Module 2: EI, Empathy, and Stress Worksheet 

 Due Nov 1, 2020 at 11:59pm

 Points 20

 Questions 3

 Time Limit None

Instructions
PLEASE FOLLOW THESE INSTRUCTIONS CAREFULLY!!!!

Individual scores on the worksheets will vary based on the extent to which you follow
these instructions and develop thorough, thoughtful, well-written responses to each of
the worksheet prompts.

Tips for doing well on worksheets:

Prior to clicking into a worksheet, be sure you have carefully reviewed all of the content
referenced on the Learning Materials page for each module.

Length and depth of responses:  You may be wondering “how long should my
responses be for each of the worksheet prompts?”   You’ll find some of the worksheet
prompts ask you for specific data (your results on a specific survey or instrument, for
example).  In these cases, just the data is fine.  However, each of the worksheets will
also have prompts that ask you more open-ended questions – designed for thoughtful
elaboration and making connections between what you are learning and your own life. 
These types of questions require thoughtful writing and more in-depth responses if you
are hoping to earn full credit on the worksheet.  In responding to these types of
prompts, remember my rule of thumb, “More is better in terms of thoughtful engagement
and writing.”   That said, you might also keep the “Goldilocks Rule” in mind for each of
your responses – which is not too long, not too short but “just right.”  That means
answering the questions succinctly (not rambling) but thoroughly (that is, with sufficient
content to demonstrate thoughtful engagement of the material).  Generally, that means
two to three well-constructed paragraphs per prompt / sub-prompt for the open-ended
types of prompts.

Connecting with the course learning materials:  I want to point out one other important
consideration with respect to doing well (and scoring well) on the worksheets.  Be sure
to CONNECT WITH (and informally reference) applicable content from the module’s
learning materials.  Making connections to the learning materials is one way that I can
determine the extent to which you have read and processed the weekly learning
materials.  It's your responsibility to read / view actively, make connections between
what you're thinking about with respect to the worksheet prompts and the learning
materials, and then illustrate those connections within your responses to applicable
worksheet prompts.  All other things being equal, this is what will separate the "A"
scores from the "B" scores - I'm looking for the connections you're making!  You might
take a moment to refer to the reading (from Module One Learning Materials) on active
reading techniques.  Developing the habit of reading actively (and keeping a learning log
of some sort) will help you make these connections explicit.  You may be amazed at
how much more you remember by following these simple steps.

Written communication skills: Finally, I expect your worksheet responses to be well-

written and thoughtfully composed, free of spelling and grammar errors.  

IMPORTANT SUCCESS TIP!  You will find that on the applicable Canvas pages
preceding each worksheet, I will provide you with the specific prompts that you will be
answering on the upcoming worksheet.  You should compose your responses to the
worksheet prompts offline (in Word, for example), and then when you enter the
worksheet, all you will need to do is "copy and paste" your previously composed
responses into the text box associated with each prompt, and then submit the
worksheet.   The worksheets are set to "single attempt" which means you cannot return
to the worksheet to make revisions - so please use this strategy!

For this particular  worksheet, all three questions are open-ended  questions, each
deserving of a well thought out response. Generally, that means two to three well-
constructed paragraphs (about 150 words on average) per prompt, following the
guidelines set forth above.

This particular worksheet is a good one to practice CONNECTING with (and informally
referencing) the learning materials in the course.  This is a critical skill in learning
effectively - I'll be looking for your connections to the material referenced carefully in
your responses here!

 Correct answers are hidden.

Score for this survey: 20 out of 20
Submitted Nov 1, 2020 at 5:49pm
This attempt took 4 minutes.
 
Question 1
Emotional Intelligence Instruments

Reflect on what you learned about the concept of emotional intelligence based on what
you read in your textbook and online.  Based on your results with the EI tools, what would
you consider to be your strengths and weaknesses with respect to emotional
intelligence?  Discuss the concept with a loved one, friend, or trusted colleague.  What
are their perceptions with respect to your self-appraisal?
Your Answer:

After reading chapter 7.5, I took a lot of time reflecting on my emotions and specifically
my own emotional intelligence. I asked myself questions like “Why is it so difficult to
understand my own emotions?” and “Why is it so difficult to gain awareness of my own
emotions yet I can understand others’ emotions almost always clearly?”. I had come to
the conclusion that maybe my personal emotional intelligence within myself needs
some clarity. Chapter 7.5 states that emotional intelligence is “how people can
understand each other more completely by becoming more aware of their own and
others’ emotions” (Bauer and Erdogan 2018). After further reading and using the EI
tools, I realized that one of my strengths regarding EI is my ability to help and support
others manage their own emotions. This was one of the four building blocks in chapter
7.5 called “Relationship management” that helps people develop higher EI. Another
strength I realized I had with EI was my ability to understand people’s facial
expressions. On the body language quiz, I was able to detect 17/20 of the facial
expressions which also allowed me to think that my EI on social awareness is also one
of my strengths. Social awareness is when one can understand how others feel and I do
this by observing how people are physically carrying themselves (Bauer and Erdogan
2018). One of my weaknesses regarding EI is how I direct my emotions. I am someone
who will push my positive and negative emotions to the back until there are too many
emotions to hold. Chapter 7.4 explained how “both positive and negative emotions can
be contagious” which is why I need to allow myself to feel each individual emotion
rather than all at once so that I can direct them in the appropriate direction (Bauer and
Erdogan 2018). After speaking with my trusted colleague about my self-appraisal, she
would agree with how I characterized myself regarding EI. Her perceptions were that I
need to bring more awareness of my own emotions before trying to understand
everyone else’s emotions. She also suggested I start asking myself “How do others feel
about me when I don’t feel my emotions?” which I thought was a perfect question to ask
myself daily to increase my EI.

Talya Bauer and Berrin Erdogan. Organizational Behavior: Bridging Science and Practice.
FlatWorld, 2018
 
Question 2
Radical Experiment in Empathy

What did you think of the "Radical Experiment in Empathy"  video? Were you able to “step
outside of your thoughts and behavioral patterns” and reserve a part of your mental
capacity to “listen” to and monitor your internal reactions as a means of gaining a deeper
insight into the nature of yourself?  What’s your perspective on this notion of “self-
awareness” in the present moment as a tool to learn more about yourself?  Was this
“radical experiment” an effective one in terms of helping you understand the concept of
empathy?

Make some connections between the “Radical Experiment in Empathy” TED Talk and the
ideas you have been reading and learning about this week.  Be sure to describe your
connections carefully and use in-text cites as applicable.
Your Answer:

After watching the “Radical Experiment in Empathy” video, I thought to myself “wow,
everyone needs to watch this. Everyone needs to try and feel the emotions that this
video can create”. When Sam Richards said “take yourself out of your shoes, put
yourself in the shoes of another person”, I thought about how many people there are in
the world and if every single person were to do this, even in the smallest situations, I
believe everyone would have more empathy. When I was listening to Sam, I was able to
monitor my internal reactions specifically by flipping the role of the context. For
example, when the picture of the two gentlemen were caught by the military, I felt a
feeling of a relief that those men couldn’t kill someone’s loved one. Once I started
feeling that “relief”, I realized that Sam is right. These men may be just defending their
country so that their loved ones aren’t hurt. Self-awareness “exists when you are able to
accurately perceive, evaluate, and display appropriate emotions” (Bauer and Erdogan
2018). Self-awareness is something that I struggle with but my perspective on using this
tool in the present moment is something that I think is extremely valuable as it will allow
me to feel not only my own emotions but others around me.

According to Kendra Cherry, “Empathy is the ability to emotionally understand what

other people feel, see things from their point of view, and imagine yourself in their place”
(Cherry 2020) After watching the “Radical Experiment in Empathy” I felt that it was very
effective in helping me understand the concept of empathy more. Using sensitive topics
like the ones Sam shared on oil or the wars in other countries I believe puts a
perspective of understanding no matter how big the situation is. Sam also made a good
perspective in the video of “you are allowed to hate”. If you use empathy and self-
awareness in different situations than I believe Sam is right, you are allowed to hate but
empathy and self-awareness need to be in the picture of the situation.  

Cherry, Kendra. “Why Empathy Is Important.” Verywell Mind, 2 May

2020, www.verywellmind.com/what-is-empathy-2795562Links to an external site..

Talya Bauer and Berrin Erdogan. Organizational Behavior: Bridging Science and Practice.
FlatWorld, 2018
 
Question 3
Stress: Portrait of a Killer

  Contrast your textbook’s discussion of stress with National Geographic’s documentary

“Stress: Portrait of a Killer.”  What, specifically, was most interesting to you with respect
to the film?  What kinds of connections can you make between stress, personality, and
human behavior in the workplace? (Be explicit) 

Provide a couple of examples of specific stressful situations from your life – as well as
your own stress-related behaviors in those instances.

What  stress management approaches work best for you?  Based on what you learned
here, what might be some additional strategies you might employ to reduce your stress?
Your Answer:

After reading chapter 7 and watching the “Stress Portrait of a Killer” documentary, it
really got me thinking about how I have witnessed stressed influencing my body
physically and mentally. Stress can be defined as “the body’s reaction to a change that
requires a physical, mental, or emotional adjustment or response (Bauer and Erdogan
2018). Chapter 7 also explains how “different stressors have different effects on our
well-being” and although that is true, I never realized the extreme amounts it can have
on your body (Bauer and Erdogan 2018). What I found most interesting with respect to
the film was the findings in the Macaque monkeys and in the rats. The findings showed
that in the Macaque monkey, the subordinate arteries had more damage and were
smaller in diameter from stress then from the dominate monkey. I also found it
interesting that stress can shrink the size of brain cells. That is shown in the study on
the rats where the brain cells shrank drastically specifically in the hippocampus where
learning and memories are controlled.
Eight weeks ago, I took an assistant store manager position, a job that I have never
really done before. When I accepted this position, I was told that the team was not in a
good place, standards and accountability were not being met, and they were very
understaffed. This brought me a lot of stress especially because I am a student and we
are in the middle of a pandemic. My first day with my team, I felt my body having an
environmental demand response where I felt that there were many things that needed to
be fixed within a small period. According to my situation I was experiencing “role
overload”. Role overload is “having insufficient time, resources to complete one’s job,
and a decrease in employees” (Bauer and Erdogan 2018). During this time, I could feel
that my mind was out of alignment because my personality and my behaviors were not
showing who I was as a person. Stress not only can affect us physically (arteries and
brain cells) but also our personality and human behavior. “Depression and anxiety are
two psychological outcomes of unchecked stress” and when one is experiencing those
outcomes, one’s personality and behavior is affected(Bauer and Erdogan 2018). When
someone comes to work with anxiety, they have a higher chance to be resistant to their
work. When someone comes to work depressed, their behavior is not going to be
optimal for the workplace environment. Some stress management approaches that I
have taken since my new position is finding my work-life balance and knowing when my
workday is over. Another way I manage stress is by utilizing my resources at work
weather that’s leaning on my peers or taking a personal day once a month. A stress
management approach I am now going to start taking is the approach from the Ted
Talk “How to Make Stress you Friend”. When I start to feel stressed, I’m going to tell ask
myself “how am I thinking about this stressor and can I think about it in a positive way?”
There are many influential factors from this assignment, but the main one was that the
goal is to have the right stress.

Talya Bauer and Berrin Erdogan. Organizational Behavior: Bridging Science and Practice.
FlatWorld, 2018
Survey Score: 20 out of 20
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