to work on their action plans, and answer any questions along the

way.

The Closing Thank you for taking the time to work on your plan. And thank you for being a part of today's

"Effective Leadership" course—and indeed, this entire CAPS training event.

I wish you the best of luck as you pursue your CAPS designation, and all the best back on the job,

too. It's been my pleasure to be your instructor.


If there are no further questions or comments, dismiss the participants.

On behalf of the NAA and your local affiliate, thank you for teaching the "Effective Leadership"

course.


Page 7-2

Appendix: Table of Contents

Materials for the "Emotional Intelligence" Section • Personality Traits Inventory

• Personality Traits Scoring and Interpretation Sheet

• Emotional Intelligence Quiz

• Scoring Your Emotional Intelligence Quiz

• Emotional Intelligence Quiz Explanation

Materials for the "Feedback and Coaching" Section • Evaluating Feedback Activity

• Coaching Role-Play Scenario

Materials for the Teambuilding Section • How Emotionally Intelligent is Your Team?

• Survey on Team Emotional Intelligence Scoring Sheet

• Wilderness Survival: A Consensus-Seeking Task

• Wilderness Survival Work Sheet

• Wilderness Survival Group Briefing Sheet

• Wilderness Survival Answer Sheet

Materials for the Action Plan and Wrap-up Section • Leadership Action Plan: “Putting The Pieces Together"


Page App-1

Personality Traits Inventory

Indicate the frequency with which each of the following statements pertains

to you by writing the appropriate response number in the corresponding

blank.

Frequency Scale 1 — Never 2 — Infrequently 3 — Sometimes 4 — Often 5—Always

____ 1. I have feelings of guilt and inferiority.

____ 2. I am socially competent.

____ 3. I welcome and look for challenges and variety.

____ 4. I put things together in new or unusual ways.

____ 5. I supervise or command.

____ 6. I enjoy being the center of attention.

____ 7. I show affection for others.

____ 8. I de-emphasize or disregard external authority or control.

____ 9. I punish myself.

____ 10. I question my own worth.

____ 11. I am able to obtain aid, service, assistance, or cooperation from others.

____ 12. I am mentally capable in a variety of areas.

____ 13. I am creative and original.

____ 14. I am competitive.

____ 15. I like to attract notice.

____ 16. I do things for and with others.

____ 17. I emphasize personal choice and freedom.

____ 18. I tend to feel guilty and to express my guilt.

____ 19. I am assertive.

____ 20. I enjoy variety in personal and professional endeavors.

____ 21. I am manipulative.

____ 22. I direct my own life and actions.

____ 23. I see others as rivals rather than potential friends or associates.

____ 24. I treat others with kindness and understanding.

____ 25. I quickly perceive another’s thoughts and the relations between these thoughts.

____ 26. I need to have a sense of belonging.


Page App-2

Personality Traits Inventory: Scoring and Interpretation Sheet

The Personality Traits Inventory consists of 26 statements that are descriptive of various human

characteristics. The respondent is asked to indicate, on a scale of one to five, how frequently each

statement applies to himself or herself. Buried within these statements are eight separate personality

traits. Final scoring results in a measure of the degree to which each trait describes the person in

question.

To determine your scores for the eight traits, write your responses for the appropriate item numbers

in the spaces provided below. Add your responses for each trait and divide by the number provided.

The resulting number is your score for that particular trait. A score of 5 means that the trait is highly

descriptive of you, whereas a score of 1 means that the trait is not at all descriptive of you.

Tendency to Feel Inferior (low sense of self-worth) 1. 9. 10. 18.

TOTAL ______ ÷ 4 = _____

Social Competence (ability to be at ease with, to cooperate with, and to gain cooperation from others) 2. 11. 19.

TOTAL______ ÷ 3 = _____

Preference for Variety (eagerness for new or different endeavors; ability to adjust easily to change) 3. 12. 20.

TOTAL______ ÷ 3 = _____


Page App-3

Creativity (originality in thoughts and actions; ability to rearrange existing things into new patterns) 4. 13.

TOTAL______ ÷ 2 = _____

Desire to Dominate (tendency to compete, to view others as rivals, to manipulate, and to assume control of situations)

5. 14. 21. 23.

TOTAL______ ÷ 4 = _____

Exhibition (desire to attract notice and to be the center of attention)

6. 15.

TOTAL______ ÷ 2 = _____

Affiliation (need to feel a sense of belonging, to do things for and with others, and to be kind)

7. 16. 24. 26.

TOTAL______ ÷ 4 = _____

Autonomy (tendency to direct own life and actions, to exercise personal choice and freedom, and to disregard external authority and control)

8. 17. 22. 25.

TOTAL______ ÷ 4 = ________


Page App-4

Emotional Intelligence Quiz

To help you gain a better understanding of your current EQ, take the ten-

question quiz below.

1. You're on an airplane that suddenly hits extremely bad turbulence and begins rocking

from side to side. What do you do?

A. Continue to read your book or magazine, or watch the movie, trying to pay little attention to

the turbulence.

B. Become vigilant for an emergency, carefully monitoring the stewardesses and reading the

emergency instructions card.

C. A little of both A and B.

D. Not sure - never noticed.

2. You're in a meeting when a colleague takes credit for work that you have done. What

do you do?

A. Immediately and publicly confront the colleague over the ownership of your work.

B. After the meeting, take the colleague aside and tell her that you would appreciate in the

future that she credits you when speaking about your work.

C. Nothing, it's not a good idea to embarrass colleagues in public.

D. After the colleague speaks, publicly thank her for referencing your work and give the group

more specific detail about what you were trying to accomplish.

3. You're a customer service representative and have just gotten an extremely angry

client on the phone. What do you do?

A. Hang-up. It doesn't pay to take abuse from anyone.

B. Listen to the client and rephrase what you gather he is feeling.

C. Explain to the client that he is being unfair, that you are only trying to do your job, and you

would appreciate it if he wouldn't get in the way of this.

D. Tell the client you understand how frustrating this must be for him, and offer a specific thing

you can do to help him get his problem resolved.


Page App-5

Emotional Intelligence Quiz (continued)

4. You are a college student who had hoped to get an A in a course that was important

for your future career aspirations. You have just found out you got a C- on the midterm.

What do you do?

A. Sketch out a specific plan for ways to improve your grade and resolve to follow through.

B. Decide you do not have what it takes to make it in that career.

C. Tell yourself it really doesn't matter how much you do in the course, concentrate instead on

other classes where your grades are higher.

D. Go see the professor and try to talk her into giving you a better grade.

5. You are a manager in an organization that is trying to encourage respect for racial and

ethnic diversity. You overhear someone telling a racist joke. What do you do?

A. Ignore it - the best way to deal with these things is not to react.

B. Call the person into your office and explain that their behavior is inappropriate and is grounds

for disciplinary action if repeated.

C. Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in

your organization.

D. Suggest to the person telling the joke he go through a diversity training program.

6. You are an insurance salesman calling on prospective clients. You have left the last 15

clients empty-handed. What do you do?

A. Call it a day and go home early to miss rush-hour traffic.

B. Try something new in the next call, and keep plugging away.

C. List your strengths and weaknesses to identify what may be undermining your ability to sell.

D. Sharpen up your resume.

7. You are trying to calm down a colleague who has worked herself into a fury because

the driver of another car has cut dangerously close in front of her. What do you do?

A. Tell her to forget about it-she's OK now and it is no big deal.

B. Put on one of her favorite tapes and try to distract her.

C. Join her in criticizing the other driver.

D. Tell her about a time something like this happened to you, and how angry you felt, until you

saw the other driver was on the way to the hospital.


Page App-6

Emotional Intelligence Quiz (continued)

8. A discussion between you and your partner has escalated into a shouting match. You

are both upset and in the heat of the argument, start making personal attacks which

neither of you really mean. What is the best thing to do?

A. Agree to take a 20-minute break before continuing the discussion.

B. Go silent, regardless of what your partner says.

C. Say you are sorry, and ask your partner to apologize too.

D. Stop for a moment, collect your thoughts, then restate your side of the case as precisely as

possible.

9. You've been given the task of managing a team that has been unable to come up with

a creative solution to a work problem. What is the first thing you do?

A. Draw up an agenda, call a meeting, and allot a specific period of time to discuss each item.

B. Organize an off-site meeting aimed specifically at encouraging the team to get to know each

other better.

C. Begin by asking each person individually for ideas about how to solve the problem.

D. Start out with a brainstorming session, encouraging each person to say whatever comes to

mind, no matter how wild.

10. You've recently been assigned a young manager in your team, and have noticed that

he appears to be unable to make the simplest of decisions without seeking advice from

you. What do you do?

A. Accept that he ‘does not have what it takes to succeed around here’ and find others in your

team to take on his tasks.

B. Get an HR manager to talk to him about where he sees his future in the organization.

C. Purposely give him lots of complex decisions to make so that he will become more confident

in the role.

D. Engineer an ongoing series of challenging but manageable experiences for him, and make

yourself available to act as his mentor.


Page App-7

Scoring Your Emotional Intelligence Quiz

Compare the answers you checked on your quiz to the list below. Determine

the number of points associated with the answer you gave and enter this

number in the right hand column of your scoring sheet. Total your points at

the bottom of the page.

1) A = 10 6) A = 0 B = 10 B = 10 C = 10 C = 5 D = 0 ________ points D = 0 ________ points 2) A = 0 7) A = 0 B = 5 B = 0 C = 0 C = 5 D = 10 ________ points D = 10 ________ points 3) A = 0 8) A = 10 B = 5 B = 0 C = 0 C = 0 D = 10 ________ points D = 0 ________ points 4) A = 10 9) A = 0 B = 0 B = 10 C = 5 C = 0 D = 0 ________ points D = 5 ________ points 5) A = 0 10) A = 0 B = 5 B = 5 C = 10 C = 0 D = 5 ________ points D = 10 ________ points ___________ Total Points

What Your Score Means This quiz is designed to measure how well you currently comprehend the concept of emotional

intelligence. 100 points is the highest score and 50 is average.


Page App-8

Emotional Intelligence Quiz Explanation

Expand your knowledge of EQ by reading the explanation behind the choices

presented in the quiz.

1. The Turbulent Airplane:

Anything but D - that answer reflects a lack of awareness of your habitual responses under stress.

Actively acknowledging your stress and finding ways to calm yourself (i.e. engage in a book or read

the emergency card) are healthier responses.

[A] 10 Points - Continue to read your book or magazine, or watch the movie, trying to pay little

attention to the turbulence.

[B] 10 Points - Become vigilant for an emergency, carefully monitoring the stewardesses and

reading the emergency instructions card.

[C] 10 Points - A little of both A and B.

[D] 0 Points - Not sure - never noticed.

2. The Credit-stealing Colleague:

The most emotionally intelligent answer is D. By demonstrating an awareness of workplace dynamics,

and an ability to control your emotional responses, publicly recognizing your own accomplishments in

a non-threatening manner, will disarm your colleague as well as puts you in a better light with your

manager and peers. Public confrontations can be ineffective, are likely to cause your colleague to

become defensive, and may look like poor sportsmanship on your part. Although less threatening,

private confrontations are also less effective in that they will not help your personal reputation.

[A] 0 Points - Immediately and publicly confront the colleague over the ownership of your work.

[B] 5 Points - After the meeting, take the colleague aside and tell her that you would appreciate

in the future that she credits you when speaking about your work.

[C] 0 Points - Nothing, it's not a good idea to embarrass colleagues in public.

[D] 10 Points - After the colleague speaks, publicly thank her for referencing your work and

give the group more specific detail about what you were trying to accomplish.


Page App-9


3. The Angry Client:

The most emotionally intelligent answer is D. Empathizing with the customer will help calm him down

and focusing back on a solution will ultimately help the customer attain his needs. Confronting a

customer or becoming defensive tends to anger the customer even more.

[A] 0 Points - Hang-up. It doesn't pay to take abuse from anyone.

[B] 5 Points - Listen to the client and rephrase what you gather he is feeling.

[C] 0 Points - Explain to the client that he is being unfair, that you are only trying to do your

job, and you would appreciate it if he wouldn't get in the way of this.

[D] 10 Points - Tell the client you understand how frustrating this must be for him, and offer a

specific thing you can do to help him get his problem resolved.

4. The "C" Midterm:

The most emotionally intelligent answer is A. A key indicator of self-motivation, also known as

Achievement motivation, is your ability to form a plan for overcoming obstacles to achieve long-term

goals. While focusing efforts on classes where you have a better opportunity may sometimes be

productive, if the goal was to learn the content of the course to help your long-term career

objectives, you are unlikely to achieve.

[A] 10 Points - Sketch out a specific plan for ways to improve your grade and resolve to follow

through.

[B] 0 Points - Decide you do not have what it takes to make it in that career.

[C] 5 Points - Tell yourself it really doesn't matter how much you do in the course, concentrate

instead on other classes where your grades are higher.

[D] 0 Points - Go see the professor and try to talk her into giving you a better grade.


Page App-10


5. The Racist Joke:

The most emotionally intelligent answer is C. The most effective way to create an atmosphere that

welcomes diversity is to make clear in public that the social norms of your organization do not

tolerate such expressions. Confronting the behavior privately lets the individual know the behavior is

unacceptable, but does not communicate it to the team. Instead of trying to change prejudices (a

much harder task), keep people from acting on them.

[A] 0 Points - Ignore it - the best way to deal with these things is not to react.

[B] 5 Points - Call the person into your office and explain that their behavior is inappropriate

and is grounds for disciplinary action if repeated.

[C] 10 Points - Speak up on the spot, saying that such jokes are inappropriate and will not be

tolerated in your organization.

[D] 5 Points - Suggest to the person telling the joke he go through a diversity training program.

6. The Setback of a Salesman:

The most emotionally intelligent answer is B. Optimism and taking the initiative, both indicators of

emotional intelligence, lead people to see setbacks as challenges they can learn from, and to persist,

trying out new approaches rather than giving up, blaming themselves or getting demoralized.

Although listing your strengths and weaknesses can be a helpful exercise, without actively plugging

away motivation to sell will tend to decrease.

[A] 0 Points - Call it a day and go home early to miss rush-hour traffic.

[B] 10 Points - Try something new in the next call, and keep plugging away.

[C] 5 Points - List your strengths and weaknesses to identify what may be undermining your

ability to sell.

[D] 0 Points - Sharpen up your resume.


Page App-11


7. The Road-rage Colleague:

The most emotionally intelligent answer is D. All research shows that anger and rage seriously affect

one's ability to perform effectively. Daniel Goleman, in his book WWEI, coined the phrase "amygdala

hijacking" to describe the process of losing one's temper in this kind of situation. Your ability to avoid

or control this emotional reaction in yourself and others, is a key indicator of emotional intelligence.

In the road rage scenario, any attempt to calm down your colleague by distracting him away from

the effects of the amygdala hijack will have a positive impact on the situation and his behavior,

particularly if you are able to effectively empathize with him.

[A] 0 Points - Tell her to forget about it-she's OK now and it is no big deal.

[B] 0 Points - Put on one of her favorite tapes and try to distract her.

[C] 5 Points - Join her in criticizing the other driver.

[D] 10 Points - Tell her about a time something like this happened to you, and how angry you

felt, until you saw the other driver was on the way to the hospital.

8. The Shouting Match:

The most emotionally intelligent answer is A. In these circumstances, the most appropriate behavior

is to take a 20-minute break. As the argument has intensified, so have the physiological responses in

your nervous system, to the point at which it will take at least 20 minutes to clear your body of these

emotions of anger and arousal. Any other course of action is likely merely to aggravate an already

tense and uncontrolled situation.

[A] 10 Points - Agree to take a 20-minute break before continuing the discussion.

[B] 0 Points - Go silent, regardless of what your partner says.

[C] 0 Points - Say you are sorry, and ask your partner to apologize too.

[D] 0 Points - Stop for a moment, collect your thoughts, then restate your side of the case as

precisely as possible.


Page App-12

http://www.hayresourcesdirect.haygroup.com/books/wrkemint.htm


9. The Uninspired Team:

The most emotionally intelligent answer is B. As a leader of a group of individuals charged with

developing a creative solution, your success will depend on the climate that you can create in your

project team. Creativity is likely to by stifled by structure and formality; instead, creative groups

perform at their peaks when rapport, harmony and comfort levels are most high. In these

circumstances, people are most likely to make the most positive contributions to the success of the

project.

[A] 0 Points - Draw up an agenda, call a meeting and allot a specific period of time to discuss

each item.

[B] 10 Points - Organize an off-site meeting aimed specifically at encouraging the team to get

to know each other better.

[C] 0 Points - Begin by asking each person individually for ideas about how to solve the

problem.

[D] 5 Points - Start out with a brainstorming session, encouraging each person to say whatever

comes to mind, no matter how wild.

10. The Indecisive Young Manager:

The most emotionally intelligent answer is D. Managing others requires high levels of emotional

intelligence, particularly if you are going to be successful in maximizing the performance of your

team. Often, this means that you need to tailor your approach to meets the specific needs of the

individual, and provide them with support and feedback to help them grow in confidence and

capability.

[A] 0 Points - Accept that he 'does not have what it take to succeed around here' and find

others in your team to take on his tasks.

[B] 5 Points - Get an HR manager to talk to him about where he sees his future in the

organization.

[C] 0 Points - Purposely give him lots of complex decisions to make so that he will become more

confident in the role.

[D] 10 Points - Engineer an ongoing series of challenging but manageable experiences for him,

and make yourself available to act as his mentor.

Compliments of Emotional Intelligence Services © 1999-2005, Hay Acquisition Company 1, Inc., All rights reserved.


Page App-13

Evaluating Feedback Activity

Instructions: Copy the next two pages and cut each piece of feedback into

strips. When it's time for the activity, distribute one feedback strip to each

participant.

Good Job!

Way to go – keep up the good work!

Wow, you’ve really improved.

I was really impressed with the way you handled some of those tough questions! When Joe grilled

you on your numbers, you were calm and confident. You really appeared prepared and on top of

things. Congratulations!

We need to talk. What happened in there?

So, that was a disaster! What do you think you would do differently next time?

WOW! You were phenomenal! I wish I could blow away a management team the way you just did.

That was incredible. Man. Good job! That was great. What’s with you? You trying to steal my job?

Fantastic!

Hey, that went great. Tough audience. Look, before you go up in front of those guys again, let’s you

and me get together and talk through your presentation. Just to make sure you’ve got all your ducks

in a row. Ok?

Next time I don’t think you should wear that suit. You looked kind of sloppy up there.


Page App-14

Evaluating Feedback Activity

I am very disappointed. That’s the last time you’re getting in front of the exec team.

(Blank)

Nice Presentation.

The presentation went fairly well, but you still need to work on your stand-up skills.

You were amazing! This company would never survive without you!

I liked your presentation. What else do you have going on this week?

Your presentation style is just not professional enough. Work on that would you?

Are you sure all your facts were correct in that presentation this morning?

Home run! Slam-dunk! Thumbs up!

Well, at least you finished strong.

It was good. There were just a few things I didn’t understand.

I loved your PowerPoint color scheme – will you email me your slide master?


Page App-15

Coaching Role-Play Scenario

You're the supervisor of a community manager who has worked at one of your properties for two

years. In the last two months, he has had an unusual number of days when he was late coming to

work, or didn’t come at all—without notice.

You're concerned but also do not want it to become a larger issue. As his supervisor, it is your

responsibility to give feedback and coach him on his recent attendance issues.


Page App-16

How Emotionally Intelligent is Your Team?

The first step in developing a more effective team is determining where they

currently are in terms of their emotional intelligence competencies and their

stage of development.

A Survey on Team Emotional Intelligence Provide each team member with a copy of the survey. Individuals should answer each question

based on their own experience with the team.

When all participants have completed their responses, distribute a copy of the Scoring Sheet and a

calculator to each team. The Scoring Sheet allows the team to record the number and percentage of

individuals responding in each category. The team will also determine the percentage of favorable

response score. The percentage of favorable response score indicates the number of responses in the

two highest categories. Ask the team to review the Scoring Sheet examples and respond to any

questions team members have about the scoring process.

The twenty-four questions are organized by the four Team Emotional Intelligence dimensions of

Team Awareness, Team Management, Organizational Awareness, and Organizational Management.

Higher scores within one of those categories would indicate a higher level of development within that

dimension. Lower scores would indicate that the relationship and process requirements of that

dimension have not been fully addressed. A focus on the behaviors of each question may suggest

actions that the team can take to further develop within that dimension.


Page App-17

Instructions:

Consider the activities within your team as you have worked together on assigned tasks in the past. Using the six-point scale below, indicate your level of agreement with each of the behavioral statements. How strongly do you agree or disagree that this particular team achieves the behavior described in each statement? Use the scale below and circle the response that most clearly matches what you believe to be true.

1 2 3 4 5 6

Strongly Disagree Slightly Slightly Agree Strongly

Disagree Disagree Agree Agree

Team Awareness:

1. Team members invest time to get to know one another better. 1 2 3 4 5 6

2. Team members often evaluate team functioning or process. 1 2 3 4 5 6

3. Team members are highly motivated to work towards common goals. 1 2 3 4 5 6

4. Team members share a common purpose. 1 2 3 4 5 6

5. Team members believe they are more successful as a team than as a group of individuals. 1 2 3 4 5 6

6. Team shares responsibility for problem solving. 1 2 3 4 5 6 1 2 3 4 5 6 Strongly Disagree Slightly Slightly Agree Strongly Disagree Disagree Agree Agree

Team Management:

7. Conflict is dealt with openly and worked through. 1 2 3 4 5 6

8. Team members openly share perspectives and discuss differences. 1 2 3 4 5 6

9. Criticism is constructive and not framed as a personal attack. 1 2 3 4 5 6

10. High levels of trust exist among team members. 1 2 3 4 5 6

11. Established ground rules are honored, even during times of stress. 1 2 3 4 5 6

12. Roles and responsibilities are clarified and agreed to by team members. 1 2 3 4 5 6


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1 2 3 4 5 6 Strongly Disagree Slightly Slightly Agree Strongly Disagree Disagree Agree Agree

Organizational Awareness:

13. Team members understand how their efforts help achieve the goals of the organization. 1 2 3 4 5 6

14. Team members understand how their team

effectively interacts with other teams/groups. 1 2 3 4 5 6

15. Team members understand how their team fits within the overall organizational structure. 1 2 3 4 5 6

16. The team understands the needs of internal and external “customers.” 1 2 3 4 5 6

17. Team members are very familiar with the organizational culture and “how to get things done.” 1 2 3 4 5 6

18. Team members have identified those outside the team who can influence the team’s ability to accomplish its goals. 1 2 3 4 5 6

1 2 3 4 5 6 Strongly Disagree Slightly Slightly Agree Strongly Disagree Disagree Agree Agree

Organizational Management:

19. The team effectively coordinates its work with work performed by other teams/groups. 1 2 3 4 5 6

20. Team members understand what other teams/groups do, and their value to organization. 1 2 3 4 5 6

21. Communication between our Team and other teams/groups is open and participative. 1 2 3 4 5 6

22. Our team has established collaborative relationships with the other teams/groups in the organization. 1 2 3 4 5 6

23. Other teams/groups recognize our achievements and see us as being effective. 1 2 3 4 5 6

24.Other teams/groups understand the value we bring to the entire organization. 1 2 3 4 5 6


Page App-19

Team Emotional Intelligence Scoring Sheet

Scoring the Survey on Team Emotional Intelligence requires only a hand-held

calculator. This worksheet may be used to tabulate responses and to report

results to the team members.

Step 1: For each item on the survey, determine the number of people who responded in each of the six response categories. Tally them as shown in the example below.

Step 2: Convert the raw numbers into percentages by dividing the number in each cell by the total number of team members who responded, as shown in the following example.

Step 3: Also calculate the “percent favorable” score. This represents the respondents who circled either agree (5) or strongly agree (6), as shown below.

Step 4: Overall dimension scores – add up the total responses in each column (1-6). Convert the raw numbers into percentages by dividing the number from each column by the total number of responses for all questions. Also calculate the “percent favorable” score. This represents the percentage of responses that were either “agree” (5), or “strongly agree” (6). This overall dimension score can then be placed in the “Overall Dimension Score” box at the end of the scoring sheet.

1 2 3 4 5 6 Strongly Disagree Slightly Slightly Agree Strongly Disagree Disagree Agree Agree Example: Team Awareness 1 2 3 4 5 6 %

Favorable 1. Team members invest time to get to know one another better

0 0 0 0 6 4 100% 60% 40%

2. Team members often evaluate team functioning or process.

1 1 0 4 4 0 40%

10% 10% 40% 40%

3. Team members are highly motivated to work towards common goals.

0 0 0 0 4 6 100% 40% 60%

4. Team members share a common purpose.

0 2 3 2 3 0 30% 20% 30% 20% 30%

5. Team members believe they are more successful as a team than as a group of individuals.

0 0 0 4 6 0 60% 40% 60%

6. Team members share responsibility for problem solving

0 1 1 2 4 2 60% 10% 10% 20% 40% 20%

Total # of responses 1 4 4 12 27 12 65%

% of responses 2% 7% 7% 20% 45% 20%


Page App-20

Survey on Team Emotional Intelligence Scoring Sheet: 1 2 3 4 5 6 Strongly Disagree Slightly Slightly Agree Strongly Disagree Disagree Agree Agree Team Awareness 1 2 3 4 5 6 %

Favorable 1. Team members invest time to get to know one another better

2. Team members often evaluate team functioning or process.

3. Team members are highly motivated to work towards common goals.

4. Team members share a common purpose.

5. Team members believe they are more successful as a team than as a group of individuals.

6. Team members share responsibility for problem solving

Total # of responses % of responses

Team Management 1 2 3 4 5 6 %

Favorable 7. Conflict is dealt with openly and worked through

8. Team members openly share perspectives and discuss differences.

9. Criticism is constructive and not framed as a personal attack.

10. High levels of trust exist among team members

11. Established ground rules are honored, even during times of stress

12. Roles and responsibilities are clarified and agreed to by team members



Page App-21

Survey on Team Emotional Intelligence Scoring Sheet: Organizational Awareness 1 2 3 4 5 6 %

Favorable 13. Team members understand how their efforts help achieve the goals of the organization.

14. Team members understand how their team effectively interacts with other teams/groups

15. Team members understands how their team fits within the overall organizational structure

16. The Team is understands the needs of internal and external “customers”

17. Team members are very familiar with the organizational culture and “how to get things done”

18. Team members have identified those outside the team who can influence the team’s ability to accomplish its goals


Organizational Management 1 2 3 4 5 6 %

Favorable 19. The Team effectively coordinates its work with work performed by other teams/groups

20. Team members understand what other teams/groups do, and their value to the organization.

21. Communication between our Team and other teams/groups is open and participative

22. Our Team has established collaborative relationships with the other teams/groups in the organization

23. Other teams/groups recognize our achievements and see us as being effective.

24. Other teams/groups understand the value we bring to the entire organization



Page App-22

Overall Dimension Scores

Team Emotional Intelligence Dimension % Favorable Team Awareness Team Management Organizational Awareness Organizational Management

Based on the results of this assessment, and what you know about your team, what stage of Team

Development do you think your team is in?

1. Forming ____________

2. Storming ____________

3. Norming ____________

4. Performing ____________

The survey should start to give you an idea of what areas you need to focus on to create an

emotionally intelligent team.


Page App-23

Wilderness Survival: A Consensus-Seeking Task

Goals:

• To teach effective consensus-seeking behaviors in task groups

• To explore the concept of synergy as it relates to outcomes of group decision making

Group Size:

Five to 12 participants. Several small groups may be directed simultaneously in the same room.

(Synergistic outcomes are more likely to be achieved by smaller subgroups, i.e., 5-7 participants.)

Time Required:

Approximately one hour

Materials Needed:

• A copy of the Wilderness Survival Work Sheet for each participant

• A copy of the Wilderness Survival Group Briefing Sheet for each participant

• A copy of the Wilderness Survival Answer Sheet for each participant

• A pencil for each participant

• Newsprint and felt-tipped markers

Process:

1. The facilitator briefly introduces the activity by explaining its purpose, outline, and origin.

2. The facilitator distributes copies of the Wilderness Survival Worksheet. The participants take ten

minutes to complete the work sheet individually.

3. The facilitator breaks the large group into several small groups. Copies of the Wilderness Survival

Group Briefing Sheet are distributed to all participants.

4. Participants read the briefing sheet silently, then the facilitator briefly discusses its contents.

5. For approximately 20 to 30 minutes, each small group works on the consensus-seeking task.


Page App-24

Wilderness Survival: A Consensus-Seeking Task

Process (continued):

6. When all groups have completed the task, the entire group reassembles, with the members of

each subgroup seated together.

7. The statistics for all small groups are posted on a chart such as the following:

Outcome Small Group 1 Small Group 2 Small Group 3

Range of Individual Scores

Average of Individual

Scores

Score for Group

Consensus

8. The facilitator asks the group to briefly discuss their consensus-seeking process and outcomes.

The focus should be on behaviors that help or hinder productivity.

9. Each participant receives a copy of the Wilderness Survival Answer and Rationale Sheet. The

facilitator announces (and posts) the “correct” answers, and each participant scores his or her

own work sheet. A volunteer in each subgroup scores the subgroup’s solution and computes the

average for the individual scores within the subgroup.

10. The facilitator leads a total-group discussion of the process and outcomes; he or she may

include discussions of leadership, compromise, decision-making strategies, psychological climate,

roles, and applications of the techniques learned.


Page App-25

Wilderness Survival Worksheet

Here are twelve questions concerning personal survival in a wilderness situation. Your first task is

individually to select the best of the three alternatives given under each item. Try to imagine yourself

in the situation depicted. Assume that you are alone and have a minimum of equipment, except

where specified. The season is fall. The days are warm and dry, but the nights are cold.

After you have completed this task individually, you will again consider each question as a member of

a small group. Your small group will have the task of deciding, by consensus, the best alternative for

each question. Do not change your individual answers, even if you change your mind in the small

group discussion. Both the individual and small group solutions will later be compared with the

“correct” answers provided by a group of naturalists who conduct classes in woodland survival.

Your Answer Your Group’s Answer

1. You have strayed from your party in trackless timber. You

have no special signaling equipment. The best way to attempt

to contact your friends is to:

A. Call “help” loudly but in a low register.

B. Yell or scream as loud as you can.

C. Whistle loudly and shrilly.

2. You are in “snake country.” Your best action to avoid

snakes is to:

A. Make a lot of noise with your feet.

B. Walk softly and quietly.

C. Travel at night.


Page App-26



3. You are hungry and lost in wild country. The best rule for

determining which plants are safe to eat (those you do not

recognize) is to:

A. Try anything you see the birds eat.

B. Eat anything except plants with bright red berries.

C. Put a bit of the plant on your lower lip for five minutes;

if it seems all right, try a little.

4. The day becomes dry and hot. You have a full canteen of

water (about one liter) with you. You should:

A. Ration it—about a cupful a day.

B. Not drink until you stop for the night, then drink what

you think you need.

C. Drink as much as you think you need when you need

it.

5. Your water is gone; you become very thirsty. You finally

come to a dried-up watercourse. Your best chance of finding

water is to:

A. Dig anywhere in the stream bed.

B. Dig up plant and tree roots near the bank.

C. Dig in the stream bed at the outside of a bend.


Page App-27



6. You decide to walk out of the wild country by following a

series of ravines where a water supply is available. Night is

coming on. The best place to make camp is:

A. Next to the water supply in the ravine.

B. High on a ridge.

C. Midway up the slope

7. Your flashlight glows dimly as you are about to make your

way back to your campsite after a brief foraging trip. Darkness

comes quickly in the woods and the surroundings seem

unfamiliar. You should:

A. Head back at once, keeping the light on, hoping the

light will glow enough for you to make out landmarks.

B. Put the batteries under your armpits to warm them,

and then replace them in the flashlight.

C. Shine your light for a few seconds, try to get the scene

in mind, move out in the darkness, and repeat the

process.

8. An early snow confines you to your small tent. You doze

with your small stove going. There is danger if the flame is:

A. Yellow.

B. Blue.

C. Red.


Page App-28



9. You must ford a river that has a strong current, large rocks,

and some white water. After carefully selecting your crossing

spot, you should:

A. Leave your boots and pack on.

B. Take your boots and pack off.

C. Take off your pack, but leave your boots on.

10. In waist-deep water with a strong current, when crossing

the stream, you should face:

A. Upstream.

B. Across the stream.

C. Downstream.

11. You find yourself rimrocked; your only route is up. The

way is mossy, slippery rock. You should try it:

A. Barefoot.

B. With boots on.

C. In stocking feet.

12. Unarmed and unsuspecting, you surprise a large bear

prowling around your campsite. As the bear rears up about ten

meters from you, you should:

A. Run.

B. Climb the nearest tree.

C. Freeze, but be ready to back away slowly.

Total Number of Correct Responses (Calculate when answer sheet distributed)


Page App-29

Wilderness Survival Group Briefing Sheet

You have just completed an individual solution to Wilderness Survival: A Consensus-Seeking Task.

Now your small group will decide on a group solution to the same dilemmas. Remember, decision by

consensus is difficult to attain, and not every decision may meet with everyone’s unqualified

approval. There should be, however, a general feeling of support from all members before a group

decision is made. Take the time you need to listen for understanding, consider all members’ views,

make your own view known, and be reasonable in arriving at a group decision.


Page App-30

Wilderness Survival Answer Sheet

Here are the recommended courses of action for each of the situations on the Wilderness Survival

Work Sheet. These answers come from the comprehensive course on woodland survival taught by

the Interpretive Service, Monroe County (New York) Parks Department. These responses are

considered to be the best rules of thumb for most situations; specific situations, however, might

require other courses of action.

1. (A) Call “Help” loudly but in a low register. Low tones carry farther, especially in dense

woodland. There is a much better chance of being heard if you call loudly but in a low key.

“Help” is a good word to use, because it alerts your companions to your plight. Yelling or

screaming would not only be less effective, but might be passed off as a bird call by your friends

far away.

2. (A) Make a lot of noise w ith your feet. Snakes do not like people and will usually do

everything they can to get out of your way. Unless you surprise or corner a snake, there is a

good chance that you will not even see one, let alone come into contact with it. Some snakes do

feed at night, and walking softly may bring you right on top of a snake.

3. (C) Put a bit of the plant on your lower lip for five minutes; if it seems all right, try a little.

The best approach, of course, is to eat only those plants that you recognize as safe. But when

you are in doubt and very hungry, you may use the lip test. If the plant is poisonous, you will get

a very unpleasant sensation on your lip. Red berries alone do not tell you much about the plant’s

edibility (unless, of course, you recognize the plant by the berries), and birds just do not have

the same digestive systems we do.

4. (C) Drink as much as you think you need w hen you need it. The danger here is

dehydration, and once the process starts, your liter of water will not do much to reverse it.

Saving or rationing will not help, especially if you are lying unconscious somewhere from

sunstroke or dehydration. So use the water as you need it, and be aware of your need to find a

water source as soon as possible.

5. (C) Dig in the stream bed at the outside of a bend. This is the part of the river or stream

that flows the fastest, is less silted, deepest, and the last part to go dry.

6. (C) M idway up the slope. A sudden rainstorm might turn the ravine into a raging torrent. This

has happened to many campers and hikers before they had a chance to escape. The ridgeline, on

the other hand, increases your exposure to rain, wind, and lightning, should a storm break. The

best location is on the slope.


Page App-31

Wilderness Survival Answer Sheet

7. (B) Put the batteries under your armpits to warm them, and then replace them in the

flashlight. Flashlight batteries lose much of their power, and weak batteries run down faster, in

the cold. Warming the batteries, especially if they are already weak, will restore them for a while.

You would normally avoid night travel, of course, unless you were in open country where you

could use the stars for navigation. There are just too many obstacles (logs, branches, uneven

ground, and so on) that might injure you—and a broken leg, injured eye, or twisted ankle would

not help your plight right now. Once the sun sets, darkness falls quickly in wooded areas; it

would usually be best to stay at your campsite.

8. (A) Yellow . A yellow flame indicates incomplete combustion and a strong possibility of carbon

monoxide build-up. Each year many campers are killed by carbon monoxide poisoning as they

sleep or doze in tents, cabins, or other enclosed spaces.

9. (A) Leave your boots and pack on. Errors in fording rivers are a major cause of fatal

accidents. Sharp rocks or uneven footing demand that you keep your boots on. If your pack is

fairly well balanced, wearing it will provide you the most stability in the swift current. A

waterproof, zippered backpack will usually float, even when loaded with normal camping gear; if

you step off into a hole or deep spot, the pack could become a lifesaver.

10. (B) Across the stream. Errors in facing the wrong way in fording a stream are the cause of

many drownings. Facing upstream is the worst alternative; the current could push you back and

your pack would provide the unbalance to pull you over. You have the best stability facing across

the stream, keeping your eye on the exit point on the opposite bank.

11. (C) In stocking feet. Here you can pick your route to some degree, and you can feel where

you are stepping. Normal hiking boots become slippery, and going barefooted offers your feet no

protection at all.

12. (C) Freeze, but be ready to back away slow ly. Sudden movement will probably startle the

bear a lot more than your presence. If the bear is seeking some of your food, do not argue; let

the bear forage and be gone. Otherwise, back very slowly toward some refuge (trees, rock

outcrop, etc.).


Page App-32

Leadership Action Plan

You now know:

1. You need to improve your emotional intelligence if you want to be a better leader.

2. What some of your emotional intelligence strengths and areas of opportunity are.

3. Some tools you can use to improve your emotional intelligence.

Now, you can put it all together and develop an action plan for improving your emotional intelligence-

-and your leadership skills.

My Development Goals

Issue Goals/Objectives

Emotional Intelligence

Engagement and Motivation

Feedback and Coaching

Teambuilding


Page App-33

My Action Plan

Goals/Objectives Action Steps Timeline/Date


Page App-34

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