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FACILITATOR GUIDE

TRACOM Sneak PeekExcerpts from

Facilitation with the Behavioral EQ® Concepts Guide

SEP 2017

Facilitator Guide

© The TRACOM Corporation, All Rights Reserved.

PAGETABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Session Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

What is Emotional Intelligence? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Behavioral EQ Model™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Emotional Intelligence – Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Behavioral Intelligence – Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Emotional Intelligence – Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Behavioral Intelligence – Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Session Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2 ½-Hour Session and Four-Hour Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

The Self-Perception Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

The Behavioral EQ Concepts Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

The Behavioral EQ Development Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Resource Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Preparation for the Self-Perception Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Additional Facilitator Preparation Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Suggested Session Timing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Timing for the 2 ½-Hour Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Timing for the Four-Hour Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Understanding and Using Your Behavioral EQ: Four-Hour Session . . . . . . . . . . . . . . . . . . . . . .14

Section I: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Section II: The Behavioral EQ Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Section III: Closing Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Additional Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91

Facilitator Guide

© The TRACOM Corporation, All Rights Reserved.1

IntroductionSESSION OVERVIEW

The Behavioral EQ Model™ is easy to understand and provides an effective framework and specific techniques for helping people improve their interpersonal skills.

This guide provides you, the session facilitator, with the necessary information for conducting either a basic or expanded session using the Behavioral EQ Concepts Guide and the accompanying Behavioral EQ Self-Perception Questionnaire.

To orient you to Behavioral EQ, this guide begins with an overview of the Behavioral EQ Model. Next, it provides a strategy for successfully conducting both a basic and an expanded version of the session. It suggests instructional options depending on the amount of time set aside for training. Finally, the guide includes important facts about the Behavioral EQ Model to prepare you for many of the questions typically asked by participants.

This guide organizes instructions and activities in a way to give you the maximum flexibility in delivering the program elements. It is up to you to decide what level of understanding and skill development are necessary for your participants and to adjust the presentation accordingly.

WHAT IS EMOTIONAL INTELLIGENCE?

Emotional intelligence (EQ) has become a popular and meaningful strategy for helping people improve their self-insight and understanding of others. Its influence has been strengthening steadily since the 1990s. EQ was born out of a renewed emphasis on the importance of emotions and the influence emotions have on people. Early researchers defined EQ as “the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and others” (Mayer, Salovey, & Caruso, 2000).

10© The TRACOM Corporation, All Rights Reserved.

[SESSION MATERIALS]PREPARATION FOR THE SELF-PERCEPTION SESSION

In addition to the basic plan for conducting a Behavioral EQ session, this guide provides supplemental information about Behavioral EQ you can share with your participants, as well as exercises you can add to the basic workshop framework to enrich the learning experience. The exercise descriptions include detailed instructions for conducting each activity, along with suggested times for each.

To prepare to lead a Behavioral EQ Session, we recommend the following:

■■ Read the Behavioral EQ Concepts Guide. To reduce redundancy, this Facilitator Guide does not repeat most of the conceptual information presented in the Concepts Guide. Therefore, reading the Concepts Guide will help you become grounded in the information provided to participants.

■■ Review and/or complete the Behavioral EQ Self-Perception Questionnaire. The questionnaire is the core of the session, providing a basis by which the participants rate themselves on Behavioral EQ skills and create an action plan for further developing their skills. If your participants are completing the PAPER questionnaire, you should complete the paper questionnaire also and read the corresponding interpretation section in the Concepts Guide. If your participants are completing the ONLINE questionnaire, please contact TRACOM so that you can take the online survey as well and receive a Profile Report with corresponding interpretations.

■■ Carefully read the Facilitator Guide and review the corresponding PowerPoint deck in the Resource Tools.

■■ Read the Additional Resources section of this Administration Kit for more information to become well informed on the subject of Behavioral EQ.

■■ Review the Suggested Session Timing sections for the 2 ½-hour and 4-hour sessions.

■■ Study and rehearse the detailed facilitation instructions following the Suggested Timing table until you feel you can deliver a smooth, effective session.


Suggested Session TimingTIMING FOR THE 2 1/2-HOUR SESSION

SEGMENT TIME

ACTIVITYACCUMULATIVE

TIME

Section I: Introduction

0:02 Welcome 0:02

0:03 Housekeeping Tips, Agenda and Rules of Engagement 0:05

0:10 Introductions 0:15

0:15 The Behavioral EQ Self-Perception Questionnaire 0:30

0:05 Session Objectives 0:35

Section II: The Behavioral EQ Model

0:05 Introduction to Emotional Intelligence (EQ) 0:40

0:05 Emotions, Behavior, and the Brain 0:45

0:05 Behavior: The Key Component Definitions 0:50

0:05 Importance of Behavioral EQ 0:55

0:30 The Behavioral EQ Model 1:25

0:20 Scoring and Interpreting Your Behavioral EQ Self-Perception Questionnaire

1:45

0:05 How Accurate is Self-Perception? 1:50

0:25 How to Improve Your Behavioral EQ

Behavioral EQ Development Process

What to Work On: Awareness or Behaviors

Your Action Plan

How to Get Input on Your Behavioral EQ

2:15

Section III: Closing Activities

:15 Summary

Questions and Answers

2:30

Session Feedback

Remember: You can add exercises from the Additional Exercise section beginning on page 91 or delete exercises included in the four-hour recommended version to meet the needs of your participants.

Facilitator Guide


TIMING FOR THE FOUR-HOUR SESSION

SEGMENT TIME

ACTIVITYACCUMULATIVE

TIME

Section I: Introduction

0:02 Welcome 0:02

0:03 Housekeeping Tips, Agenda and Rules of Engagement 0:05

0:10 Introductions 0:15

0:15 The Behavioral EQ Self-Perception Questionnaire 0:30

0:05 Session Objectives 0:35

Section II: The Behavioral EQ Model

0:05 Introduction to Emotional Intelligence (EQ) 0:40

0:05 Emotions, Behavior, and the Brain 0:45

0:05 Behavior: The Key Component Definitions 0:50

0:10 How Emotions Affect Behavior 1:00

0:05 Importance of Behavioral EQ 1:05

0:30 The Behavioral EQ Model 1:35

0:10 BREAK 1:45

0:15 People with High and Low Behavioral EQ: Small Groups 2:00

0:10 Behavioral EQ Self Awareness 2:10

0:20 Scoring and Interpreting Your Behavioral EQ Self-Perception

Questionnaire

2:30

0:05 How Accurate is Self-Perception? 2:35

0:10 The Importance of Behavioral EQ: Small Groups 2:45

0:10 How to Improve Your Behavioral EQ

Behavioral EQ Development Process

What to Work On: Awareness or Behaviors

2:55

0:10 Your Action Plan 3:05

0:05 How to Get Input on Your Behavioral EQ 3:10

0:05 Common Behavioral EQ Challenges: Large Group 3:15

0:15 Emotional Response Patterns 3:30

0:15 Building Relationships 3:45

Section III: Closing Activities

0:15 Summary

Questions and Answers

4:00

Session Feedback

[UNDERSTANDING AND USING YOUR BEHAVIORAL EQ: FOUR-HOUR SESSION]


Visual #1 Visual #2

Facilitator Guide


Use the Behavioral EQ Concepts Guide as your reference during the session that follows.

SECTION I: INTRODUCTION

Welcome

WELCOME participants and introduce yourself as the facilitator including your background with Behavioral EQ if desired.

SAY Welcome to and congratulations for enrolling in this workshop on emotional and behavioral intelligence also known as Behavioral EQ. I believe that the concepts you’ll learn in this workshop can make a big difference in both your personal and professional life.

This session provides an introduction to the fundamental concepts of Behavioral EQ. You’ll also review an interpretation of your Behavioral EQ self-perception survey to help you become aware of your own skills and areas where you wish to improve.

Introduction

SAY Let’s get started with some introductory information.

VISUAL #1 1 MIN

VISUAL #2 1 MIN

Understanding and Using Your Behavioral EQ: Four-Hour Session



Visual #9 Visual #10

Visual #11

Concepts Guide


Emotional intelligence (EQ) has become a popular and meaningful strategy for helping people improve their self-insight and understanding of others. Its influence has been strengthening steadily since the 1990s. EQ was born out of a renewed emphasis on the importance of emotions and the influence emotions have on people.

Emotional intelligence is focused on how effectively people work with others. The skills associated with emotional intelligence are different from those associated with technical skills and cognitive intelligence (IQ).

THINK ABOUT IT

• What are some technical skills important for your profession or organization?

• What do you think cognitive intelligence or IQ means?

Introduction

BEQ Concepts Guide Page 1

Facilitator Guide


SECTION II: THE BEHAVIORAL EQ MODEL

The Behavioral EQ Model

EXPLAIN that now you are going to introduce the Behavioral EQ Model and how participants can use it to improve their own Behavioral EQ.

ASK participants to turn to page 1 in the Behavioral EQ Concepts Guide to follow along.

Introduction to Emotional Intelligence (EQ)

EXPLAIN the points about EQ on this slide. (See the Behavioral EQ Concepts Guide for a full explanation.)

Think About It

ASK participants for examples of technical skills that are important for their profession or organization. Examples can include any skill involved in performing the technical aspects of a job such as piloting a plane, operating a cash register, manufacturing a product, driving a truck, completing reports and paperwork, etc.

ASK participants what they think cognitive intelligence or IQ means. Answer: IQ stands for intelligence quotient. It is a score derived from a standardized test designed to assess intelligence – how “smart” a person is.

VISUAL #9 1 MIN

VISUAL #10 1 MIN

VISUAL #11 3 MIN



Visual #19 Visual #20

BEQ Concepts Guide Pages 4-5


The Importance of Behavioral EQ

Multiple studies have shown that emotional and behavioral intelligence skills often account for the difference between star performers and average performers, particularly in leadership positions.3 Research has shown the importance of Behavioral EQ across cultures and in a variety of industries and occupations such as sales and management. These skills are directly linked to critical business measures and individual success, comparable with traditional measures such as intelligence (IQ) and education. This does not mean that IQ, education, and technical skills are not important but IQ and various job-specific skills are often only entry-level requirements, particularly in leadership and management positions. The further along you progress in a career, the more important Behavioral EQ skills become.

Whether or not you have a formal leadership position, you work with others and sometimes take on influential or leadership roles. Think of people you know who are highly effective. What qualities do they have that help them? Are they aware of themselves and the impact they have on others? Do they make an effort to understand others’ perspectives, and act on this awareness? Qualities such as conscientiousness, optimism, and the ability to build solid relationships are independent of technical skills. These are some of the aspects of Behavioral EQ, and they can be learned and developed.

Knowing others is intelligence; knowing yourself is true wisdom.

Mastering others is strength; mastering yourself is true power…

- Laoze in Tao Te Ching

[INTRODUCTION] Concepts Guide


Now that we’ve reviewed the background on Behavioral EQ and why it is important, let’s look at exactly what it is.

The Behavioral EQ Model is best understood by examining the distinctions between emotional intelligence and behavioral intelligence. Your emotions are what you feel and experience inside your brain. They are not visible to others, though they are often expressed behaviorally. Your understanding and awareness of what others are experiencing and feeling is processed internally as well. You can gain insight into others, but then you will need to express that insight in an outward, behavioral way.

Let’s start with the emotional and behavioral aspects of the model, related to Self. Then we’ll explore those parts of the model related to others.

The Behavioral EQ Model™

Facilitator Guide


The Importance of Behavioral EQ

ASK participants to turn to page 4 in the Concepts Guide to follow along.

EXPLAIN the points related to the importance of Behavioral EQ.

The Behavioral EQ Model

ASK participants to turn to page 5 in the Concepts Guide to follow along.

EXPLAIN the following points about the overall Model:

■■ It considers both emotional and behavioral intelligence – emphasize that this is what makes the TRACOM Model unique.

■■ Emotional Intelligence is what you feel and experience inside your brain. Your emotions are not visible to others.

■■ Behavioral intelligence concerns how you express your insights about emotions in an outward, behavioral way.

■■ Emotional Intelligence and Behavioral Intelligence each have two dimensions: Self and Others.

■■ The skills within the Self dimension relate to the insights you understand and are aware of about yourself and how you express them.

■■ The skills within the Others dimension relate to the insights you have about others and how you express them.

VISUAL #19 5 MIN

VISUAL #20 3 MIN

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