Skills for Employment: Emotional Intelligence

ALL ROADS LEAD TO EMPLOYMENT

PRESENTED BY: The Center for Change in Transition Services

Registration

1) Everyone participating in the webinar needs to register by typing your or title name, email, name of district and school, and your current position 2) CCTS will conduct a sound check at 2:30 and 2:40. We will begin at 2:45 and end by 3:45.

3) Use the “Chat Box” to type in questions and/or responses

Thank you for joining us today!

Center for Change in Transition Services

Improving post-school outcomes for students with disabilities in Washington state

Seattle University OSPI State Needs Project This webinar is closed-captioned. To view the captioning click on the CC icon just above the video.

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EMOTIONAL INTELLIGENCE

1) 2) 3) Communication Language Personal habits

Your GPS Guide: Agenda

1. What is Emotional Intelligence?

2. How to assess emotional intelligence?

3. How do I incorporate EI skills into the curriculum? 4. Questions?

Your GPS Guide…to post-school success

EMOTIONAL INTELLIGENCE

1) WHAT IS EMOTIONAL INTELLIGENCE?

2) WHY IS IT AN IMPORTANT SKILL FOR THE WORK PLACE?

3) HOW DOES IT RELATE TO TRANSITION SERVICES?

Emotional Intelligence (EQ)

the ability to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and defuse conflict.

Segal, J., & Smith, M. (2013). Emotional intelligence (EQ): Five key skills for raising emotional intelligence. Retrieved from http://www.helpguide.org

Key Attributes

     Self-awareness Self-management Social Awareness Interactions with others Resilience (grit/perseverance) Kerr, B. A. (2013). Emotional intelligence insights: What is EI? Retrieved from http://www.emotionalintelligenceinsights.com

Duckworth, A., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.

Work Skills

What Work Requires of Schools identified a three-part foundation to work skills:  Basic Skills – reads, writes, performs arithmetic and mathematical operations, listens and speaks  Thinking Skills reason – thinks creatively, makes decisions, solves problems, visualizes, knows how to learn and  Personal Qualities honesty – displays responsibility, self esteem, sociability, self-management, and integrity and

Personal Qualities

 Sociability – demonstrates understanding, friendliness, adaptability, empathy and politeness in group settings .

 Responsibility – effort and preserves towards goal attainment exerts a high level of  Self-esteem – believes in own self-worth and maintains a positive self-view

Personal Qualities

  Self-management – assesses self accurately, sets personal goals, monitors progress, exhibits self-control Integrity/Honesty – courses of action chooses ethical Secretary’s Commission on Achieving Necessary Skills (SCANS) (1991). What work requires of schools. A SCANS report for America 2000. Retrieved from http://www.wdr.doleta.gov/SCANS/whatwork/whatwork.pdf

Definition of Transition

Transition services are a set of coordinated activities designed to be a results-oriented process that facilitates the successful movement from school to postsecondary living. These activities are based on the student’s needs, strengths, preferences, and interests.

Definition of Transition

Transition services include instruction, related services, community experiences, the development of employment and other post-school living objectives and, when appropriate, daily living skills.

20 U.S.C. § 1401(34)

Your GPS Guide…to post-school success

EMOTIONAL INTELLIGENCE

1) WHAT ASSESSMENTS ARE AVAILABLE TO MEASURE EMOTIONAL INTELLIGENCE SKILLS?

CCTS Resources

http://www.seattleu.edu/ccts

Casey Life Skills Assessment

        Daily Living Self Care Relationships & Communication Housing & Money Management Work & Study Career & Education Planning Looking Forward (confidence) Permanency (connection to adults, community supports)

Casey Life Skills Assessment

     A self-reporting tool designed to assess strengths and challenges (not a test) Free, online youth-centered tool Appropriate for youth ages 14 to 21 Can be given in short segments or all at once (30-40 total) Originally designed for youth in foster care

Casey Life Skills Assessment

Ohio Employability Skills

 ◦ ◦ ◦ ◦ ◦ ◦ ◦ Measures ◦ Self-help skills Work habits Task related (cares for equipment, safety) Work quantity Work quality Relationships: Supervisors Relationships: Peers Work Attitudes

Ohio Employability Skills

http://www.ocali.org/up_doc/ELSA_14_21.pdf

Do2Learn

• • Determining Interest: Social Skills Assessment • Part1 – completed by student • Part 2 – completed by adults that know the student Identifies jobs as A. “In the Scene” – jobs that require strong social skills because there is frequent interaction with customers & co-workers B. “Behind the Scene” – jobs that might require that you work near customers, but you may not have to interact on a regular basis C. “Out of the Scene” – jobs that require little or no interaction with customers and don’t require that you spend a lot of time with co-workers

Do2Learn

http://www.do2learn.com/JobTIPS/DeterminingInterests/SocialSkillsAssessments/ Assessments.html

Your GPS Guide…to post-school success

EMOTIONAL INTELLIGENCE

1) WHAT ARE SOME FREE LESSON RESOURCES FOR THE EMOTIONAL INTELLIGENCE SKILLS? 2) HOW DO I INCORPORATE EMOTIONAL INTELLIGENCE SKILLS INTO THE CURRICULUM?

Soft Skills to Pay the Bills

• • • • • Free curriculum developed by the Office of Disability Employment Policy Designed for youth ages 14 to 21 Print and online materials Includes a video series 30 – 20 minute lessons on • Communication • Enthusiasm & Attitude • • Teamwork Networking • • Problem Solving & Critical Thinking Professionalism http://www.dol.gov/odep/topics/youth/softskills/

OSPI Secondary Education

My Dreams, My Story, My Voice: Supplemental Lessons to Navigation 101 • Developing a growth mindset (grit/ perseverance) • Understanding self-doubt • Stick-with-it • • • • Planning & Follow Through (self-monitoring) Academic and School Social Behaviors Leadership Communication (including cross-cultural) http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/Nav101 Lessons.aspx

Sample Lesson Plan

Questions?

CCTS Contact Information

Email: [email protected]

Phone: 206.296.6494

http://www.seattleu.edu/ccts