Emotional and Social

Competencies
Session 2
Service Culture
Introduction

• discusses emotional competence as being crucial to the

development of Personal Leadership and Competence.

• discusses self-awareness and self-regulation as aspects of

emotional competence which is the foundation for leadership
realization.

• discusses the aspect of social competence as necessary to

building the values of leadership and competence to meet the
demands and requirements for successful intra and
interpersonal relations.
Objectives

•Explain the importance of

emotional competence
through self-awareness and
regulation and discuss how
their practice helps
demonstrate a capacity for
leadership
Objectives

• Analyze situations in
which self-awareness and
regulation play a
significant role in
leadership

• Practice social skills to

further develop
leadership capacity
Self-Awareness and Regulation

IN the Modern Workplace:

Technical skills NOW take second place to an

employee’s ability to learn on the job.

Communication skills, adaptability, creativity,

responsiveness, personal management,
motivation, “contributorship”, social skills, and
leadership potentials are NOW specifically
identified as desirable traits.
Emotional and Social Intelligence (EI) Competence Framework
consists of the following components:

•Emotional Competence (self-oriented) – self-awareness,

self-regulation/management, self-motivation

•Social Competence (other oriented) – empathy, social

awareness, social skills, relationship management
 Self Others

Level of
Awareness

Level of Action
Self-Awareness

Foundations of Management Skills

• Self-awareness

• What is awareness? Self-awareness?

Awareness is about having (or showing) a
realization, perception or knowledge of a
concept, situation, circumstance, or person.
Mindfulness is one such activity involving self-awareness. It is the
psychological process of bringing one's attention to his or her
internal and external experiences processed or occurring in the
present moment,
 
Mindfulness can be practiced by sitting with eyes closed, seating
comfortably or preferably cross-legged on a cushion, or on a chair,
with the back straight with arms and hands in a relaxed position on
the lap, poised as in meditation. Attention is initially put on the
movement of the abdomen while breathing in and out or on the
awareness of the breath as it goes in and out of the nostrils. 
Self-Awareness

Self-awareness allows us to recognize our

place and role in the world, and to express
thoughts and behaviors based on them.
Self-Awareness

Are YOU self-aware?

1. ___ (A) Do you listen to others during a

conversation?
___ (B) Or do you tend to do a lot of talking?

2. ___ (A) Do you ask others how they feel about

situations?
___ (B) Or do you make assumptions based on
your own feelings?
Self-Awareness

Are YOU self-aware?

3. ___ (A) Do you think about how your actions

affect others?
___ (B) Or are you confident that others are
“fine with how you handle situations”?
4. ___ (A) Are you aware of other people’s social
cues?
___ (B) Or do you mostly focus on your own?
Self-Awareness

Are YOU self-aware?

5. ___ (A) Can you admit when you are wrong,

and have apologized when you are?
___ (B) Or do you tend to think that things
are wrong or go bad because of others?
Theories of Self-Awareness

Developmental Theory (Jean Piaget, 1896-1980)

• Has the assumption that a child’s thinking
changes at the precise onset of particular
developmental stages
• Focus is on the processes of
• Assimilation
• Accommodation
Theories of Self-Awareness

Developmental Theory (Jean Piaget, 1896-1980)

• States that growing up influences a child’s
capacity to understand the world; children
cannot do particular tasks until they are
psychologically mature enough to do so
• Inaccurate
Theories of Self-Awareness

Cognitive Development (Andreas Demetriou, 1950-)

• Offered a combination of empirical evidence from
Piaget’s theory and aspects of psychometrics and
cognitive theory
• Functional Levels of Organization
• Core processes
• Mental operations
• Knowledge and beliefs
Theories of Self-Awareness

Cognitive Development (Andreas Demetriou, 1950-)

• Aimed to describe and explain intellectual
development, individual differences in the rate
and direction of intellectual development, and
cognitive mechanisms underlying development
and the actual differences that occur between
changes
• More accurate application
Areas of Self-Awareness
and their Importance

Areas of Self-Awareness

• Personality
• Values
• Habits
• Needs
• Emotions
Abraham Maslow’s Hierarchy
Identifies Eight levels of Needs
Areas of Self-Awareness
and their Importance

Understanding the areas of self-awareness help us gain insight

on the various aspects of our lives—including the competency
areas that influence our holistic personal development.
Areas of Self-Awareness
and their Importance

Competency Areas that Benefit from

Practicing Self-Awareness
• Skills development
• Performance
• Intuitive decision-making
• Stress management
• Motivation
• Leadership
Areas of Self-Awareness
and their Importance

Developing a healthy self-awareness is critical to

developing other skills considered to be critical
competencies for leaders.
Activity: The Animal In You

• The Animal in you - is an animal who can do

anything he/she chooses.
• If you were an Animal - what would you be?
• If you were to describe your own unique talent
and potential - what you love to do and dream to
be - what would it be.
• How would you draw your own Animal? Expressing
your dreams and self through a Fantastic
Animal can be easier and more liberating than
trying to imagine it as yourself.
Activity: The Animal In You
Practicing Self-Awareness

The Johari Window

Practicing self-awareness requires reflection. One tool

determined to illustrate the process accurately is the
Johari Window.

Designed with four (4) quadrants, the model assigns

specific ‘selves’ or personas to each quadrant:
Q1 – Public Self Q2 – Private Self
Q3 – Blind Self Q4 – Undiscovered Self
Practicing Self-Awareness
Practicing Self-Awareness

Quadrant Self Persona Characteristics

1 Public Open Personal attributes that are readily seen

or observed by the person and others in
him-/herself
2 Private Secretive Attributes that a person knows about
him-/herself but is not known by others
3 Blind Naïve Attributes that a person does not know
about him-/herself but is known by
others
Undiscovered Mysterious
4 Attributes that both a person and
others do not yet know of the person
and which are left for future discovery
Practicing Self-Awareness

The Johari Window

As a friendly tool, the identity quadrants define

aspects of our personality based on how our personal
attributes (strengths and weaknesses) are disclosed,
made known, or perceived by others.

Objectively filled out, it is expected to provide a

person with a holistic understanding of him-/herself.
Self-Regulation

What is Self-regulation?

It is a stage where awareness of certain

behavior leads to self-policing action or the
capacity to alter behavior.
It determines how we can choose to respond,
and the way we do respond, to particular
situations, circumstances, events, and people.
Phases of Self-Regulation

1. Forethought / Pre-action or Setting Standards

and Goals. Sets the stage for action and maps
tasks

2. Performance Control - Involves processes and

the utilization of strategies to reach success

3. Self-Reflection - Reflection after performance;

outcomes are compared to goals set in the
forethought phase
Aspects of Self-Regulation

1. Setting standards and goals

2. Self-observation
Systematic monitoring of own performance

3. Self-judge
Systematic comparison of actual performance set
against goals

4. Self-reaction
Personal process of evaluation that takes places
during the activity
Practicing Self-Regulation

Methods of Self-Regulation
Identifying behavior patterns
Consciously observing the
frequency or intensity of
particular behavior
Challenging ourselves by
criticizing negative behavior and
reinforcing positive ones
Changing our reaction or
response patterns
Creating positive reinforcement
with the use of small, possibly
periodic, and reasonable
rewards
Correction in the event that
wrong behavior is demonstrated
Challenging defeatist attitudes
(Can you add more?)
Practicing Self-Regulation

When we learn to identify specific positive or

negative behavior, we can go about consciously
watching out for the cues, actions, or stimuli that
trigger them.

We can change our response patterns to stress and

other triggers. We can correct ourselves consciously
and challenge defeatist attitudes.
Instructional Activity 4

Are you Self-Regulated?

• Give examples of behaviors which show self-
regulation.
• What are some benefits of self-regulations?
• How do self-awareness and self-regulation help
me develop leadership competencies?
• What‘s in it for me? (WIFM)
• What are performance pitfalls or behaviors I
should watch out for?
Instructional Activity 4

Additional discussion questions

What are performance pitfalls or behavior I

should be watching out for?

Why are self-awareness and self-regulation

considered desirable competencies?
Dealing with Blind Spots

Being socially competent allows us to deal with

functional blind spots.

Blind Spots – a form of vision impairment where

nerve fibers block the passage of light from the
retina.

Watch Blind Spot video

Dealing with Blind Spots

In an organization, blind spots refers to a functional

impairment where individuals are ‘blind’ when it
comes to functions or processes, or even dynamics
that are essential to a healthy organization.

Ideally, blind spots are repaired with as much

urgency as possible. They are attacked with
surgical precision, and coached to improvement.
 CASE STUDY
Leadership Crossroads
See appendix A and B of
Session 1
Instructions:

•ASSIGN - a group reporter who will be writing the

groups’ answers in a singular written report.

•ASK - the team to:

oREAD - the Case Study and

oANSWER all the questions in Student Workbook

for Session 2, Instructional Activity 6, Case 1:
Leadership Crossroads.
Instructions:

•SUBMIT- a written transcript of the team’s

consolidated answers—written on (a) sheet(s) of
paper to be submitted before the class ends today.

•ASK one group to report.

Notes

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
__________________________________________________