swinburne university emotional intelligence development programs
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Swinburne University Emotional Intelligence Development Programs. The Swinburne Stress Management Program. Swinburne Stress Management Program. Aim Develop new method to reduce occupational stress in Australian organisations Preliminary study How are EI and stress related?. - PowerPoint PPT PresentationTRANSCRIPT
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Swinburne University Emotional Intelligence Development Programs
The Swinburne Stress Management Program
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• Aim– Develop new method to reduce occupational stress in
Australian organisations
• Preliminary study– How are EI and stress related?
Swinburne Stress Management Program
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How are EI and stress related?
Study involving 321 teachers around Victoria (primary, high and tertiary) found:
• Higher levels of EI were related to lower levels of stress
• Higher levels of EI were related to better health (psychological and physical)
• Higher levels of EI were related to higher job satisfaction and organisational commitment
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Program Development
• These results guided program development– The EI dimensions of emotional recognition and
expression, emotional management and emotional control - particularly important in the occupational stress process.
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• Psycho-educational program– Teach employees to manage occupational
stress through the development of EI– Incorporates:
• traditional stress management techniques (Identify stressors, relaxation techniques)
• Learning how to deal with emotions effectively
– Combination of skills training and practice of learnt skills
– Based around the Swinburne model of EI
Program Development
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• Gardner (2006) piloted this EI training program in teachers from different educational sectors (primary; secondary; tertiary).
Evaluation
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Evaluation
• Seventy nine teachers (59 females) participated in the 5-week (2 hours per week) psycho-educational EI training program.
• Teachers were recruited from the primary (N = 24), secondary (N = 27) and tertiary (N = 28) education sectors.
• Questionnaires were completed pre-program, post-program and at a 5-week follow up time interval.
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Results
• The EI training program was successful in improving measures of EI and employee strain, and decreasing measures of occupational stress and the outcomes of stress.
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EI improvedEmotional Intelligence
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200
Pre-Program 1 Pre-Program 2 Post-Program Follow-Up
Data Collection Interval
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Stress decreasedOccupational Stress
15
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Pre-Program 1 Pre-Program 2 Post-Program Follow-Up
Data Collection Interval
Role Overload Role Insufficiency Role Ambiguity
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Health improvedEmployee Health
5
10
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25
30
Pre-Program 1 Pre-Program 2 Post-Program Follow-Up
Data Collection Interval
Psychological Health Physical Health
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Development and evaluation
• Suggests that behaviours related to the dimensions of EI can be learned.
• Also suggests that training programs focused on the emotional experiences of employees can be effective in reducing occupational stress and increasing feelings of well-being.
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Any employee but targeted at:• Employees working in “high risk” industries• Employees who feel an element of stress on
a daily basis• Employees who are interested in learning
more about EI• NEW Employees-build resilience
• Tailored for specific organisations e.g., IAG license
Who is the program for?
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• Attendance (flexible design)• Participation in discussions
– Openness, honesty, confidentiality
• Questionnaires – including follow up– EI (SUEIT)– Occupational stress (ORQ)– Psychological health (GHQ)– Physical health symptoms
What is required from attendees?
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• An understanding of what EI is and why it is a useful skill in the workplace
• An understanding of the causes and consequences of stress at work
• Ways to develop EI and to use these skills to assist in managing stress in self and others at work
The aims of the program
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• The employee manual– Session by session information– Additional Exercises
• Questionnaires • Additional reading
Program materials
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Program Structure
• Overview of occupational stress• Overview of EI and interpreting self-reports• Developing ERE and UE• Developing ER, EM and EC• Summary and plan to move forward
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•Aim of the program
•Program material
•What the program is about
•Program structure
•Who the program is for
•What will be required of you
Introduction to the program
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• An understanding of what EI is and why it is a useful skill in the workplace
• An understanding of the causes and consequences of stress at work
• Ways to develop your own EI and to use these skills to assist you in managing yourself and others at work
The program aims
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• Manual• Powerpoint slides• Worksheets• Questionnaires and Feedback reports
Program materials
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• Our work so far• Where we are now• What the program aims to examine• Psycho-educational
What the program is about
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Program Structure• Session 1
– Overview of EI and interpreting self-reports
• Session 2– Overview of occupational stress and linking stress to the EI facets
• Session 3– Developing Emotional Recognition and Expression, Understanding
Others’ Emotions and Emotional Reasoning
• Session 4– Developing Emotional Management and Emotional Control
• Session 5– Summary and plan to move forward
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Any employee
• Employees working in “high risk” industries
• Employees who feel and element of stress daily
• Employees who are interested in learning more about EI
Who the program is for
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• Attendance – 5 weeks• Participation in discussions• Openness• Honesty• Questionnaires – including follow up• Homework!!
What will be required from you?
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•Brief history of EI
•Development of the Swinburne model of EI
•EI characteristics and behaviours
•EI in the workplace
•Interpreting self-report profiles
Week 1
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Interpreting self-report profiles
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45
12
83
92
0 20 40 60 80 100
Emotional Self-Control
Emotional Management
Emotional Reasoning
Emotional Aw areness of Others
Emotional recognition and expression
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Personal Development Plan
• In terms of my personal EI development, the areas I would like to focus on are …
• In focusing on these areas my goals are to …• Some of the specific activities I am going to try
and enact, or do differently, in the immediate future so as to attain these goals are …
• The support (both people and systems and processes) I may need to enlist in order to realise these goals are …
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Things to do this week
Personal Action PlanSection 9, page 62
Identify from your own EI profile which dimensions in particular are your strengths and weaknesses – don’t necessarily pick the ones that are the highest and lowest.
Which ones would you like to focus on?
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•What is occupational stress?
•What are some causes of stress?
•What are the consequences of stress?
•High vs Low stress
•How can we deal with occupational stress?
•How is occupational stress measured?
Week two
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What is occupational stress?
Perceived workplace demands
Perceived ability to cope with these demands
imbalance
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What is occupational stress?Understanding stress involves assessing each facet of the stress process:
Event Occurs
Interpretation of event
Emotional and physiological arousal
Long Term Consequences
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FOR EXAMPLE:
You can’t find a students’ final exam paper
Interpretation of event
Emotional and physiological arousal
Long Term Consequences
What is occupational stress?
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FOR EXAMPLE:
You can’t find a students’ final exam paper
I won’t be able to generate a final result for the students’ report
Emotional and physiological arousal
Long Term Consequences
What is occupational stress?
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FOR EXAMPLE:
You can’t find a students’ final exam paper
Worry. Frustration. Increased heart rate.
Long Term Consequences
I won’t be able to generate a final result for the students’ report
What is occupational stress?
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FOR EXAMPLE:
You can’t find a students’ final exam paper
Worry. Frustration. Increased heart rate.
Poor psychological health
I won’t be able to generate a final result for the students’ report
What is occupational stress?
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What is Occupational Stress?
• Stress is a personal experience• No two people will have the same reaction to
the same workplace environment
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A – B – C
Modify your environment Master other skills
Modify your perceptions
How do we deal with occupational stress?
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A – B – C
Modify your environment
How do we deal with occupational stress?
Traffic stresses you out? Leave home earlier.
Deadlines stress you out? Finish the project early.
But what if you can’t change the situation?
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A – B – C
Modify your perceptions
How do we deal with occupational stress?
Traffic stresses you out?
Forget about being frustrated. Listen to your favourite music ortalk show. Will getting somewhere five minutes quicker reallymake that much of a difference?
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A – B – C
Master other skills
How do we deal with occupational stress?
Can’t change the situation? Can’t change the way you perceive the situation?
Try to master other skills. Learn relaxation and calming techniques. Learn to ‘switch off’ your mind.
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Find your stress balance
Step 1 – Rate your stress level
Rate the amount of stress you are feeling about a particular situation”
10
9 I was extremely distressed
8
7
6 I was moderately distressed
5
4
3 I was a little distressed
2
1
0 I wasn’t distressed at all
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Worksheet 4
Incident Importance level Stress level
Lift broken, you have to take the stairs
Salesperson serves someone else even though you were first
You get cut off in traffic
You lose your house keys
It takes forever to be served in a restaurant
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Regaining balance
Some suggestions:Let go of the tension - 1 minute body scan
Breathe effectivelyTense to relax
Quiet your mindStress reducing organisational skills
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Facets of occupational stress
Role overloadRole insufficiencyRole ambiguityRole boundaryResponsibilityPhysical environment
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Linking EI and stress
• How are each of the EI facets related to resilience and stress management?
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Managing Occupational Stress through developing Emotional Intelligence.
WEEK 3
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• The five dimensions - review
• What skills can you develop?
• Your own action plan
• Developing Emotional Recognition and Expression
• Developing Understanding Others’ Emotions
• Developing Emotional Reasoning
In this session
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• Have you identified from your own profile which area/s you would like to focus on particular?
• What made you choose those?
Your own plan
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• Emotional Recognition and Expression (ERE): the ability to identify one’s own feelings and emotional states, and the ability to express those inner feelings to others.
• Understanding other’s Emotions (UE): The ability to identify and understand the emotions of others.
• Emotions Direct Cognition (EDC): The extent to which emotions and emotional knowledge are incorporated in decisions and problem solving.
• Emotional Management (EM): The ability to manage positive and negative emotions within oneself and others.
• Emotional Control (EC): The ability to effectively control strong emotional states experienced at work.
The Five Dimensions - Review
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Managing Occupational Stress through developing Emotional Intelligence.
WEEK 4
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In this session:
• Emotional Management Vs Emotional Control• Emotional Management• The ABC model of emotion• Improving your Emotional Management• Emotional Control• Improving your Emotional Control
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In this session:
• Summary of the program• Discussion about the program• Where to now?