Leadership Communication 4th Edition

Barrett Solutions Manual

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Chapter 08 - Emotional Intelligence and Interpersonal Skills for Leaders

Chapter 8 – Emotional Intelligence and Interpersonal Skills for Leaders

Teaching Notes
In this chapter, the students will learn to do the following:

• Value emotional intelligence.

• Measure and increase emotional intelligence.

• Recognize the role of personality in emotional intelligence.

• Display emotional intelligence through interpersonal skills.

• Realize importance and improve nonverbal and listening skills.

Often students resist what they think of as the “softer” skills discussed in this chapter;
therefore, it is important that the students have a chance to complete applications that call
on experiential learning to ensure they reflect on their own emotional intelligence and can
apply the concepts introduced in the chapter. The applications in this chapter are designed
to provide experience in understanding, developing, and demonstrating emotional
intelligence.

Instructors will probably want to begin the class discussion by going through the
PowerPoint slides that accompany this chapter, emphasizing the definitions of emotional
intelligence and discussing the connection of emotional intelligence, personality, and
leadership communication. The slide called “Leadership Styles and Emotional
Intelligence” should open up an interesting discussion, particularly if the instructor calls
on the students to supply examples from their own experiences and from reading about
leaders who exemplify the different leadership styles. For example, most will be familiar
with the Martin Luther King and Steve Jobs and will see them as leaders with visionary
styles. Students also will be able to draw on Obama’s first presidential campaign
platform, his use of transformational change as a central message, and his visionary
leadership style.

The instructor will also want to spend some time on the importance for leaders to know
something about their own personalities and those of the people they manage. This
chapter introduces the Myers-Briggs Type Indicator (MBTI), which works very well to
help students understand their own personalities and emotional intelligence.

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Chapter 08 - Emotional Intelligence and Interpersonal Skills for Leaders

If the instructor is certified to administer the MBTI, or if not, can call on a campus
counseling center to do to, the exercises used to help understand type characteristics work
very well in class. In a 90-minute class, the students should be able to complete at least an
exercise for each letter (thus four exercises). Some of the exercises that seem to work
particularly well are the following:

1. For S/N – Describing an object (an apple works well) or developing instructions on
how to get from campus to a well-known location
2. For T/F – Describing what to say to a team member who has to be fired from a team
for lack of contribution
3. E/I – Describing the perfect way to spend a weekend or planning a party
4. J/P – Planning a spring break trip

These exercises tie to Application 8.1. For other MBTI exercises, refer to Otto Kroeger’s
support materials

Another new exercise from the Center for Applications of Psychological Type
(www.capt.org) that works well for short introductions to type is “Who Do You Want On
Your Team” by Barbara Plasker.

Application 8.1: Gaining Insight into Your Personality

The application is intended to point out the personality differences students will
encounter; thus, the in-class group sessions to compare the results are crucial. It may be
used as a substitute for the regular MBTI exercises mentioned above if the instructor does
not have access to the MBTI or does not wish to take the time needed in class to give it.

The instructor will want to give the individual completion of the assignment as homework
or allow time in class for the students to work alone. Then, break them into groups of four
to five and ask them to compare their responses. The first four items showcase one aspect
of their personality, S/N, E/I, T/F, J/P, and the fifth one shows Keirsey’s temperaments:
NF, NT, SJ, and SP.

1. Provide instructions to a complete stranger on your campus on how to get from the
building in which you are currently sitting to the closest Starbucks or other
coffeehouse (no Google maps allowed).

Exercise 1 reveals Sensing/iNtuition characteristics. Those students who omit names

of streets and less detail tend to be S personalities and those with all street names and
lots of detail are the N’s.

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Chapter 08 - Emotional Intelligence and Interpersonal Skills for Leaders

2. Describe your ideal weekend in a list of activities or non-activities.

Exercise 2 reveals Introvert-Extravert tendencies.

3. Pretend a friend has asked you to help him or her plan a spring break trip. Outline that
trip. You have one week and $2,000.

Exercise 3 reveals Judging/Perceiving tendencies.

4. Pretend you are part of a project team at work and you have a team member who is not
contributing in any way. You decide to kick this person off the team. Jot down what
you would do and say.

Exercise 4 reveals Thinking/Feeling characteristics. This one also makes a great role
play to do in class.

5. Brainstorm a list of words or actions that bring out the best in you and then select the
three you see as the most important. Now do the same for those words and actions that
bring out the worst.

Exercise 5 brings out the characteristics of the different temperaments.

Having the students complete the MBTI and devoting a class period or two to exercises to
bring out the differences will, of course, provide more insight into the students’
personalities, but the above exercises will work well to call out some of the major
differences and will lead to lively class discussions.

Application 8.2: Measuring and Improving Your Emotional Intelligence

This exercise encourages the reflection needed to improve emotional intelligence. Before
responding to the prompts, students should complete the EI portion of the self-assessment,
which is included in the accompanying Appendix A Excel spread sheet as a separate Sheet
2 for your convenience in case you would like to pull it out and have the students
complete it separately from the complete assessment in Appendix A.

The instructor may want to ask the students simply to think about each of these prompts or
have them write out a response and then collect them. If the instructor is having the
students keep journals in the class, these prompts will work well there.

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Chapter 08 - Emotional Intelligence and Interpersonal Skills for Leaders

Application 8.3: Improving Listening Habits

This application helps students focus on listening skills and feedback. The instructor may
also wish to discuss the pros and cons of “one-way” vs. “two-way” conversations, since
many listeners say that the restriction placed on interrupting the speaker prohibits their
asking clarifying questions. However, most students report that the restriction on
interruptions provides some new insights into their own listening habits.

The application also offers the opportunity to discuss the differences between observing
behaviors, which are specific actions taken by an individual, vs. traits or characteristics
one might assume about someone given their behavior. It is important for students to
recognize the difference between the observations they make about the speaker’s actions
and behaviors vs. the generalizations they are making about the person’s character based
on those observations. This activity can set the stage for later discussions about giving
negative feedback to employees, a situation in which it is generally best to rely on
feedback about specific behaviors rather than make generalizations about an employee’s
character. (For example, “you have been late to work ten times in the last month;” vs.
“you don’t seem to care about getting to work on time.”)

Approaches to Teaching

This application works best in teams of three, although you can use two-member teams if
needed. If using three member teams, start with about 20 minutes for the application
(each of the three “rounds” takes about 6 minutes: two for the speaker, two minutes for
observer to comment, and two for the listener to make comments) and add 10 to 15
minutes longer for in-class debriefing. Instructors may want to circulate around the room
observing the application so that they can offer insights during the debriefing time.

The instructor may choose to offer the following reminders to the students (or, raise these
issues during debrief):

• Speakers should begin with a brief comment that sets the context for their story about
their event or accomplishment.

• Listeners should practice “active” or “level 1” listening.

• The listener’s body language should indicate that he or she is really listening
(including good eye contact, nodding, etc.)

• Observers may want to summarize what they heard to find out if they share the same
perspective as the listener; observers may comment on the style of the speaker, the
listener, or both.

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Chapter 08 - Emotional Intelligence and Interpersonal Skills for Leaders

• All three participants may spend a few minutes at the end of the application discussing
their key “take-aways” and how they might adapt their interpersonal communication
style as a result.

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