Recent Changes

Feedback Comments on Presentation and what we need to improve for next time:
Limit time speaking
better prep
note cards

TalentSmart, Inc. (2009). Emotional intelligence appraisal. Test Completed: March 21, 2011,
www.talentsmart.com/eiqb2/welcome

Terra exemplifies what Steve and Rita have come to know as the mother hen within our group. She organizes our time up to the hour, if needed, and she plays the primary role in delegating our segments. Further, her graphics capability ensures that our final product is well-organized, portioned, and catches the eye. She knows that if our team presents last, we can leave a lasting impression on the instructor and receive compliments from our classmates, who eventually honed in on our intentional scheduling. Terra’s adept capability with presentations could have been utilized more fully earlier on in the program. Although we desire to be a functional, astute, and emotionally equipped team, we have fostered a cutthroat sense that now views other cohort teams as competition. Bettering this competition, we believe, will serve us well after graduation as we look to see what business challenges can be offset through an increased sense of emotional well-being and emotional intelligence.
References
Bradberry, T.T., & Greaves,
Computers in Learning in Tertiary Education, Kennedy, G., & Australasian Society for Computers in Learning in Tertiary Education. (2001). Meeting at the crossroads: Proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiarty Education (ASCILITE) : 9-12 December 2001. Melbourne: Biomedical Multimedia Unit, the University of Melbourne.
Druskat, V. U., & Wolff, S. B. (January 01, 2001). Building the emotional intelligence of groups. Harvard Business Review, 79(3), 80-90.
Goffee, R., & Jones, G. (September/October, 2000). Why should anyone be led by you? Harvard Business Review, 78(5), 62-70, 198.
Goleman, D. (2004, January). What makes a leader? Harvard Business Review, 82(1), 1-9.
Katzenbach, J. R., & Smith, D. K. (1993). The Discipline of teams. Harvard Business Review, 71(2), 162-171.
Nahavandi, A. (2009). The Art and Science of Leadership. 5e. Upper Saddle River, NJ: Pearson
TalentSmart, Inc. (2009). Emotional intelligence appraisal. Test Completed: March 21, 2011,
www.talentsmart.com/eiqb2/welcome

Rita likely would have had her life-changing personal issues known immediately and then she would have had the opportunity of culling the different types feedback from Terra and Steve. Rita had been gunning for a better job or a promotion at Discover Card, but neither Terra or Steve knew her well enough to inquire what roles would provide her with satisfaction. Also, Terra and Steve had just come off dealing with a very unstable classmate who ultimately dropped from the program. This young woman was an emotional wreck and told far too many tales of abusive relationships. She contributed little, and Terra and Steve (along with another colleague who dropped out for surgery and recovery) wasted time and energy handling her inconsistent and poor work ethic. Had we known Rita was a diligent worker, eager to trump other teams, we would have embraced her warmly and immediately.
Terra exemplifies what Steve and Rita have come to know as the mother hen within our group. She organizes our time up to the hour, if needed, and she plays the primary role in delegating our segments. Further, her graphics capability ensures that our final product is well-organized, portioned, and catches the eye. She knows that if our team presents last, we can leave a lasting impression on the instructor and receive compliments from our classmates, who eventually honed in on our intentional scheduling. Terra’s adept capability with presentations could have been utilized more fully earlier on in the program. Although we desire to be a functional, astute, and emotionally equipped team, we have fostered a cutthroat sense that now views other cohort teams as competition. Bettering this competition, we believe, will serve us well after graduation as we look to see what business challenges can be offset through an increased sense of emotional well-being and emotional intelligence.
References
Bradberry, T. & Greaves, J. (2009). Emotional Intelligence 2.0. San Diego, CA: Talent Smart.
Computers in Learning in Tertiary Education, Kennedy, G., & Australasian Society for Computers in Learning in Tertiary Education. (2001). Meeting at the crossroads: Proceedings of the 18th Annual Conference of the Australasian Society for Computers in Learning in Tertiarty Education (ASCILITE) : 9-12 December 2001. Melbourne: Biomedical Multimedia Unit, the University of Melbourne.
Goffee, R., & Jones, G. (September/October, 2000). Why should anyone be led by you? Harvard Business Review, 78(5), 62-70, 198.
Katzenbach, J. R., & Smith, D. K. (1993). The Discipline of teams. Harvard Business Review, 71(2), 162-171.
Nahavandi, A. (2009). The Art and Science of Leadership. 5e. Upper Saddle River, NJ: Pearson
Education Inc.
TalentSmart, Inc. (2009). Emotional intelligence appraisal. Test Completed: March 21, 2011,
www.talentsmart.com/eiqb2/welcome

Reasonably Attainable—These actions are fairly easily performed, and we have our journal articles, our textbooks, and the opportunity to renew our EQ codes to regularly monitor and compare our new scores. This retesting continually factors EI into our ongoing group understanding, and we would eventually expect any new members that join us to test their EI; or we may first want to see their EI scores to see whether we could help mentor them into improving weak areas.
Relevant – In keeping our interactions healthy, we need to recognize that although we strive to have an emotionally healthy group, it is all right, even appropriate, that our emotions flare up and surface. Revealing even positive outbursts may make us look seem giddy, but willingly accepting those displays will allow us to “strengthen the team’s ability to face challenges,” notes Druskat and Wolff (2001).
IQ 2.0 (2009)(Bradberry & Greaves, 2009) text and
Instead we could purchase the Emotional Intelligence Appraisal consultant edition. This $50 package is only $10 higher than the personal (“Me”) edition, and it lets the test administrators see the scores before the test taker. Therefore, if one team member merited or requested honest feedback, he or she could work with teammates to see how his or her current EQ scores rate. The advantage in this process is that the other two members first learn the scores and therefore could willingly withhold them from the participant. The team subsequently could work with this member in ways to challenge him or her to strive for improvement, noting which behaviors are exhibited. The blind test would be administered once more, and upon its conclusion, the administrators would inform the taker of changes between the two. Our goal is to see improvement in the lowest indicator, and our team could use these two, new scores to gauge whether the intervention subsequent to the first retesting resulted in an area of improvement after the second retesting.
Reflection: Development Differences For Successful LEAD Project Team, Starting Over

The idea of emotional intelligence concept began in the 1990s. The basic idea was that EQ was as important, if not more important than IQ to the success of an organization, company, and/or group (Druskat and Wolff, 2001). Our challenge as a team was to evaluate, compare, and contrast our EQs in the following preestablished skill areas: (a) self-awareness; (b) self-management; (c) social awareness; and (d) relationship management (Bradberry & Greaves, 2009). Our unnamed team has, during the past year, produced some of the most detailed papers and projects within our cohort, all done without bickering or in-fighting. We are certain that our ability to rein in our emotions in order to focus on an impressive end-product has given us a discernable advantage in this second half of our graduate school coursework.
Key Differences in EI Results
areas of compentency.competency. Our team’s
Key Similarities in EI Results
Our team shared similarities in the social competence portion of the EQ results. Social competence is defined by TalentSmart as the “ability to understand other peoples moods, behavior, and motives in order to improve the quality of your relationships” (Bradberry & Greaves, 2009, p. 24). The following scoring information is derived from Appendix I, Table 1.1, Table 1.2, and Table 1.3. Our individual scores are as follows: (a) Rita – 84; and (b) Terra – 79.5; and (c) Steve – 70.5. Terra’s score in the very high 70s is comparable to Rita’s mid-80s score in that they both are strengths to build on. Steve’s score can be compared to Terra’s because they both fall into the 70s decade; these scores serve as a good starting point to develop as areas of major EQ improvement. It is worth noting that these scores do not necessarily mean that team members will share the same temperament and personality traits. Rather Bradberry and Greaves (2009) want their readers to understand that with consciousness effort, students can help one another raise noticeably low scores into ones reflective of empathetic emotional control.
Team Belief in Key Differences
York state academiansacademicians (graduate school previous generations.
Terra is high energy and extremely driven. She has an innate need to help others and loves the feeling of accomplishment no matter how big or small the task. Terra also is a social butterfly. She enjoys being the center of attention and loves to captivate large and small crowds with incredible tales of mischief. One of the downfalls of Terra’s high energy, extroverted personality is that it can often cause her anxiety. Terra’s recognizes that her ideal occupation and/or field of study would be low-stress and foster creativity and innovation.
Although we may see ourselves as neither strongly introverted nor extroverted, we do recognize our strong social skills, which translates to our group’s high Relationship Management EQ skills. Further, we have come to recognize that a strong team “must incorporate ‘invisible’ skills such as caring for one another,… friendliness, and offering team members support when needed” (“Computers In Learning,” 2001, p. 370).

Our three-person team had quite a bit of variation within our areas of compentency. Our team’s most striking difference is in the area of personal competence. Personal competence is “your ability to stay aware of your emotions and manage your behavior and tendencies” (Bradberry & Greaves, 2009, p. 23). Our individual, averaged personal competency scores are as follows: (a) Steve – 58; (b) Rita – 65.5; and (c) Terra – 77.5. Because these scores fall into different decades, TalentSmart, (Bradberry and Greaves’ firm) recommends actions for each person to take for individual improvement. Steve’s average score of 58 indicates a concern he must address. For example, the following actions are recommended for him when emotionally stressed: (a) breathe right; (b) accept that change is around the corner; and (c) take control of his self-talk. Rita’s average score of 65.5, places her in the category where there are some aspects that she needs to address, and resolving those issues likely will not come naturally for her. TalentSmart recommends that Rita try the following: (a) visit my personal values; (b) observe the ripple effects from her emotions; and (c) watch herself like a hawk. Terra’s average score of 77.5 indicates that with a little improvement she could make personal competence a strength. TalentSmart recommendations include: (a) count to ten; (b) put a mental recharge into her schedule; and (c) focus her attention on her freedoms, rather than her limitations (Bradberry & Greaves, 2009).
Key Similarities in EI Results
(2009) want studentstheir readers to understand
Team Belief in Key Differences
EQ-specialist, Forrest Gump (use images).Gump. Steve has on high IQ;IQ: He still recalls Americans and academiespatrician, New York state academians (graduate school achievement are realbest measures of intelligence. Once oneSteve finds his with it.
Rita
Rita identifies with academics. Neither mother,mother nor father better herself, enable others around herher, and be previous generations.
Terra
Terra is high task. Terra also is a to captivate crowds large and small crowds with incredible extroverted personality itis that it anxiety. Terra’s recognizes that her ideal occupation
Although we may see ourselves as neither strongly introverted nor extroverted, we do recognize our strong social skills, which translates to our group’s high Relationship Management EQ skills. Further, we have come to recognize that a strong team “must incorporate ‘invisible’ skills such as caring for one another,… friendliness, and offering team members support when needed” (“Computers In Learning,” 2001, p. 370).
Impact of Differences and Similarities on Team Performance - LEAD Program
The three of us build on the three conditions that Druskat and Wolff (2001) found that are essential to a group’s effectiveness: trust among members; sense of group identity; sense of group efficacy. We understand our low areas (self-awareness) and we understand that they may prevent us from admitting individual delays or any indication of failure during the planning process (Goleman, 2004). The meanings of the following scores were derived from Appendix II, Table 2.1.
his task. Because self-management builds upon his second weakest area, self-awareness, Steve must recognize that the tying in of first reading his current emotion (awareness) and then quickly determining how to respond to it (management).
Terra’s social awareness score of 80 means she has the ability to gauge the surrounding social mood and circumstances. According to her EQ summary, Terra’s “ability to accurately pick up on emotions in other people and get what is really going on. This often means understanding what other people are thinking and feeling, even if (she doesn’t) feel the same way” (TalentSmart, Inc., 2009, pg. 3). This is a trait she uses in determining the team task delegation. Terra should use her EQ results build on this trait and expand her social awareness to fit almost any situation.
Our team members share the ability (or audacity) of freely speaking to the instructor, especially Steve and Terra. Each will just blurt out statements to the professor due to their front-row proximity. Rita likely is the most extraverted in our group, and she prides herself on taking on challenges, either in finding and promoting touch-point articles or challenging another team’s member in how best meets the syllabus’s requirements. Other groups, which we sometimes view as competition, are well served when they heed Rita’s advice. When they do not, students find themselves skimping on mandatory papers and unprepared for the difficulty levels of the final exams.

Addressing the syllabus topics for our group paper
Greaves, 2009).
KeyOur unnamed team has, during the past year, produced some of the most detailed papers and projects within our cohort, all done without bickering or in-fighting. We are certain that our ability to rein in our emotions in order to focus on an impressive end-product has given us a discernable advantage in this second half of our graduate school coursework.
Key Differences in EI Results
Our three-person team had quite a bit of variation within our areas of compentency. Our team’s most striking difference is in the area of personal competence. Personal competence is “your ability to stay aware of your emotions and manage your behavior and tendencies” (Bradberry & Greaves, 2009, p. 23). Our individual, averaged personal competency scores are as follows: (a) Steve – 58; (b) Rita – 65.5; and (c) Terra – 77.5. Because these scores fall into different decades, TalentSmart, (Bradberry and Greaves’ firm) recommends actions for each person to take for individual improvement. Steve’s average score of 58 indicates a concern he must address. For example, the following actions are recommended for him when emotionally stressed: (a) breathe right; (b) accept that change is around the corner; and (c) take control of his self-talk. Rita’s average score of 65.5, places her in the category where there are some aspects that she needs to address, and resolving those issues likely will not come naturally for her. TalentSmart recommends that Rita try the following: (a) visit my personal values; (b) observe the ripple effects from her emotions; and (c) watch herself like a hawk. Terra’s average score of 77.5 indicates that with a little improvement she could make personal competence a strength. TalentSmart recommendations include: (a) count to ten; (b) put a mental recharge into her schedule; and (c) focus her attention on her freedoms, rather than her limitations (Bradberry & Greaves, 2009).
Key Similarities in EI Results
Our team shared similarities in the social competence portion of the EQ results. Social competence is defined by TalentSmart as the “ability to understand other peoples moods, behavior, and motives in order to improve the quality of your relationships” (Bradberry & Greaves, 2009, p. 24). The following scoring information is derived from Appendix I, Table 1.1, Table 1.2, and Table 1.3. Our individual scores are as follows: (a) Rita – 84; and (b) Terra – 79.5; and (c) Steve – 70.5. Terra’s score in the very high 70s is comparable to Rita’s mid-80s score in that they both are strengths to build on. Steve’s score can be compared to Terra’s because they both fall into the 70s decade; these scores serve as a good starting point to develop as areas of major EQ improvement. It is worth noting that these scores do not necessarily mean that team members will share the same temperament and personality traits. Rather Bradberry and Greaves (2009) want students to understand that with consciousness effort, students can help one another raise noticeably low scores into ones reflective of empathetic emotional control.
Key Differences
Our
Our team believes with it.
Rita identifies with others and is extremely empathetic. She spends her time trying to encourage others with positive reinforcement. She engages easily in conversations with others, no matter the setting. She is constantly trying to improve herself and others in any manner possible. She comes from a dysfunctional family, with little educational background, and lack of encouragement to pursue academics. Neither mother, nor father has even a high school diploma. Therefore, Rita strives to better herself, others around her and be a constant positive example to her daughter not to accept the status quo of previous generations.
Terra is high energy and extremely driven. She has an innate need to help others and loves the feeling of accomplishment no matter how big or small the task. Terra is a social butterfly. She enjoys being the center of attention and loves to captivate crowds large and small with incredible tales of mischief. One of the downfalls of Terra’s high energy, extroverted personality it that it can often cause her anxiety. Terra’s ideal occupation and/or field of study would be low-stress and foster creativity and innovation.
EQ skills. Further, we have come to recognize that a strong team “must incorporate ‘invisible’ skills such as caring for one another,… friendliness, and offering team members support when needed” (“Computers In Learning,” 2001, p. 370).
Impact of Differences and Similarities on Team Performance - LEAD Program
The three of us build on the three conditions that Druskat and Wolff (2001) found that are essential to a group’s effectiveness: trust among members; sense of group identity; sense of group efficacy. We understand our low areas (self-awareness) and we understand that they may prevent us from admitting individual delays or any indication of failure during the planning process (Goleman, 2004). The meanings of the following scores were derived from Appendix II, Table 2.1.
Action Plan Improvement in Team Performance
It would help us better in quickly revealing our weaknesses, an important part of determining who becomes a real leader among us (Goffee & Jones, 2000). We now recognize that EQ proves twice as important as IQ and technical skills at all levels (Goleman, 2004). Also, our Self-Management scores average the lowest (Steve and Terra have them as lowest). This means that if we were in competitive situations (perhaps for grades) with other students we likely would need to improve our self-regulating skills so we can remain competitive. As Goleman (2004) notes, “Many of the bad things that happen in companies are a function of impulsive behavior.”
real team. Because we have taken on a requisite empathetic approach to one another (largely from providing personal revelations), we acknowledge “the diversity of personalities and are accepting of the diversity of people and the impact culture can have” (“Computers In Learning,” 2001, p. 369).
However, we 1993, p. 164)164).
SMART actions to consider:
to schedule extra work and family interactions around a and Smith (1993)(1993, p. 166) note, “Creative our project.
Measurable—We should compare
Measurable—A step that our team has yet to take is comparing all our within Nahavandi’s text.(2009) textbook. These measurementsassessments, which we individually took during our class, include the exercises in the Nahavandi text(2009) to envision optimal organization. These exercises willComparing our exercises’ results would help us personality traits inand then let us predict how we would project them weak areas.
Relevant – In keeping our interactions healthy, we need to recognize that although we strive to have an emotionally healthy group, it is all right, even appropriate, that our emotions flare up and surface. Revealing even positive outbursts may make us look seem giddy, but willingly accepting those displays will allow us to “strengthen the team’s ability to face challenges,” notes Druskat and Wolff (2001).
Timely – To keep our team functioning smoothly, especially since poring over the Emotional IQ 2.0 (2009) text and the test results, our members would need to invest in ongoing EQ testing and monitor the results. We have discovered that for $10, one can order just the test code and receive two additional EQ tests. It is likely that the TalentSmart group also would offer updates to the current EQ certification level materials. We see that the company also offers a “Brains” game and series of videos; however, at $995 per item package, that kit would be passed on.
Reflection: Development Differences For Successful LEAD Project Team, Starting Over
The first night of graduate school was intimidating for all class members, even though some, like Steve, had already completed a Master’s program. Our cohort learned that one enrollee who attended the orientation had likely exited the program; she dropped out for certain by week two. Further, our instructor referred to the class as graduate school boot-camp; his opinion was that if you do not do well in this introductory class, you likely will not succeed in the MSM program. The first night was an expectation-filled evening of sizing up who might be the primary competition for top grades, should our course grading be on a curve. The class was tense, and even a communication exercise with a paired classmate was an awkward exercise in breaking the ice and gleaning a few of-interest facts from a stranger. Getting past that initial unfamiliarity with one another and with Ohio Dominican’s expectations would have been a true godsend for our small team.
Smith, 2005). It is worth noting that Luca and Tarricone’s 2001 study reveals a “compelling relationship between students’ emotional intelligence and their ability to work effectively within a team” (“Computers In Learning,” 2001, p. 375). Good emotional intelligence skills reinforce collaboration skills needed to keep a team focused on developing a pre-determined product, be it a team paper or a functional application (“Computers In Learning,” 2001, p. 375).
Also, our team would also understand that not everyone will develop leadership skills, but what is crucial to our ongoing success is strengthening our teamwork. Without good self-knowledge, authenticity, and a desire to lead, an executive likely will fail when taking on an identifiable leadership role. Steve, for instance, acknowledges his inattentiveness to in-depth self-knowledge, (preferring data/facts familiarity), and he readily admits that his desire is not to lead but rather to manage. This understanding, combined with a willingness to improve upon his class-lowest personal competence scores, provides him with an understanding of incorporating restraint in his one-on-one interpersonal interactions.
Rita likely would have had her life-changing personal issues known immediately and then she would have had the opportunity of culling the different types feedback from Terra and Steve. Rita had been gunning for a better job or a promotion at Discover Card, but neither Terra or Steve knew her well enough to inquire what roles would provide her with satisfaction. Also, Terra and Steve had just come off dealing with a very unstable classmate who ultimately dropped from the program. This young woman was an emotional wreck and told far too many tales of abusive relationships. She contributed little, and Terra and Steve (along with another colleague who dropped out for surgery and recovery) wasted time and energy handling her inconsistent and poor work ethic. Had we known Rita was a diligent worker, eager to trump other teams, we would have embraced her warmly and immediately.