bring it on! - iasa · 2019-03-15 · bring it on! emotional intelligence strategies for increasing...

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BRING IT ON!Emotional Intelligence Strategies for Increasing Emotional Intelligence Strategies for Increasing Emotional Intelligence Strategies for Increasing Emotional Intelligence Strategies for Increasing Your People Skills, SelfYour People Skills, SelfYour People Skills, SelfYour People Skills, Self----Awareness & ResilienceAwareness & ResilienceAwareness & ResilienceAwareness & Resilience

I.I.I.I. What is What is What is What is Emotional Intelligence? Emotional Intelligence? Emotional Intelligence? Emotional Intelligence?

II.II.II.II. How can we improve our How can we improve our How can we improve our How can we improve our

Emotional Intelligence and Emotional Intelligence and Emotional Intelligence and Emotional Intelligence and

thus, become more successful thus, become more successful thus, become more successful thus, become more successful

personally and professionally?personally and professionally?personally and professionally?personally and professionally?

PART I: WHAT IS EMOTIONAL INTELLIGENCE?

When you say When you say When you say When you say

that someone has that someone has that someone has that someone has

“good people skills” “good people skills” “good people skills” “good people skills”

or that they are or that they are or that they are or that they are

“so good with people,” “so good with people,” “so good with people,” “so good with people,”

what do you mean?what do you mean?what do you mean?what do you mean?

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DANIEL GOLEMAN:EMOTIONAL

INTELLIGENCE EQ

“IQ” vs. “EQ”“IQ” vs. “EQ”“IQ” vs. “EQ”“IQ” vs. “EQ”

Relationships/EducationRelationships/EducationRelationships/EducationRelationships/Education

2000: 2000: 2000: 2000: Working with Working with Working with Working with Emotional IntelligenceEmotional IntelligenceEmotional IntelligenceEmotional Intelligence

11/05: 431 books11/05: 431 books11/05: 431 books11/05: 431 books






To what extent are To what extent are To what extent are To what extent are good people skillsgood people skillsgood people skillsgood people skills and a and a and a and a

good attitudegood attitudegood attitudegood attitude important in the work that important in the work that important in the work that important in the work that youyouyouyou do?do?do?do?

Very important?Very important?Very important?Very important?

Somewhat important?Somewhat important?Somewhat important?Somewhat important?

Of little consequence?Of little consequence?Of little consequence?Of little consequence?

FOUR KEY BUSINESS OUTCOMES:

• Productivity:Productivity:Productivity:Productivity: How much quality work gets accomplishedHow much quality work gets accomplishedHow much quality work gets accomplishedHow much quality work gets accomplished

• Retention: Retention: Retention: Retention: The ability to keep good employeesThe ability to keep good employeesThe ability to keep good employeesThe ability to keep good employees

• Customer Satisfaction: Customer Satisfaction: Customer Satisfaction: Customer Satisfaction: Building and sustaining relationships with customers; Building and sustaining relationships with customers; Building and sustaining relationships with customers; Building and sustaining relationships with customers; Maintaining a reputation for quality and excellence Maintaining a reputation for quality and excellence Maintaining a reputation for quality and excellence Maintaining a reputation for quality and excellence

• Profitability: Profitability: Profitability: Profitability: “The Bottom Line”; Ability to sustain financial viability “The Bottom Line”; Ability to sustain financial viability “The Bottom Line”; Ability to sustain financial viability “The Bottom Line”; Ability to sustain financial viability over the longover the longover the longover the long----termtermtermterm

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To what extent do our good people skills To what extent do our good people skills To what extent do our good people skills To what extent do our good people skills (or lack of good people skills)(or lack of good people skills)(or lack of good people skills)(or lack of good people skills) affect our organization’s affect our organization’s affect our organization’s affect our organization’s

____________________?____________________?____________________?____________________?

• ProductivityProductivityProductivityProductivity

•Retention of good employeesRetention of good employeesRetention of good employeesRetention of good employees

•Customer satisfactionCustomer satisfactionCustomer satisfactionCustomer satisfaction

• ProfitabilityProfitabilityProfitabilityProfitability

A recent survey of 3000 business executives asked what their A recent survey of 3000 business executives asked what their A recent survey of 3000 business executives asked what their A recent survey of 3000 business executives asked what their top criteria were in hiring new professionals. Their top top criteria were in hiring new professionals. Their top top criteria were in hiring new professionals. Their top top criteria were in hiring new professionals. Their top response was response was response was response was attitudeattitudeattitudeattitude, and #2 was , and #2 was , and #2 was , and #2 was communication skillscommunication skillscommunication skillscommunication skills. . . . Both ranked ahead Both ranked ahead Both ranked ahead Both ranked ahead of academic or of academic or of academic or of academic or technical trainingtechnical trainingtechnical trainingtechnical training. . . . (Booher, e-Writing)

A survey of USC business graduates five years into A survey of USC business graduates five years into A survey of USC business graduates five years into A survey of USC business graduates five years into

their careers asked what knowledge or skills they their careers asked what knowledge or skills they their careers asked what knowledge or skills they their careers asked what knowledge or skills they

were most lacking in preparation for their were most lacking in preparation for their were most lacking in preparation for their were most lacking in preparation for their

business career. Most frequently cited were business career. Most frequently cited were business career. Most frequently cited were business career. Most frequently cited were

leadership skillsleadership skillsleadership skillsleadership skills and and and and interpersonal communication skillsinterpersonal communication skillsinterpersonal communication skillsinterpersonal communication skills. . . . (Booher, e-Writing)

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•A national survey of what employers are looking for in A national survey of what employers are looking for in A national survey of what employers are looking for in A national survey of what employers are looking for in

entryentryentryentry----level workers revealed that employers first look level workers revealed that employers first look level workers revealed that employers first look level workers revealed that employers first look

for the ability to learn on the job.for the ability to learn on the job.for the ability to learn on the job.for the ability to learn on the job.

•After that, they listed…After that, they listed…After that, they listed…After that, they listed…

• Listening skillsListening skillsListening skillsListening skills

• Oral communicationOral communicationOral communicationOral communication

• Adaptability/Resilience in setbacksAdaptability/Resilience in setbacksAdaptability/Resilience in setbacksAdaptability/Resilience in setbacks

• SelfSelfSelfSelf----confidenceconfidenceconfidenceconfidence

• Personal management/Handling emotionsPersonal management/Handling emotionsPersonal management/Handling emotionsPersonal management/Handling emotions

• Motivation to work toward goalsMotivation to work toward goalsMotivation to work toward goalsMotivation to work toward goals

• Taking pride in one’s accomplishmentsTaking pride in one’s accomplishmentsTaking pride in one’s accomplishmentsTaking pride in one’s accomplishments

• Cooperativeness/TeamworkCooperativeness/TeamworkCooperativeness/TeamworkCooperativeness/Teamwork

• Ability to negotiate disagreementsAbility to negotiate disagreementsAbility to negotiate disagreementsAbility to negotiate disagreements

• Leadership potential Leadership potential Leadership potential Leadership potential

(Goleman, Working with Emotional Intelligence)

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WHAT ABOUT MANAGERS?

• Among managers, skill in communicating Among managers, skill in communicating Among managers, skill in communicating Among managers, skill in communicating stronglystronglystronglystrongly distinguishes distinguishes distinguishes distinguishes star performers from average or poor onesstar performers from average or poor onesstar performers from average or poor onesstar performers from average or poor ones

• Listening Skills: Listening Skills: Listening Skills: Listening Skills: The OverThe OverThe OverThe Over----looked 1/3looked 1/3looked 1/3looked 1/3

• Study of 130 executives and managers: Study of 130 executives and managers: Study of 130 executives and managers: Study of 130 executives and managers: Ability to handle one’s emotions determined the Ability to handle one’s emotions determined the Ability to handle one’s emotions determined the Ability to handle one’s emotions determined the degree to which people wanted to work with themdegree to which people wanted to work with themdegree to which people wanted to work with themdegree to which people wanted to work with them

• “Too much college, too little kindergarten”“Too much college, too little kindergarten”“Too much college, too little kindergarten”“Too much college, too little kindergarten”

WHAT ABOUT COGNITIVE ABILITY,I.E., “SMARTS”?

• Study of top executives of 15 global companiesStudy of top executives of 15 global companiesStudy of top executives of 15 global companiesStudy of top executives of 15 global companies

• Only one distinguishing cognitive abilityOnly one distinguishing cognitive abilityOnly one distinguishing cognitive abilityOnly one distinguishing cognitive ability

• Outside of that, intellectual or technical superiority Outside of that, intellectual or technical superiority Outside of that, intellectual or technical superiority Outside of that, intellectual or technical superiority played played played played no roleno roleno roleno role in leadership successin leadership successin leadership successin leadership success

• Rather, emotional competence Rather, emotional competence Rather, emotional competence Rather, emotional competence (people skills, attitude) (people skills, attitude) (people skills, attitude) (people skills, attitude) made the crucial differencemade the crucial differencemade the crucial differencemade the crucial difference

• Close to 90% of their leadership success was attributable to Emotional IntelligenceClose to 90% of their leadership success was attributable to Emotional IntelligenceClose to 90% of their leadership success was attributable to Emotional IntelligenceClose to 90% of their leadership success was attributable to Emotional Intelligence

“For star performers in all jobs, in every field, “For star performers in all jobs, in every field, “For star performers in all jobs, in every field, “For star performers in all jobs, in every field, emotional competence is twice as important as purely emotional competence is twice as important as purely emotional competence is twice as important as purely emotional competence is twice as important as purely cognitive abilities. For success at the highest levels, in cognitive abilities. For success at the highest levels, in cognitive abilities. For success at the highest levels, in cognitive abilities. For success at the highest levels, in leadership positions, emotional competence accounts leadership positions, emotional competence accounts leadership positions, emotional competence accounts leadership positions, emotional competence accounts

for for for for virtually the entire advantagevirtually the entire advantagevirtually the entire advantagevirtually the entire advantage.”.”.”.”

(Goleman, (Goleman, (Goleman, (Goleman, Working with Emotional IntelligenceWorking with Emotional IntelligenceWorking with Emotional IntelligenceWorking with Emotional Intelligence))))

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25 KEY “EQ” LEADERSHIP SKILLS

Which are Which are Which are Which are

most important most important most important most important

in in in in your your your your role?role?role?role?

EMOTIONAL INTELLIGENCE 2.0 FRAMEWORK (BRADBERRY & GREAVES, TALENTSMART, 2009)

SelfSelfSelfSelf----AwarenessAwarenessAwarenessAwareness SelfSelfSelfSelf----ManagementManagementManagementManagement

Social AwarenessSocial AwarenessSocial AwarenessSocial AwarenessRelationship Relationship Relationship Relationship

ManagementManagementManagementManagement

SELF-AWARENESS MEANS…

• To know what “makes you tick”To know what “makes you tick”To know what “makes you tick”To know what “makes you tick”

• To know what motivates you, To know what motivates you, To know what motivates you, To know what motivates you, makes you happy, and what makes you happy, and what makes you happy, and what makes you happy, and what you’re good atyou’re good atyou’re good atyou’re good at

• To know what energizes and To know what energizes and To know what energizes and To know what energizes and drains youdrains youdrains youdrains you

• To know To know To know To know

what types what types what types what types

of people and situations of people and situations of people and situations of people and situations

“push your buttons”“push your buttons”“push your buttons”“push your buttons”

• To recognize your emotions To recognize your emotions To recognize your emotions To recognize your emotions

when you’re having themwhen you’re having themwhen you’re having themwhen you’re having them

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SELF-MANAGEMENT MEANS…

• To control your emotions/moodsTo control your emotions/moodsTo control your emotions/moodsTo control your emotions/moods

• To have the discipline and insight To have the discipline and insight To have the discipline and insight To have the discipline and insight to think through results of to think through results of to think through results of to think through results of potential actions and make good potential actions and make good potential actions and make good potential actions and make good choices choices choices choices

• To demonstrate wisdom and To demonstrate wisdom and To demonstrate wisdom and To demonstrate wisdom and selfselfselfself----control when the heat is oncontrol when the heat is oncontrol when the heat is oncontrol when the heat is on

• To not give up To not give up To not give up To not give up

during trialsduring trialsduring trialsduring trials

• To be flexible/adapt well to To be flexible/adapt well to To be flexible/adapt well to To be flexible/adapt well to

change; To make the most of change; To make the most of change; To make the most of change; To make the most of

new situationsnew situationsnew situationsnew situations

• To keep yourself motivatedTo keep yourself motivatedTo keep yourself motivatedTo keep yourself motivated

SOCIAL AWARENESS MEANS…

• To pick up on what others are To pick up on what others are To pick up on what others are To pick up on what others are feeling; To sense the “mood” feeling; To sense the “mood” feeling; To sense the “mood” feeling; To sense the “mood” in a roomin a roomin a roomin a room

• To get an accurate sense of how To get an accurate sense of how To get an accurate sense of how To get an accurate sense of how others are responding to youothers are responding to youothers are responding to youothers are responding to you

• To be able to put yourself To be able to put yourself To be able to put yourself To be able to put yourself in another’s shoesin another’s shoesin another’s shoesin another’s shoes

• To communicate in a way that To communicate in a way that To communicate in a way that To communicate in a way that

considers the other person’s considers the other person’s considers the other person’s considers the other person’s

perspectiveperspectiveperspectiveperspective

RELATIONSHIP MANAGEMENT MEANS…

• To develop and nurture To develop and nurture To develop and nurture To develop and nurture successful relationshipssuccessful relationshipssuccessful relationshipssuccessful relationships

• To demonstrate caring, kindness, To demonstrate caring, kindness, To demonstrate caring, kindness, To demonstrate caring, kindness, patience, sense of humor, respect, patience, sense of humor, respect, patience, sense of humor, respect, patience, sense of humor, respect, and other desirable qualitiesand other desirable qualitiesand other desirable qualitiesand other desirable qualities

• To communicate well and to To communicate well and to To communicate well and to To communicate well and to handle conflict skillfullyhandle conflict skillfullyhandle conflict skillfullyhandle conflict skillfully

• To be motivated to put in To be motivated to put in To be motivated to put in To be motivated to put in

the effort (“give and take”) the effort (“give and take”) the effort (“give and take”) the effort (“give and take”)

to sustain mutuallyto sustain mutuallyto sustain mutuallyto sustain mutually----satisfying satisfying satisfying satisfying

relationshipsrelationshipsrelationshipsrelationships

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SOME CRITICAL 2.0 FINDINGS…(EMOTIONAL INTELLIGENCE 2.0, BRADBERRY & GREAVES, TALENTSMART, 2009)

• Only 20% of low performers have Only 20% of low performers have Only 20% of low performers have Only 20% of low performers have high EQhigh EQhigh EQhigh EQ

• People with the highest IQ’s People with the highest IQ’s People with the highest IQ’s People with the highest IQ’s outperform those with average outperform those with average outperform those with average outperform those with average IQ’s just 20% of the time IQ’s just 20% of the time IQ’s just 20% of the time IQ’s just 20% of the time

• EQ accounts for 58% of performance EQ accounts for 58% of performance EQ accounts for 58% of performance EQ accounts for 58% of performance in all jobs; 90% of high performers in all jobs; 90% of high performers in all jobs; 90% of high performers in all jobs; 90% of high performers are also high in EQare also high in EQare also high in EQare also high in EQ

• Having a high EQ is not about Having a high EQ is not about Having a high EQ is not about Having a high EQ is not about “schmoozing”“schmoozing”“schmoozing”“schmoozing”

• People with high EQs make an average People with high EQs make an average People with high EQs make an average People with high EQs make an average $29,000 more per year than people with $29,000 more per year than people with $29,000 more per year than people with $29,000 more per year than people with low EQslow EQslow EQslow EQs

• While IQ tends to remain the same While IQ tends to remain the same While IQ tends to remain the same While IQ tends to remain the same throughout one’s life, EQ can be learnedthroughout one’s life, EQ can be learnedthroughout one’s life, EQ can be learnedthroughout one’s life, EQ can be learned

PART II: FOUR WAYS TO INCREASE EQ

How can we increase our How can we increase our How can we increase our How can we increase our

EQ to make us more EQ to make us more EQ to make us more EQ to make us more

effective in our work effective in our work effective in our work effective in our work

and relationships?and relationships?and relationships?and relationships?

1. LEARN TO BE A GREAT LISTENER.

• Strong correlation between Strong correlation between Strong correlation between Strong correlation between your listening skills and your listening skills and your listening skills and your listening skills and people’s perception of your level people’s perception of your level people’s perception of your level people’s perception of your level of respect and caring for themof respect and caring for themof respect and caring for themof respect and caring for them

• Do you know these people?Do you know these people?Do you know these people?Do you know these people?

• The FakerThe FakerThe FakerThe Faker

• The InterrupterThe InterrupterThe InterrupterThe Interrupter

• The Intellectual ListenerThe Intellectual ListenerThe Intellectual ListenerThe Intellectual Listener

• The OneThe OneThe OneThe One----UpperUpperUpperUpper

• The Rebuttal MakerThe Rebuttal MakerThe Rebuttal MakerThe Rebuttal Maker

• The Advice GiverThe Advice GiverThe Advice GiverThe Advice Giver

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HOW DO YOU EFFECTIVELY LISTEN?

• Be committed to Be committed to Be committed to Be committed to wanting wanting wanting wanting to to to to understand what the speaker understand what the speaker understand what the speaker understand what the speaker is saying; Temporarily suspend is saying; Temporarily suspend is saying; Temporarily suspend is saying; Temporarily suspend judgments and agendasjudgments and agendasjudgments and agendasjudgments and agendas

• Create a physical environment Create a physical environment Create a physical environment Create a physical environment conducive to conversationconducive to conversationconducive to conversationconducive to conversation

• Encourage them to talk Encourage them to talk Encourage them to talk Encourage them to talk

• Ask questions for clarificationAsk questions for clarificationAsk questions for clarificationAsk questions for clarification

• Use paraphrasing and statements Use paraphrasing and statements Use paraphrasing and statements Use paraphrasing and statements

of empathy of empathy of empathy of empathy

• Realize that you may have to sift Realize that you may have to sift Realize that you may have to sift Realize that you may have to sift

past anger to get at what’s really past anger to get at what’s really past anger to get at what’s really past anger to get at what’s really

going ongoing ongoing ongoing on

2. TAP THE POWER OF THE 93%.

“I like your shirt!”“I like your shirt!”“I like your shirt!”“I like your shirt!”

• 7% WORDS

•38% TONE OF VOICE

• 55% BODY LANGUAGE

(ALBERT MEHRABIAN, UCLA)

DO YOU WANT TO BE WELL-RECEIVED BY OTHERS?

• Consistent eye contactConsistent eye contactConsistent eye contactConsistent eye contact

• SmilingSmilingSmilingSmiling

• Confident, upright postureConfident, upright postureConfident, upright postureConfident, upright posture

• Expressive faceExpressive faceExpressive faceExpressive face

• Uncrossed armsUncrossed armsUncrossed armsUncrossed arms

• Open handsOpen handsOpen handsOpen hands

• Nodding head Nodding head Nodding head Nodding head

• Head held highHead held highHead held highHead held high

• Avoiding eye contactAvoiding eye contactAvoiding eye contactAvoiding eye contact

• Frowning, squintingFrowning, squintingFrowning, squintingFrowning, squinting

• Slouched, hunched postureSlouched, hunched postureSlouched, hunched postureSlouched, hunched posture

• Lack of expressionLack of expressionLack of expressionLack of expression

• Crossed arms Crossed arms Crossed arms Crossed arms

• Hands clenchedHands clenchedHands clenchedHands clenched

• Shaking headShaking headShaking headShaking head

• Looking downLooking downLooking downLooking down

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3. CREATE YOUR OWN IDENTITY.

FOUR KEY IDENTITIESFOUR KEY IDENTITIESFOUR KEY IDENTITIESFOUR KEY IDENTITIES::::

REMEMBEREDREMEMBEREDREMEMBEREDREMEMBERED

REFLECTEDREFLECTEDREFLECTEDREFLECTED

PROGRAMMEDPROGRAMMEDPROGRAMMEDPROGRAMMED

CREATEDCREATEDCREATEDCREATED

(GOLDSMITH, (GOLDSMITH, (GOLDSMITH, (GOLDSMITH, MOJOMOJOMOJOMOJO , 2009), 2009), 2009), 2009)

Ask, Ask, Ask, Ask, “Who do “Who do “Who do “Who do IIII want to be?”want to be?”want to be?”want to be?”

List what is your List what is your List what is your List what is your

Created IdentityCreated IdentityCreated IdentityCreated Identity, , , ,

and review it often!and review it often!and review it often!and review it often!

Always Know Who Always Know Who Always Know Who Always Know Who IsIsIsIs And And And And Isn’tIsn’tIsn’tIsn’t

on Your Personal Board of Directorson Your Personal Board of Directorson Your Personal Board of Directorson Your Personal Board of Directors

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4. LIVE AND WORK WITH MOJO!

The The The The Life Can Be Annoying Life Can Be Annoying Life Can Be Annoying Life Can Be Annoying quiz!quiz!quiz!quiz!

“Sounds like life to me.”“Sounds like life to me.”“Sounds like life to me.”“Sounds like life to me.”

Reality:Reality:Reality:Reality: People are drawn to People are drawn to People are drawn to People are drawn to

be around happy people. be around happy people. be around happy people. be around happy people. (DIENER & BISWAS(DIENER & BISWAS(DIENER & BISWAS(DIENER & BISWAS----DIENER, DIENER, DIENER, DIENER, HAPPINESS: UNLOCKING THE MYSTERIES HAPPINESS: UNLOCKING THE MYSTERIES HAPPINESS: UNLOCKING THE MYSTERIES HAPPINESS: UNLOCKING THE MYSTERIES

OF PSYCHOLOGICAL WEALTHOF PSYCHOLOGICAL WEALTHOF PSYCHOLOGICAL WEALTHOF PSYCHOLOGICAL WEALTH , 2008), 2008), 2008), 2008)

MOJO VS.NOJO((((MARSHALL GOLDSMITH, MOJO: HOW TO GET IT, HOW TO KEEP IT, HOW TO GET IT BACK IF YOU LOSE IT, 2009)MARSHALL GOLDSMITH, MOJO: HOW TO GET IT, HOW TO KEEP IT, HOW TO GET IT BACK IF YOU LOSE IT, 2009)MARSHALL GOLDSMITH, MOJO: HOW TO GET IT, HOW TO KEEP IT, HOW TO GET IT BACK IF YOU LOSE IT, 2009)MARSHALL GOLDSMITH, MOJO: HOW TO GET IT, HOW TO KEEP IT, HOW TO GET IT BACK IF YOU LOSE IT, 2009)

TAKE RESPONSIBILITY

MOVE FORWARD

RUN THE EXTRA MILE

LOVE DOING IT

APPRECIATE OPPORTUNITIES

MAKE THE BEST OF IT

INSPIRATIONAL

GRATEFUL

CURIOUS

CARING

ZEST FOR LIFE

AWAKE

PLAY THE VICTIM

MARCH IN PLACE

SATISFIED WITH THE MINIMUM

FEEL OBLIGATED TO DO IT

TOLERATE REQUIREMENTS

ENDURE IT

PAINFUL TO BE AROUND

RESENTFUL

UNINTERESTED

INDIFFERENT

ZOMBIE-LIKE

ASLEEP

Recognize when you are getting Recognize when you are getting Recognize when you are getting Recognize when you are getting

grumpy; Ask, grumpy; Ask, grumpy; Ask, grumpy; Ask, “What do I need?”“What do I need?”“What do I need?”“What do I need?” The PSU Hug Study!The PSU Hug Study!The PSU Hug Study!The PSU Hug Study!(Chipman, Eastern Psychology Association,

Penn State University)

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BRING IT ON! DEVELOP YOUR EMOTIONAL INTELLIGENCEDEVELOP YOUR EMOTIONAL INTELLIGENCEDEVELOP YOUR EMOTIONAL INTELLIGENCEDEVELOP YOUR EMOTIONAL INTELLIGENCE

What is What is What is What is one pointone pointone pointone point

that will stick with you that will stick with you that will stick with you that will stick with you

from this session?from this session?from this session?from this session?

A CLOSING CHALLENGE…A CLOSING CHALLENGE…A CLOSING CHALLENGE…A CLOSING CHALLENGE…

On a daily basis, On a daily basis, On a daily basis, On a daily basis, learn to learn to learn to learn to

Enjoy the Glazed Donut!Enjoy the Glazed Donut!Enjoy the Glazed Donut!Enjoy the Glazed Donut!

((((DienerDienerDienerDiener & Biswas& Biswas& Biswas& Biswas----DienerDienerDienerDiener, 2008), 2008), 2008), 2008)

www.facebook.com/BrendaClarkHamiltonwww.facebook.com/BrendaClarkHamiltonwww.facebook.com/BrendaClarkHamiltonwww.facebook.com/BrendaClarkHamilton

LinkedIn:LinkedIn:LinkedIn:LinkedIn: Brenda Clark HamiltonBrenda Clark HamiltonBrenda Clark HamiltonBrenda Clark Hamilton

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bring it on! - iasa · 2019-03-15 · bring it on! emotional intelligence strategies for increasing...

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