Developing Emotional Intelligence in Teams

Details about this course on the Udemy platform and details of a competition to encourage you to complete the course.

Before we start the course, here is a practical activity that encourages you to think about why you are taking the course and what you want to get from it.

This short video gives you some details about the aims and learning outcomes of this course on developing emotional intelligence in teams.

Some people have certain views about working in a team whilst others see things from a different perspective.

This video highlights the learning outcomes covered in this introductory part of the course.

This lecture looks at the three virtues of an ideal team player and how these work together.  It, also, covers those team players that are radiators and those that are drains.

This lecture looks at what being a high performing team means and provides a framework to work to that will help turn your teams into high performing teams.

This lesson looks at giving and receiving feedback within teams and how it is linked with emotional intelligence. 

Here are five questions that you should ask yourself in every challenging situation, especially when working in a team. These will help you to develop your emotional intelligence.

High performing teams engage in a series of team activities and behaviours.

This is a practical activity that will help you to think about how many of these activities / behaviours are currently adopted by the team that you work with.

If you are going to get the best out of this course, it is important that you complete this practical activity!  

(I know that it is very easy to ignore this but you will not develop an understanding of your team from just watching the video lectures!)

How emotionally intelligent is your team?  Use this checklist to find out and to highlight some areas to work on.

This video gives you an understanding the learning outcomes covered in this module on emotional intelligence.

An overview of emotional intelligence giving you a definition and the meaning of emotional intelligence.

You maybe confused about the terms EI and EQ and how the two seem to be readily interchanged.  This lesson helps to give a distinction between the two.

Some frequently asked questions (and some answers) about emotional intelligence.

A broad look at emotions and why they are important to consider.

Some examples of when you experience emotions at work and how emotions can be used intelligently.

People often talk about positive and negative emotions. This is not that helpful as emotions cannot really be labelled in that way. This lesson looks at why labelling emotions as positive or negative can be unhelpful.

This lecture looks at how to work with the emotional climate by assessing the level of emotional engagement and the level of emotional management.

Virtual meetings are becoming more and more common.  This lesson gives a useful tip around how to run virtual meetings using emotional intelligence. 

A review of some of the advantages and some of the disadvantages when working with emotional intelligence.

It is important to be aware of your hot buttons when you are interacting with other people and then to take steps to prevent these from causing you problems.

This practical activity will help you to determine your hot buttons.  It can be used as a team activity to look at each others hot buttons to gain a better understanding of how you can work together with a greater understanding of each other.

Test your Knowledge of Emotional Intelligence in Teams

This video gives you an understanding the learning outcomes covered in this module on change management in teams.

Change is the only constant!

This is a phrase that is often repeated so let's look at what it means and the emotions that we all go through as we work with change.

This the change curve that was developed by business psychologist John M Fisher.  It is similar to many other change curves but this curve has been researched and developed with a business focus.

A link to download a large high resolution copy of this curve is provided in the Bonus Lecture.

This lecture covers the emotions that we all go through as we experience change.  We look at what happens, the reasons for the emotions so that you can get a better understanding of why you have these feelings, what you can do and how you can help other team members as they experience these emotions.

This lecture covers how to move on from a setback recognising the emotions involved and how to work with others and their emotions as you progress through change.

This video gives you an understanding the learning outcomes covered in this module on conflict in teamwork.

This lecture explores those behaviours that are constructive to good team work and those behaviours that are destructive.

This lecture looks at defining what conflict is and how it supports team working.

This lecture looks at conflict and trust in teams.  It covers the factors that you need to consider that will impact upon the conflict and developing trust.

This lesson covers trust as a component of building healthy relationships and its role in building teams.

Trust can be represented by an equation.  It consists of four interrelated factors - three combine to increase trust whilst one can diminish trust.

This lecture covers the best way of working with conflict in order to get the best outcomes for everyone.

This part of the course looks at behavioural styles.  It will give you an overview of the four working styles so that you can determine yours and those of other people.

This lecture covers the learning outcomes for this section on working with others. 

IMPORTANT

This exercise gives you the chance to determine your behavioural style and, along with the rest of this Section, will help you to understand your approach to working in teams better.

If you are going to get the best out of this course, it is important that you complete this exercise!  

This lecture looks at how my attitude and behaviour influences your attitude and behaviour and the cycle of behaviour that follows. It also looks at communication.

American psychologist and writer William Moulton Marston, in his 1928 book Emotions of Normal People introduced the prototype of the DISC profiling technique: a pair of axes producing a set of four interconnected factors. Marston originally called these four factors Dominance, Inducement, Submission and Compliance, though 'Inducement' and 'Submission' now carry the more meaningful modernised names of Influence and Steadiness.

It was during the 1940's that Marston's profiling technique came to prominence, when it was adopted by the U.S. military to help in recruitment during the Second World War. Over the following decades its simplicity and flexibility meant that it became more and more widely used across the world as a way of understanding behaviour.  It is particularly useful in team settings.

High Dominance has a clear idea of their ambitions and goals, as well as the directness and forcefulness to achieve those goals.  It also means that people like this will tend to have a competitive attitude, and they will generally follow their own ideas rather than work cooperatively with others.

This lecture reviews the High Dominance behavioural style with particular reference to team working with some do's and don'ts when working with this style.

This lecture includes a summary booklet of this style for you to download, print off and use for reference.

High Influence thrives on the attention and approval of other people, and they're more motivated by praise and appreciation than most other types.  Despite their outgoing attitude, they're often unwilling to risk causing offence, and they'll often avoid possible confrontations. In other words, while High Influence is socially confident, they tend not to be particularly assertive or forceful.

This lecture reviews the High Influence behavioural style with particular reference to team working with some do's and don'ts when working with this style.

This lecture includes a summary booklet of this style for you to download, print off and use for reference.

High Steadiness is consistent and reliable in their approach.   They prefer to operate in situations that follow established patterns, and to avoid unplanned developments.   Because of this, people with High Steadiness tend to be quite resistant to change, and will take time to adapt to new situations.

This lecture reviews the High Steadiness behavioural style with particular reference to team working with some do's and don'ts when working with this style.

This lecture includes a summary booklet of this style for you to download, print off and use for reference.

High Compliance likes to have a clear idea of their role, and what's expected of them, so they are far more motivated in situations that are clearly regulated and planned. In general, High Compliance is not independent by nature, and will prefer not to be left to make decisions or take actions without the support of others.

This lecture reviews the High Compliance behavioural style with particular reference to team working with some do's and don'ts when working with this style.

This lecture includes a summary booklet of this style for you to download, print off and use for reference.

DISC works by measuring four fundamental factors in a person's behaviour, and using those four factors to describe their personality.  It can, also, be used to determine the behaviours experienced within a team.  

This lecture looks at how you can adapt your behaviour in more valid and reliable ways.  It, also, covers the ideal behaviours for you to demonstrate at work irrespective of your preferred style.

The lecture includes a document reviewing the main points and the do's and don'ts of the DISC behavioural styles.

This lecture reviews the learning outcomes for this part of the course looking at behavioural styles.

Working with your preferred behavioural style(s) is easy. Working with people who have your least preferred behavioural style can be challenging.

This practical activity is designed to get you to think about how to adapt your style to work more effectively with people who have your least preferred behavioural style.

If you are going to get the best out of this course, it is important that you complete this practical activity!  

(I know that it is very easy to ignore this but you will not develop your team working and your understanding of working with other behavioural styles from just watching the video lectures!)

This quiz will help to develop your understanding of the four behavioural styles.

This video gives you an understanding the learning outcomes covered in this module on emotional resilience in teams.

Resilience is often defined as recovering or bouncing back from adversity and is a definition taken from Material Science. This definition is rather limited and doesn't really explain the complexity of resilience in human behaviour. This lecture looks at what resilience is in more detail and gives a definition of resilience that truly works.

This lecture covers why resilience is useful, when resilience is important and the benefits of being resilient.

Developing resilience in teams is different from developing resilience in individuals.  This video looks at what resilience in teams means.

Resilient teams — different from resilient individuals — have four things in common.  This lecture covers these four things in detail.

There are a number of commonly used phrases that are used when working with resilience that may drain people's resilience rather than help build it.

These phrases are used so often that you probably use them yourself every day without even thinking about them.

This lecture looks at some ideas and strategies for developing resilience in other people -  team members, friends, colleagues, direct reports, family members, etc.  Mapping minds and mapping hearts is explored as a way to get people to engage cognitively and emotionally.

This short lecture reviews the course objectives and stresses the importance of working through the exercises with your team to develop everyone's emotional intelligence.

This is a practical activity to conclude the course. It requires you to consider your goals and objectives for taking the course that you set for yourself at the beginning of the course.

This video will help you if you are having issues accessing your Certificate of Completion.

In order to receive CPE credit for this course, you must a) complete all course content, and b) pass this qualified assessment with 70% or greater.