Emotional Intelligence Sample Chapter

EMOTIONAL
INTELLIGENCE
training
ATD Workshop Series
EMOTIONAL
INTELLIGENCE
training
KARL MULLE
Alexandria, Virginia
Buy This Book!
© 2016 ASTD DBA Association for Talent Development (ATD)

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The ATD Workshop
Series
Whether you are a professional trainer who needs to pull together a new training program next
week, or someone who does a bit of training as a part of your job, you’ll find the ATD Workshop
Series is a timesaver.
Topics deliver key learning on today’s most pressing business needs, including training for
change management, coaching, communication skills, customer service, emotional intelli-
gence, facilitation, leadership, new employee orientation, new supervisors, presentation skills,
project management, and time management. The series is designed for busy training and HR
professionals, consultants, and managers who need to deliver training quickly to optimize per-
formance now.
Each ATD Workshop book provides all the content and trainer’s tools you need to create and
deliver compelling training guaranteed to
• enhance learner engagement

• deepen learner understanding
• increase learning application.
Each book in the series offers innovative and engaging programs designed by leading experts
and grounded in design and delivery best practices and theory. It is like having an expert trainer
helping you with each step in the workshop process. The straightforward, practical instructions
help you prepare and deliver the workshops quickly and effectively. Flexible timing options
allow you to choose from half-day, one-day, and two-day workshop formats, or to create your
own, using the tips and strategies presented for customizing the workshops to fit your unique
business environment. Each ATD Workshop book also comes with guidance on leveraging
learning technologies to maximize workshop design and delivery efficiency and access to all the
training materials you will need, including activities, handouts, tools, assessments, and presen-
tation slides.
v
Contents
FOREWORD BY TONY BINGHAM xv
PREFACE xvii
INTRODUCTION: HOW TO USE THIS BOOK 1

Why Is Developing Your Emotional Intelligence Important? 1
What Do I Need to Know About Training? 2
How Much Time Will Preparation Take? 3
What Are the Important Features of the Book? 4
How Are the Agendas Laid Out? 6
How Do I Use This Book? 7
Key Points 7
What to Do Next 8
Additional Resources 8
SECTION I: THE WORKSHOPS 9

1 HALF-DAY EMOTIONAL INTELLIGENCE WORKSHOP:
THE NEW SCIENCE OF SUCCESS 11
Half-Day Workshop Objectives: The New Science of Success 12
Half-Day Workshop Overview 13
Half-Day Workshop Agenda 13
What to Do Next 24
References 25
vii
2 ONE-DAY EMOTIONAL INTELLIGENCE WORKSHOP: THE NEW SCIENCE OF
RELATIONSHIPS 27
One-Day Workshop Objectives: The New Science of Relationships 28
One-Day Workshop Overview 28
One-Day Workshop Agenda 29
What to Do Next 50
References 50
3 TWO-DAY EMOTIONAL INTELLIGENCE WORKSHOP:

THE NEW SCIENCE OF LEADERSHIP 51
Two-Day Workshop Objectives: The New Science of Leadership 52
Two-Day Workshop Overview 53
Day-One Overview 53
Two-Day Overview 54
Two-Day Workshop Agenda: Day One 55
What to Do Between Workshop Days 76
Two-Day Workshop Agenda: Day Two 77
What to Do Next 93
References 94
4 CUSTOMIZING THE EMOTIONAL INTELLIGENCE WORKSHOPS 95

Customizing the Content and Activities 96
Customizing the Workshop Format 97
One-Hour, Themed Sessions 97
Two-Hour, Themed Sessions 100
One-Day, Themed Sessions 103
Customizing Delivery With Technology 105
The Bare Minimum 105
What to Do Next 106
viii Contents
SECTION II: ESSENTIALS OF EFFECTIVE EMOTIONAL
INTELLIGENCE TRAINING 107
5 IDENTIFYING NEEDS FOR EMOTIONAL INTELLIGENCE TRAINING 109
Why Needs Analysis? 110
Strategic Needs Analysis 110
Structured Interviews 112
Focus Groups 112
Surveys 112
Individual Learning Needs Analysis 113
Key Points 114
What to Do Next 114
6 UNDERSTANDING THE FOUNDATIONS OF TRAINING DESIGN 117

Basic Adult Learning Theory 118
More Theoretical Ideas Important to Learning 119
Multiple Intelligences 119
Whole Brain Learning 120
Theory Into Practice 122
Establishing a Framework 122
Identifying Behaviors 122
Practicing 123
Providing Feedback 123
Making It Relevant 123
Key Points 124
What to Do Next 124
Contents ix
7 LEVERAGING TECHNOLOGY TO MAXIMIZE AND SUPPORT
DESIGN AND DELIVERY 125
Why Consider Learning Technologies? 127
Opportunities to Use Learning Technologies 127
When Designing Training 127
Before Training 128
During Training 129
After Training 130
While Building a Learner Community 131
Key Points 132
What to Do Next 132
8 DELIVERING YOUR EMOTIONAL INTELLIGENCE WORKSHOP:

BE A GREAT FACILITATOR 135
The Learning Environment 136
Program Preparation Checklist 139
Participant Materials 140
Handouts 140
Presentation Slides 140
Workbooks and Journals 141
Videos 141
Toys, Noisemakers, and Other Props 141
Facilitator Equipment and Materials 142
A Strong Start: Introduction, Icebreakers, and Openers 143
x Contents
Feedback 144
Role Plays 145
Participant Presentations 146
Ball Toss 147
Journaling 147
Responding to Questions 147
Training Room and Participant Management 148
A Word About Dealing With Difficult Participants 149
An Unforgettable End 152
Key Points 153
What to Do Next 153
9 EVALUATING WORKSHOP RESULTS 155

Levels of Measurement 156
Level 1: Measuring Participant Reactions 156
Level 2: Measuring the Extent to Which Participants Have Learned 157
Level 3: Measuring the Results of Training Back on the Job 158
Level 4: Measuring the Organizational Impact of Training 158
Return on Investment 159
Reporting Results 159
Key Points 160
What to Do Next 160
Contents xi
SECTION III: POST-WORKSHOP LEARNING 163
10 THE FOLLOW-UP COACH 165
Reinforce Employee Learning to Ensure Success 165
Provide Feedback and Encouragement in the Follow-Up Process 166
Conduct Follow-Up Coaching Sessions 167
Avoid Evaluative Praise 167
Form Habits Out of Action Plan Goals 169
Set Intentions 169
Create an Experience 169
Reflect on the Experience 170
Follow the 7/21 Rule 170
What to Do Next 171
References 171
SECTION IV: WORKSHOP SUPPORTING DOCUMENTS

AND ONLINE SUPPORT 173
11 LEARNING ACTIVITIES 175
Learning Activities Included in Emotional Intelligence Training 176
12 ASSESSMENTS 203
Assessments Included in Emotional Intelligence Training 204
13 HANDOUTS 209
Handouts Included in Emotional Intelligence Training 209
xii Contents
14 ONLINE SUPPORTING DOCUMENTS AND DOWNLOADS 245
Access to Free Supporting Materials 245
Customizable Materials 246
Working With the Files 247
PDF Documents 247
PowerPoint Slides 247
ACKNOWLEDGMENTS 249
ABOUT THE AUTHOR 251
ABOUT ATD 252
Contents xiii
Foreword
In 2002, we launched the ASTD Trainer’s WorkShop Series—a collection of books authored by
practitioners that focused on the design and delivery of training on popular soft-skills topics.
The creation of this series was a departure for us. These workshops-in-a-book were created to
help internal trainers expedite their program delivery by using appropriate and exceptionally
designed content that could be adapted and repurposed.
These topics, dealing with issues ranging from customer service to leadership to manager skills,
continue to be important training programs offered in companies and organizations of all
sizes and across the globe. The ASTD Trainer’s WorkShop Series has helped more than 60,000
trainers and occasional trainers deliver top-notch programs that meet business needs and help
drive performance.
And while many things about the delivery of soft-skills training have not changed in the last
decade, there have been advances in technology and its use in training. So, when we began
talking about how to refresh this popular series, we knew we needed to incorporate technology
and new topics. We also wanted to make sure that the new series was cohesively designed and
had input from author-practitioners who are, after all, the heart and soul of this series.
In this series, we are pleased to feature the work of outstanding trainers and innovators in the
field of talent development. Inside Emotional Intelligence Training by Karl Mulle, and each of
the titles in the series, you’ll find innovative content and fresh program agendas to simplify your
delivery of key training topics. You’ll also find consistency among titles, with each presented in
a contemporary manner, designed by peers, and reflecting the preferences of training profes-
sionals who conduct workshops.
We hope that you find tremendous value in the ATD Workshop Series.
Tony Bingham
President & CEO
Association for Talent Development (ATD)
August 2016
xv
Preface
When I was first approached to put together this workshop series I said: “Sure! How hard can
it be?” After all, my colleague Jeff Feldman and I had already coauthored a book on emotional
intelligence that was published by ASTD Press in 2008. I had designed and delivered numerous
half-day, full-day, and two-day workshops on the topic. Then I started putting pen to paper.
I realized very quickly that it is one thing to personally absorb a certain amount of knowledge
in this field, interpret that knowledge, and then translate it into a series of very organic learning
experiences. It is quite another thing to explain to other people how to do it in a written format
that is sometimes referred to as a training manual or workshop guide.
For me to say “I teach this piece first, and this takes 10 minutes. And then I move into this
section for 15 minutes, and then we do this activity, and here is how I would debrief it, and so
on” is to add a level of structure to the learning experience that only approximates what really
happens. In addition, numerous pictures and models and concepts and even stories get passed
around from one trainer to the next and become the pool of information that we collectively
share with only one real goal—that people learn.
I have done my best to give credit where credit is due and to provide step-by-step instructions
about how to teach this material. The important thing is that if you are going to use the slides
and handouts and learning activities with accompanying instructions to facilitate a workshop,
then I hope that you will ingest the content and deliver it in your own personal style.
The first time I ever taught a course, I was extremely nervous. A professor friend of mine gave
me some surprising advice: “Throw away your first 100 clients.” I was shocked. Then he said: “I
don’t mean literally. But it takes time to grow into your style. You have learned a lot, but when
you are in the actual training environment, it is just you and your participants. At the end of the
day what you are really doing is reaching into your heart, and pulling out the truth that is in you
at that moment, and then offering it to others. What they do with it is up to them.” I think this
is good advice. Do not become too invested in the success or failure of your techniques. Learn
and grow yourself as you help others to learn and grow as well.
xvii
Please consider these outlines and structures to be guidelines that help you find your special
place in the world of emotional intelligence training. I am always amazed when companies and
organizations opt for six-sigma training and then eliminate other training programs because
of “overlap.” The reason given is always that it would be an inefficient use of time and money
for employees to learn the same material twice. It amuses me, because I have taught the same
material hundreds of times, and each time I learn something new. I hope you have the same
rewarding experience as you present this material wherever you have the opportunity.
Karl Mulle, MACP

Bloomington, Minnesota
August 2016
xviii Preface
Introduction
How to Use This Book
What’s in This Chapter

• Why emotional intelligence training is important
• What you need to know about training
• Estimates of time required
• A broad view of what the book includes
Why Is Developing Your Emotional Intelligence

Important?
Perhaps answering the question “What is emotional intelligence?” will help us to understand
why developing your emotional intelligence is important. Emotional intelligence has been
defined as using your emotions intelligently to gain the performance you wish to see within yourself
and to achieve interpersonal effectiveness with others. The definition itself provides us with the
reason. So if I desire to achieve my goals in life and have effective relationships, then developing
my emotional intelligence is important.
But how do we know that the definition isn’t self-serving? According to Daniel Goleman (1998),
who has conducted studies in more than 200 large companies: “The research shows that for jobs
of all kinds, emotional intelligence is twice as important an ingredient of outstanding performance
as ability and technical skill combined. The higher you go in the organization, the more import-
ant these qualities are for success. When it comes to leadership, they are almost everything.”
In many ways, our simple definition doesn’t say enough. Emotional intelligence works more
like a construct, a comprehensive model that is used to understand how cognitions and emo-
tions impact both personal and interpersonal behaviors. If you are emotionally intelligent, then
you are self-aware, you know yourself well, you know your strengths, and you are clear about
1
what you need to develop. You manage impulsive, unpleasant, and disruptive emotions that
often lead to unwanted behaviors. You also know how to tap into self-motivating emotions
such as confidence, passion, enthusiasm, desire, happiness, and anticipation. You understand
other people, how to influence people, how to lead people through times of change, how to
handle conflict, and how to build high-performance teams.
Emotional intelligence, then, is the X-factor that separates those who are successful at man-
aging their emotional energy and navigating through life from those who find themselves in
emotional wreckage, derailed, and sometimes even disqualified from the path to success. It is
important to develop because it separates those who know themselves well and take personal
responsibility for their actions from those who lack self-awareness and repeat the same mis-
takes. It separates those who can manage their emotions and motivate themselves from those
who are overwhelmed by their emotions and let their emotional impulses control their behav-
iors. It separates those who are good at connecting with others and creating positive relation-
ships from those who seem insensitive and uncaring. Finally, it is important to develop because
it separates those who build rapport, have influence, and collaborate effectively with others
from those who are demanding, lack empathy, and are therefore difficult to work with.
Developing emotional intelligence is a lifelong journey. The workshop agendas, activities, and
resources in this book are designed to help your workforce better understand themselves and
others so that they can build rapport, lead change, handle conflict, and collaborate effectively.
What Do I Need to Know About Training?

The ATD Workshop Series is designed to be adaptable for many levels of both training facilita-
tion and topic expertise. Circle the answers in this quick assessment that most closely align with
your state of expertise.
QUICK ASSESSMENT: HOW EXPERT DO I NEED TO BE?

Question Authority Developing Expertise Novice
What is your level • More than 5 years of • From 1 to 5 years of • Less than 1 year of
of expertise as a experience experience experience
facilitator? • Consistently • Catch myself talking • No idea what to do
receive awesome too much to be successful
evaluations • May feel drained • Eager to develop a
• Lead highly after training facilitative style
interactive • Participants
sessions with sometimes sit back
strong participant and listen instead of
engagement engage
2 EMOTIONAL INTELLIGENCE training

QUICK ASSESSMENT: HOW EXPERT DO I NEED TO BE?
Question Authority Developing Expertise Novice
How proficient are you • Well versed • On my way • I can spell it!
with the topic? • Have taken courses • Have taken courses • Had a course in
• Read books/ • Read books school
authored articles • Created workshop • Received feedback
• Created training materials from respected
materials colleagues
• Would benefit from indicating I have a
• Am sought out by the book’s support natural inclination
peers on this topic tools for this topic (but
• It is my passion feel a bit like an
imposter)
Two-fold novice: Your best bet is to stick closely to the materials as they are designed. Spend
extra time with the content to learn as much as possible about it. Read the examples and sample
stories, and plan examples of your own to share. Also, closely read Chapter 8 on training deliv-
ery, and consider practicing with a colleague before delivering the program. Take comfort in the
tested materials you are holding and confidence in your ability to apply them!
Developing your expertise in one or both areas: Logical choices for you may include using
the outline and materials, and then including material you have developed that is relevant to
the topic and your participants’ workplace needs. Or, take the core content of the materials and
revise the learning techniques into interactive approaches you have used with success in the
past. Play to your strengths and develop your growth areas using the resources in this volume
that complement your existing skills.
Authority twice over: Feel free to adapt the agendas and materials as you see fit and use any
materials that you have already developed, or simply incorporate training activities, handouts,
and so forth from this volume into your own agenda. Enjoy the benefits of ready-to-use pro-
cesses and support tools and have fun tailoring them to your preferences and organizational
needs.
How Much Time Will Preparation Take?

Putting together and facilitating a training workshop, even when the agendas, activities, tools,
and assessments are created for you, can be time consuming. For planning purposes, estimate
about four days of preparation time for a two-day course.
Introduction: How to Use This Book 3

What Are the Important Features of the Book?
Section I includes the various workshop designs (from half day to two days) with agendas and
thumbnails from presentation slides as well as a chapter on customizing the workshop for your
circumstances. The chapters included are
• Chapter 1. Half-Day Workshop (3 to 4 hours program time) + Agenda + PPT (thumbnails)

• Chapter 2. One-Day Workshop (7.5 hours program time) + Agenda + PPT (thumbnails)
• Chapter 3. Two-Day Workshop (15 hours program time) + Agenda + PPT (thumbnails)
• Chapter 4. Customizing the Emotional Intelligence Workshops.
The workshop chapters include advice, instructions, workshop-at-a-glance tables, as well as full
program agendas.
Section II is standard from book to book in the ATD Workshop Series as a way to provide a con-
sistent foundation of training principles. This section’s chapters follow the ADDIE model—the
classic instructional design model named after its steps (analysis, design, development, imple-
mentation, and evaluation). The chapters are based on best practices and crafted with input
from experienced training practitioners. They are meant to help you get up to speed as quickly
as possible. Each chapter includes several additional recurring features to help you understand
the concepts and ideas presented. The Bare Minimum gives you the bare bones of what you
need to know about the topic. Key Points summarize the most important points of each chap-
ter. What to Do Next guides you to your next action steps. And, finally, the Additional Resources
and References sections at the end of each chapter give you options for further reading to
broaden your understanding of training design and delivery. Section II chapters include
• Chapter 5. Identifying Needs for Emotional Intelligence Training

• Chapter 6. Understanding the Foundations of Training Design
• Chapter 7. Leveraging Technology to Maximize and Support Design and Delivery
• Chapter 8. Delivering Your Emotional Intelligence Workshop: Be a Great Facilitator
• Chapter 9. Evaluating Workshop Results.
Section III covers information about post-workshop learning:
• Chapter 10. The Follow-Up Coach

Section IV includes thumbnail versions of all the supporting documents for reference and
online guidance for accessing the documents online:
• Chapter 11. Learning Activities

• Chapter 12. Assessments
• Chapter 13. Handouts
• Chapter 14. Online Supporting Documents and Downloads.
The book includes everything you need to prepare for and deliver your workshop:
• Agendas, the heart of the series, are laid out in three columns for ease of delivery. The
first column shows the timing, the second gives the presentation slide number and image
for quick reference, and the third gives instructions and facilitation notes. These are
designed to be straightforward, simple agendas that you can take into the training room
and use to stay on track. They include cues on the learning activities, notes about tools or
handouts to include, and other important delivery tips.
• Learning activities, which are more detailed than the agendas, cover the objectives of the
activity, the time and materials required, the steps involved, variations on the activity in
some cases, and wrap-up or debriefing questions or comments.
• Assessments, handouts, and tools are the training materials you will provide to learners
to support the training program. These can include scorecards for games, instructions,
reference materials, samples, self-assessments, and so forth.
• Presentation media (PowerPoint slides) are deliberately designed to be simple so that
you can customize them for your company and context. They are provided for your
convenience. Chapter 7 discusses different forms of technology that you can incorporate
into your program, including different types of presentation media.
All the program materials are available for download, customization, and duplication. See
Chapter 14 for instructions on how to access the materials.

How Are the Agendas Laid Out?
The following agenda is a sample from the two-day workshop.
Day One: (9:00 a.m. to 4:30 p.m.)
TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS

Before the Workshop Setup
Workshop
Arrive one hour before the start to ensure the
(at least 60 room is set up, equipment works, and materials
minutes)
are arranged for the participants. This gives you
time to make them feel truly welcomed. Chatting
with them builds a trusting relationship and
opens them up for learning.
9:00 a.m. Slide 1 Welcome and Introduction to Emotional

(5 min) Intelligence
Welcome participants and introduce yourself. Let
participants know that in this workshop they will
explore the topic of emotional intelligence (EI) as
it relates to leadership effectiveness.
Because EI is such a broad topic (and time in
this workshop is limited), set the stage for the
program by asking participants to introduce
themselves to the group and share one learning
goal that they have for the workshop.
Use this as an opportunity to set expectations for
the workshop and to discuss learning objectives.
If a participant’s learning goal does not align well
with the learning objectives for the workshop,
write it down as a “sidebar” on a sheet of
flipchart paper and let the participant know that
you will address these concepts during the Q&A
portion of the workshop if time permits. Revisit
this list at the end of the program.

9:05 a.m. Slide 2 Learning Objectives
(5 min) • Handout 39: Two-Day Workshop Learning
Objectives: The New Science of Leadership
Lay out the basic flow of the workshop. Rather
than explaining each objective, explain how each
objective will be covered. “I will spend some
time talking about. . . . And then we will have a
small group discussion . . .” Reference participant
learning goals as appropriate.
How Do I Use This Book?

If you’ve ever read a “Choose Your Own Adventure” book, you will recognize that this book fol-
lows a similar principle. Think back to the self-assessment at the beginning of this introduction:
• If you chose authority, you can get right to work preparing one of the workshops in Sec-
tion I. Use Section II as a reference.
• If you chose developing expertise, read Section II in depth and skim the topic content.
• If you chose novice at training and the topic, then spend some serious time familiarizing
yourself with both Sections I and II of this volume as well as the topic content.
Once you have a general sense of the material, assemble your workshop. Select the appropriate
agenda and then modify the times and training activities as needed and desired. Assemble the
materials and familiarize yourself with the topic, the activities, and the presentation media.
Key Points
• The workshops in this book are designed to be effective at all levels of trainer expertise.
• Good training requires an investment of time.
• The book contains everything you need to create a workshop, including agendas, learn-
ing activities, presentation media, assessments, handouts, and tools.
What to Do Next
• Review the agendas presented in Section I and select the best fit for your requirements,
time constraints, and budget.
• Based on your level of expertise, skim or read in-depth the chapters in Section II.

• Consider what kind of follow-up learning activities you will want to include with the
workshop by reviewing Section III.
Additional Resources
Biech, E. (2008). 10 Steps to Successful Training. Alexandria, VA: ASTD Press.
Biech, E., ed. (2014). ASTD Handbook: The Definitive Reference for Training & Development, 2nd edition. Alexan-
dria, VA: ASTD Press.
Emerson, T., and M. Stewart. (2011). The Learning and Development Book. Alexandria, VA: ASTD Press.
Goleman, D. (1998). Working With Emotional Intelligence. New York: Bloomsbury.
McCain, D.V. (2015). Facilitation Basics, 2nd edition. Alexandria, VA: ATD Press.
Russell, L. (1999). The Accelerated Learning Fieldbook. San Francisco: Jossey-Bass/Pfeiffer.
Stolovitch, H.D., and E.J. Keeps. (2011). Telling Ain’t Training, 2nd edition. Alexandria, VA: ASTD Press.

SECTION I
The Workshops
Chapter 1
Half-Day Emotional
Intelligence Workshop:
The New Science of
Success
What’s in This Chapter

• Objectives of the half-day Emotional Intelligence Workshop
• Summary chart for the flow of content and activities
• Half-day program agenda
Do your workshop participants have the goal of increasing their emotional intelligence? Are
they getting feedback from coaches, supervisors, or mentors that they need to work on their
emotional intelligence? The phrase is often used on development plans or in feedback conver-
sations with varying degrees of understanding about what it actually means on both sides of
the conversation—manager and employee. The reason emotional intelligence can be confusing
and misunderstood is that it is not a simple behavior that can be easily defined in a competency
dictionary. More accurately, it is a set of 18 or more competencies that relate to four or more
domains of effectiveness depending on which model is referenced. Most people need help to be
able to understand what emotional intelligence is and how to develop more of it. That is where
this workshop comes in.
11
The half-day, one-day, and two-day formats in this series are framed around Daniel Goleman’s
four domains of emotional intelligence: self-awareness, self-management, social awareness, and
relationship management. To figure out which agenda is the right fit for your participants and
your organization, start with this question: How many domains can realistically be addressed
within the given timeframe? One challenge with designing and delivering a half-day workshop
is that the time constraints force you to either explore several topics in less depth or choose a
smaller set of topics to explore more thoroughly. Another challenge is trying to cover enough
content while still providing opportunities for participants to practice and apply what they are
learning. My belief is that it is better to select a more focused set of topics so that you can offer
participants the opportunity to learn applicable skills. For that reason, this half-day format has
been designed around two of Goleman’s domains—self-awareness and self-management—to
focus on the new science of success.
Any workshop, regardless of length, benefits from incorporating the principles of active train-
ing. This workshop design presents activities that engage participants in relevant and meaning-
ful learning experiences, small group discussion, and skills practice. Be sure to allow time for
discussion and reflection to increase learning and retention.
Half-Day Workshop Objectives: The New Science

of Success
By the end of the half-day workshop, participants will be able to
• Learn about the anatomy of an emotion and how emotions and thoughts work together
to influence behaviors
• Understand the link between emotional intelligence and success in life
• Discern the difference between automatic limbic decisions and intentional, conscious
decisions
• Discover when their automatic processes serve them well, and when these processes need
to be better managed
• Practice agile thinking, increasing self-awareness and intentional thinking
• Leverage due diligence and intuition to make effective decisions
• Develop cognitive and behavioral strategies to manage emotions intelligently.

Half-Day Workshop Overview
TOPICS TIMING
Welcome and Introduction to Emotional Intelligence 5 minutes
Learning Objectives 5 minutes
The Anatomy of an Emotion 5 minutes
Learning Activity 1: When Emotions Get the Best of Us 10 minutes
The Anatomy of an Emotion, Take Two 10 minutes
Two Brain Systems That Control Your Attention 10 minutes
Learning Activity 2: System 1 vs. System 2 Thinking 20 minutes
Agile Thinking: Awareness Plus Intentionality 10 minutes
BREAK 15 minutes
Emotions, Thoughts, and Behaviors 10 minutes
Learning Activity 3: Three Behavioral Principles 5 minutes
Learning Activity 4: Behavior Strategies 10 minutes*
Cognitive Strategies 10 minutes
Learning Activity 5: Emotional Triggers Exercise 15 minutes
EQuip Yourself for Success: Manage Expectations 10 minutes
Learning Activity 6: EQuip Yourself for Success: Managing
10 minutes
Expectations Discussion
EQuip Yourself for Success: Choose Your Battles 5 minutes
Learning Activity 7: EQuip Yourself for Success: Practice Asking
10 minutes
System 2 Questions
Learning Activity 8: EQuip Yourself for Success: Reframe 10 minutes
Q&A 10 minutes
Learning Activity 9: EQuip Yourself for Success: Action Plan 10 minutes
Wrap-Up 5 minutes
TOTAL 210 minutes (3.5 hours)
*Or 20 minutes, depending on activity variation chosen. If video clip variation is chosen, an additional
10 minutes will need to be added or made up elsewhere in the agenda timing.
Half-Day Workshop Agenda

You can use the agenda on the following pages as a quick-reference, bird’s-eye view to the work-
shop while you are facilitating. The learning activity pages in Chapter 11 provide the details that
support the workshop design, so be sure to have those pages available during your facilitation,
as well as a reference set of handouts.
Chapter 1: Half-Day Emotional Intelligence Workshop 13

Half Day: (9:00 a.m. to 12:30 p.m.)

Before the Workshop Setup
Workshop
Arrive one hour before the start to ensure the
(at least 60 room is set up, equipment works, and materials
minutes)
are arranged for the participants. This gives you
time to make them feel truly welcomed. Chatting
with them builds a trusting relationship and
opens them up for learning.
9:00 a.m. Slide 1 Welcome and Introduction to Emotional

(5 min) Intelligence
Welcome participants and introduce yourself. Let
participants know that in this workshop they will
explore the topic of emotional intelligence (EI) as
it relates to success.
Because EI is such a broad topic (and time in
this workshop is limited), set the stage for the
program by asking participants to introduce
themselves to the group and share one learning
goal that they have for the workshop.
Use this as an opportunity to set expectations for
the workshop and to discuss learning objectives.
If a participant’s learning goal does not align well
with the learning objectives for the workshop,
write it down as a “sidebar” on a sheet of
flipchart paper and let the participant know that
you will address these concepts during the Q&A
portion of the workshop if time permits. Revisit
this list at the end of the program.
9:05 a.m. Slide 2 Learning Objectives
(5 min) • Handout 1: Half-Day Workshop Learning
Objectives: The New Science of Success
Use the handout and slide to lay out the basic
flow of the workshop. Briefly explain how each
objective will be covered. Let them know that you
will spend some time talking about the ideas and
concepts, and then they will have a chance for
small group discussion and activities to explore
the concepts further.

9:10 a.m. Slide 3 Learning Content/Lecture
(5 min) The Anatomy of an Emotion
• Handout 2: The Anatomy of an Emotion
Use this handout and set of slides to grab your
participants’ attention with a quick primer on
why emotional intelligence is so important. Begin
with a strong statement about how we are wired
to experience events and situations emotionally
before we experience those same events and
situations rationally. Then explain the anatomy
of an emotion using Slides 3 and 4, which serve
as a foundation for the course and will help you
transition your participants to the first learning
activity. I usually stick fairly close to a “script” for
this section.
Slide 3 presents what I refer to as “the original
story of your emotions.” Say:
Once upon a time you were walking in
a forest and you came upon something
dangerous—such as a big bear. Your
eye saw the bear and immediately sent
a message down to your adrenal glands.
Your adrenal glands pumped adrenaline
into your system, your heart beat faster,
your breathing quickened, your palms got
sweaty, your muscles tensed up, and you
were prepared for fight or flight.
NOTE: Both Slides 3 and 4 are animated (if you
have licensed the custom version of the slides).
Click through the animation at the appropriate
portion of the script. If you are using the ready-
to-use pdf version of the slide deck, simply point
out the portion of the slide as you run through
the script.
(Slide 1 of 2)

Slide 4 Move directly into Slide 4 and say:
Your response was actually an emotional
response triggering your brain to
move you toward taking action. That’s
essentially what all emotions are—signals
to take action. That’s why it is called
e–motion.
This second slide makes the point that emotions
are signals. I often share the analogy of a smoke
detector here. The detector signals that there
is a fire to pay attention to. Similarly, emotions
signal that there is a situation that requires your
attention.
After these two introductory slides, flow right
into Learning Activity 1.
(Slide 2 of 2)
9:15 a.m. Slide 5 Learning Activity 1: When Emotions Get the
(10 min) Best of Us
• Handout 3: When Emotions Get the Best of Us
This small group activity will help participants
connect with the reason we all need this
workshop. It will lead them to identify a past
experience that they will revisit during the
application phase of the workshop.
Use this slide and the instructions in the learning
activity to conduct the discussion. There is no
need to debrief this activity, except to mention
that you will revisit these stories later in the
workshop.

(10 min) The Anatomy of an Emotion, Take Two
• Handout 2: The Anatomy of an Emotion
Continue exploring the anatomy of an emotion.
Explain the reptilian brain first, then the
mammalian brain, and finally the thinking
brain. (Detailed explanations of each type of
brain and the concepts illustrated on the slide
are included in Handout 2.) Emphasize the link
between the emotions and the limbic system. The
big idea here is that emotional intelligence uses
the “thinking brain” to manage the “emotional
brain.”
NOTE: This slide is also animated (if applicable
to your version of slides).
(Slide 1 of 2)
Slide 7 Emphasize that although we are all quite
intelligent and sophisticated, there is still a part
of us that is primal and causes us to react without
thinking. And this kind of reacting can have an
impact on our success.
(Slide 2 of 2)

(10 min) Two Brain Systems That Control Your Attention
• Handout 4: Two Brain Systems That Control
Your Attention
This short lecture sets up the next discussion
activity and also creates a kind of shorthand
for referencing brain function throughout the
rest of the workshop. Explain the difference
between System 1 and System 2 thinking. Create
a flipchart page of this slide and tape it to the
wall somewhere in the room so that you can refer
back to System 1 and System 2 during workshop
discussions.

9:45 a.m. Slide 9 Learning Activity 2: System 1 vs. System 2
(20 min) Thinking
• Handout 5: System 1 vs. System 2 Thinking
This small group discussion is a self-awareness
activity that helps participants discover when
their automatic processes serve them well and
when they need to be better managed.
activity to conduct the discussion. Lead a large
group discussion to debrief the exercise.
(10 min) Agile Thinking: Awareness Plus Intentionality
• Handout 6: Mental Agility
Provide participants with a high-level summary
of Daniel Goleman’s four-domain model of
emotional intelligence, and then introduce
them to the first two domains of emotional
intelligence: self-awareness and self-management.
These two domains in combination enable us
to effectively manage System 1 and System 2
thinking, the automatic and the intentional.
Walk the participants through the example
on the handout to help them understand how
System 1 thinking can act as a barrier to success
and how agile thinking can help them overcome
the unconscious biases that can threaten their
success.
How do we increase our mental agility? Explain
that answering that question is what the rest of
the workshop is all about.
10:15 a.m. Slide 11 BREAK
(15 min)

(10 min) Emotions, Thoughts, and Behaviors
• Handout 7: Emotions, Thoughts, and
Behaviors
Use this handout and slide to help participants
develop cognitive and behavioral strategies
to manage emotions intelligently. Be sure to
emphasize the key learning point here: People
manage their emotions by managing either their
cognitions or their behaviors.
NOTE: This slide is animated (if applicable to
your version of slides).
10:40 a.m. Slide 13 Learning Activity 3: Three Behavioral
(5 min) Principles
• Handout 8: Behavioral Strategies for
Managing Your Emotions
Use the slide and handout to briefly overview
the three behavior principles to help manage
emotions. The activity will get the participants
out of their seats and discovering the importance
of congruence between emotions and behavior.
Follow the instructions in the learning activity
to conduct and debrief the activity. Learning
Activity 3 will roll right into Learning Activity 4.
10:45 a.m. Slide 14 Learning Activity 4: Behavior Strategies
(10 min) This activity will help participants understand
(or 20 min if you and experience the physiology behind behaviors
choose the video and emotions. You can choose one of two options
clip option) for this activity. You will need to adjust timing,
depending on which variation you choose.
Use the instructions in the learning activity to
conduct this activity.

(10 min) Cognitive Strategies
• Handout 9: Cognitive Strategies and the ABCs
of Life
Use this slide and handout to discuss how to
use cognitive strategies to manage emotions.
Briefly present Ellis’ ABCs of Life model to the
participants, emphasizing his basic thesis: Your
feelings follow your beliefs; what you believe
about your world determines how you feel.
NOTE: This slide is animated (if applicable to
your version of slides).
11:05 a.m. Slide 16 Learning Activity 5: Emotional Triggers
(15 min) Exercise
• Handout 10: Emotional Triggers Exercise
This activity revisits the examples the
participants identified earlier that described a
time when their emotions got the best of them.
Or they are free to come up with a different
example to use here if they desire. They will
use this story to practice System 2 thinking to
manage their thoughts. You may want to work
through the chart with the participants using the
example given on the slide to get them started.
activity to conduct and debrief the activity.

(10 min) EQuip Yourself for Success: Manage
Expectations
• Handout 11: EQuip Yourself for Success:
Manage Expectations
Explain that any slide or handout in the
workshop that begins with the phrase “EQuip
Yourself for Success” will share an application
point. In the next section of the workshop they
will explore four application points for managing
emotions by managing thoughts:
1. Manage expectations
2. Choose your battles
3. Practice asking System 2 questions
4. Reframe.
To discuss this slide, begin with the idea that one
of the principal sources of emotional conflict
and resentment in the workplace is the mismatch
between what we expect and what we actually get
from the people we depend on to deliver results.
The two parallel lines represent this mismatch
with Expectations above the top line and Reality
below the bottom line. The arrow between
the two represents how expectations often fall
short of reality. Then reemphasize the idea that
the principal source of emotional conflict and
resentment in the workplace is the mismatch
between what we expect and what we actually get
from the people we depend on to deliver results.
This content will set up the next learning activity,
which gives participants a chance to practice a
managing expectations conversation.
NOTE: This slide is animated (if you have
licensed the custom version of the slides). If you
are using the ready-to-use pdf version of the
slides, point out the portion of the slide as you
discuss it.

11:30 a.m. Slide 18 Learning Activity 6: EQuip Yourself for Success:
(10 min) Managing Expectations Discussion
Manage Expectations Discussion
This application activity is designed to engage
System 2 thinking to avoid System 1’s tendency
to get upset when expectations are not clearly
defined. The takeaway for participants who
have a difficult time with this activity is that
they actually need to conduct these kinds of
conversations in real life.
(5 min) EQuip Yourself for Success: Choose Your Battles
Choose Your Battles
This second application of cognitive strategies is
designed to engage System 2 thinking to avoid
System 1’s tendency to spend emotional energy
on unworthy battles. Introduce this slide by
explaining that the events and experiences of
life belong on a continuum somewhere between
“nickle and dime stuff ” and the saber-toothed
tigers of life. Explain the 9-9-9 Rule and its
powerful questions on the handout.
(10 min) Practice Asking System 2 Questions
Practice Asking System 2 Questions
The third application of cognitive strategies is
System 1’s tendency to ask critical judging
questions instead of listening and learning
questions.

(10 min) Reframe
• Handout 15: EQuip Yourself for Success: The
Power of Reframes
The fourth application of cognitive strategies is
System 1’s tendency to stereotype people or jump
to negative conclusions about people.
12:05 p.m. Slide 22 Q&A
(10 min) There are three parts to facilitating the Q&A.
First, let participants know the workshop is not
over yet. Say: “Before I give you time to work on
your action plan, what questions do you have
about today’s workshop?”
Second, wait a full 7 seconds to give people time
to reflect and process.
Third, if there is time after you have addressed
their questions, revisit any learning goals that
participants discussed at the beginning of the
workshop (and recorded on the flipchart)
that were not covered by the program. Refer
participants to the one-day or two-day program,
if appropriate.
12:15 p.m. Slide 23 Learning Activity 9: EQuip Yourself for Success:
(10 min) Action Plan
Action Plan
This activity is designed to create alignment
between the workshop content and the
participants’ development plans. Give
participants 10 minutes to reflect on lessons
learned and to fill out the action plan as outlined
in Handout 16.

12:25 p.m. Slide 24 Wrap-Up
(5 min) • Assessment 1: Workshop Evaluation
Close workshop on a positive note. Distribute the
Ends at workshop evaluations. As they are completing
12:30 p.m. the evaluations, ask them to think about the most
valuable idea or strategy they learned today.
When you have all the evaluations, ask everyone
to form a circle. Start by sharing something that
you learned today. Then toss a soft throwing
object such as a Koosh ball to one participant
and ask him or her to share a key learning point.
Continue tossing the ball around the circle until
everyone who is willing to share has shared.
Be available to answer any questions participants
may still have about the workshop content. Share
plans for follow-up coaching, if applicable (see
Chapter 10 for ideas to follow up the training
with support and activities).
Thank participants for their contributions and
wish them well.
What to Do Next
• Determine the schedule for training workshops; reserve location and catering you may
wish to provide.
• Identify and invite participants.
• Inform participants about any pre-work, if applicable, that you want completed before
the workshop begins.
• Review the workshop objectives, activities, and handouts to plan the content you will use.
• Prepare copies of the participant materials and any activity-related materials you may
need. Refer to Chapter 14 for information about how to access and use the supplemental
materials provided for this workshop.
• Gather tactile items, such as Koosh balls, crayons, magnets, Play-Doh, or others, that you
wish to place on the tables for tactile learners. See Chapter 8 for other ideas to enhance
the learning environment of your workshop.
• Prepare yourself both emotionally and physically. Confirm that you have addressed sched-
uling and personal concerns so that you can be fully present to facilitate the workshop.

References
Ellis, A. (1988). How to Stubbornly Refuse to Make Yourself Miserable About Anything. Secaucus, NJ: Carol Publishing.
Ellis, A. (1997). How to Control Your Anger Before It Controls You. Secaucus, NJ: Carol Publishing.
Goleman D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam.
Goleman, D. (1998). Working With Emotional Intelligence. New York: Bantam.
Kahneman, D. (2011). Thinking Fast and Slow. New York: Farrar, Straus, and Giroux.

About the Author
Karl Mulle is a corporate trainer, coach, and a popular keynote speaker, as

well as a psychotherapist in private practice. He has over 33 years of experi-
ence in the design and delivery of energizing and fun programs on human
effectiveness. He specializes in developing leaders, building healthy rela-
tionships, increasing emotional intelligence, managing diversity, devel-
oping communication and presentation skills, managing change, and
building effective teams. Karl applies an experiential approach to learning,
creatively designing sessions to maximize interaction and self-discovery
for businesses, organizations, and associations worldwide. His clients include General Electric,
Chevron, Johnson & Johnson, 3M, Citibank, Nielsen, Cigna, the U.S. Food and Drug Adminis-
tration, and the U.S. Office of Personnel Management.
Karl coauthored Put Emotional Intelligence to Work: EQuip Yourself for Success (ASTD 2007,
with Jeff Feldman).
Karl holds a bachelor of arts from Cornell University, a master of divinity from Trinity Inter-
national University, and a master of arts in counseling psychology from Trinity International
University.
He has traveled extensively throughout the United States (46 states) and European/Asian coun-
tries (31 countries) and resides in Bloomington, MN.
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EMOTIONAL

© 2016 ASTD DBA Association for Talent Development (ATD)

ATD Press Editorial Staff:

Trainers Publishing House (TPH) Staff:

Cover Art: Shutterstock

• enhance learner engagement

FOREWORD BY TONY BINGHAM xv

INTRODUCTION: HOW TO USE THIS BOOK 1

SECTION I: THE WORKSHOPS 9

3 TWO-DAY EMOTIONAL INTELLIGENCE WORKSHOP:

4 CUSTOMIZING THE EMOTIONAL INTELLIGENCE WORKSHOPS 95

6 UNDERSTANDING THE FOUNDATIONS OF TRAINING DESIGN 117

8 DELIVERING YOUR EMOTIONAL INTELLIGENCE WORKSHOP:

9 EVALUATING WORKSHOP RESULTS 155

SECTION IV: WORKSHOP SUPPORTING DOCUMENTS

ABOUT THE AUTHOR 251

ABOUT ATD 252

Karl Mulle, MACP

How to Use This Book

What’s in This Chapter

Why Is Developing Your Emotional Intelligence

What Do I Need to Know About Training?

QUICK ASSESSMENT: HOW EXPERT DO I NEED TO BE?

2 EMOTIONAL INTELLIGENCE training

How Much Time Will Preparation Take?

Introduction: How to Use This Book 3

• Chapter 1. Half-Day Workshop (3 to 4 hours program time) + Agenda + PPT (thumbnails)

• Chapter 5. Identifying Needs for Emotional Intelligence Training

Section III covers information about post-workshop learning:

• Chapter 10. The Follow-Up Coach

4 EMOTIONAL INTELLIGENCE training

• Chapter 11. Learning Activities

Introduction: How to Use This Book 5

Day One: (9:00 a.m. to 4:30 p.m.)

TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS

9:00 a.m. Slide 1 Welcome and Introduction to Emotional

6 EMOTIONAL INTELLIGENCE training

How Do I Use This Book?

Introduction: How to Use This Book 7

8 EMOTIONAL INTELLIGENCE training

What’s in This Chapter

Half-Day Workshop Objectives: The New Science

12 EMOTIONAL INTELLIGENCE training

Half-Day Workshop Agenda

Chapter 1: Half-Day Emotional Intelligence Workshop 13

TIMING SLIDES ACTIVITIES/NOTES/CONSIDERATIONS

9:00 a.m. Slide 1 Welcome and Introduction to Emotional

14 EMOTIONAL INTELLIGENCE training

Chapter 1: Half-Day Emotional Intelligence Workshop 15

16 EMOTIONAL INTELLIGENCE training

9:35 a.m. Slide 8 Learning Content/Lecture

Chapter 1: Half-Day Emotional Intelligence Workshop 17

18 EMOTIONAL INTELLIGENCE training

Chapter 1: Half-Day Emotional Intelligence Workshop 19

20 EMOTIONAL INTELLIGENCE training

Chapter 1: Half-Day Emotional Intelligence Workshop 21

22 EMOTIONAL INTELLIGENCE training

Chapter 1: Half-Day Emotional Intelligence Workshop 23

24 EMOTIONAL INTELLIGENCE training

Chapter 1: Half-Day Emotional Intelligence Workshop 25