Advanced Communication & Emotional Intelligence

Editor's Notes

• #2: ----- Meeting Notes (24/10/14 09:40) ----- This session is also called ADVANCED COMMUNICATION SKILLS
• #4: Interview each other. Present the other person
• #13: Show this while groups discuss in the pairs the diffrecnt potential types of intell
• #14: Gardiner: Factual through Physical (Harvard Multiple Intelligences Analytical (IQ tests: Stanford University) Inter/Intra (EQ) Goleman Spiritual (SQ)
• #21: LISA FELDMAN BARNETT Interoception is contemporarily defined as the sense of the internal state of the body.[1] It encompasses the brain's process of integrating signals relayed from the body into specific subregions—like the brainstem, thalamus, insula, somatosensory, and anterior cingulate cortex—allowing for a nuanced representation of the physiological state of the body.[2][3]This is important for maintaining homeostatic conditions[4] in the body and, potentially, aiding in self-awareness.[5]
• #22: Unpleasant Pleasant Arousal Calm
• #23: Pre-emotional hijack stage In the pre emotional hijack stage, the bio-chemicals such as adrenaline are just beginning to kick in. There is still some 'wriggle room' to use stress management techniques and listen to the signals coming from your body in order to manage the angry response more effectively. At this stage self-awareness is critical because this is what enables the student to understand what their body is saying to them. If they pick these messages up they will be able to buy themselves time to keep the biochemical soup from becoming too concentrated. At this point they can use counting to 10, asking someone else for help, visualizing, humor and other methods that break the cycle. A complication at this stage is that the strategies they will have been using to try to deal with their other emotions will be coming under strain. For example: denial of particular feelings; acting-out behaviour which provokes responses in other people and creates so much furor that the original emotional stimulus can be ignored; oppositional defiance, which is a trademark of some young people, who find a way to deal with their feelings of impotence and uncertainty by opposing everything you say, do or stand for as a way to try to deal with what their feeling. These are not very effective strategies, although in the absence of concrete emotional competencies they are better than nothing! The emotion of the current situation will be activating these feelings too and so the size of the emotional hijack can be very much greater than the situation seems to call for. Teaching emotional competency as a standard part of the teaching day will gradually help students develop new ways to cope with the multitude of feelings they experience and make the pre emotional hijack stage less fraught after a while. Post-emotional hijack stage In the post-emotional hijack stage when the brain has become flooded with emotional charges, it is important to take at least 20 minutes to calm down before starting on any negotiation, reparation or other conflict management techniques. At this point, the important skills are active listening and empathy, after that comes conflict resolution.
• #28: Follow my Lead Follow the group (Blindman’s Bluff) Trust Fall, Wind in the Willow
• #29: Based on the work of Robert Cialdini (Persuasion) https://www.youtube.com/watch?v=cFdCzN7RYbw Reciprocity: favours Authority: I’m an expert Consensus: Social proof that If someone else likes it, so will you Scarcity: available for a limited time Liking: relationships with person or the products Commitment & Consistency: do what you will promise and continually deliver
• #30: https://www.youtube.com/watch?v=cFdCzN7RYbw
• #32: Internal/External: Do we get our direction from within ourselves (internal) or from outside sources (external)? Who is our authority? Big/Little: Do you prefer to get the big picture or the details? This pattern relates to the size of the information chunks we are happy dealing with. Global people get bored with details whereas a specific person gets frustrated with overviews and summaries.
• #33: Same/Different. When looking at people/concepts/products do they look at how they are similar to other things/people they know or at how different they are. For some jobs we are trained to look for the mismatch – what doesn’t fit/belong here. When aiming to persuade you can focus your messages on their preference – is what you are proposing similar to what they already have or different to what they currently have or are experiencing. Task/Relationship: A relationship orientation focuses on people and their feelings. The task is secondary to the relationship building. The task orientation focuses on the actual project and can often be abrupt with the people working with them. People tend to think of this as an either/or whereas one of the tasks needs to be relationship building.
• #34: Principle of Moments, Pivots
• #35: Deborah Frances Tannen (born June 7, 1945)is an Amercian academic and professor od linguistics at Georgetwon University in Washington D.C. She has been MacGraw Distinguished Lecturer at Princeton University and was a fellow at the Center for Advanced Study in the Behavioral Sciences following a term in residence at the Institute for Advanced Study in Princeton, NJ. Book source: Talking 9-5 Brief on Flipchart: Status (Typically Male) KEY DRIVER: How are we different? Develop outdoors, in groups to establish rankings Bodies directed away from others Low/no eye contact (considered a status challenge of threat) Versus Connection (Typically Female) KEY DRIVER: How are we the same? Develop indoors to develop bonds based on similarities with one or two friends Bodies directed towards people High/much eye contact (considered friendly and connecting)
• #36: Cards1-10 Cocktail Party Buss Stop (with rain) shelter with limited seats Toolbox (is it an explosive device (n words)
• #37: Amy Cuddy
• #38: Amy Cuddy
• #40: Own Scenarios
• #43: ----- Meeting Notes (24/10/14 09:40) ----- This session is also called ADVANCED COMMUNICATION SKILLS