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WA #4 rev16| 1

Instructions Writing Assignment #4

Section II: Plan for Change Objective Create an plan to address at least three EI/ESI abilities/competencies. This is what the chart looks like on the template:

Complete the chart on the template using instructions provided below.

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Column #1: Abilities/Competencies to Leverage or Improve

Identify (name) the ability/competency to improve or leverage.

Improve = make changes to become more capable regarding an ability or competency Leverage = make changes to better utilize a strength in an ability or competency.

Choosing What You Plan to Develop – or - Leverage

 Review the recommendations made within your assessment feedback report(s) (MSCEIT and ESCI 360); the answers within your self-rated assessments; the content of writing assignment #1 Assessment Reflections.

 Consider course content in Unit II and Unit III as well as any material you’ve found as a result of research on abilities/competencies of interest.

Column #2: Goals and Action Steps 1. Knowledge of chosen EI abilities or ESI competencies must be evident when stating goals and

action plans.

2. Knowledge of methods for developing/leveraging chosen EI/ESI abilities and competencies must be evident when stating goals and action plans.

Abilities/Competencies

to

Improve or Leverage

Goals and Action Steps Indicators of Improvement

or Successful Leveraging

1.

2.

3.

Optional

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Identify end goals

Ask Yourself: What is the “goal” – specifically, what do I want to accomplish?

Create realistic and meaningful goals for EI/ESI skill/competency development/leveraging. Identify action steps Clearly state each action step to reach your goals. Number your action steps.

Ask Yourself: How am I going to reach each goal?

Be specific when identifying action steps. No broad/sweeping statements. You are being graded on your knowledge on how to develop or leverage a skill or competency. Examples:

 Are you going to practice certain exercises recommended in either of our course texts? If so, which ones? What is the process you’ll use?

 Are you going to develop action steps from best practices offered in course material? What will be the steps to follow so that you can apply this best practice?

3. A specific reference to material must be identified in action plans.

NOTE: Students are not required to offer a specific reference in goal statements. However, a reference may assist instructor in recognizing your level of knowledge on a particular ability or competency if a student does use a reference.

Reflect on and offer specific reference to course content (or material you’ve brought into your study of a topic) when developing action steps and goals.

Reference = video name, chapter, content area and/or page in course text. (If using a Kindle edition of text, no page is required but specific section must be identified) A simple reference is acceptable. If using course text or material from assessments, an abbreviation is acceptable.

EIM The Emotionally Intelligent Manager EI@W Emotional Intelligence at Work MSCEIT Feedback Report MSCEIT Feedback ESCI 360 Feedback ESCI Feedback

Examples: EIM, How to Disengage from Anger Section, p. 152 – 154.

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EIM, Emotional Processing Survey: Understand Your Handling of Specific Emotions Survey, Part 6, Integration of Emotion, p. 234 – 235. EI@W, Chapter 2, Managing Your Emotions, Take Charge of Your Thoughts section, p. 30 – 36. MSCEIT Feedback, Branch Scores, Managing Emotions, p. 7.

If you’ve found material outside of course content: Provide a link to information you’ve found outside of the course when presenting action steps.

Column #3: Indicators of Improvement or Successful Leveraging 4. High quality critical thought is expected when identifying indicators for improvement and who will

serve as evaluator. How development/leveraging will be measured and who will evaluate must be realistic.

Identify how you will know that you are successful in meeting a particular action step or a set of action steps.

Be specific in identifying evaluation methods. Indicate how you will be monitored – and - who will be monitoring your progress.

 Sometimes other people will serve as an evaluator. You can ask one or more people to observe particular behaviors overtime (an informal 360 degree evaluation)

 Sometimes you’ll serve as the evaluator. You will self-assess your progress in thoughts and behaviors. Are you practicing exercises? Are you thinking or behaving differently?

 Sometimes your observation of other people will provide evaluation information. Other people’s reactions to your behaviors will serve as evidence of progress toward or actual meeting a goal. You will evaluate whether or not you have met an action step or an overall goal from their reactions.