Read: One Piece of Paper (aka “OPoP”) – Chapters 1-2 (pages 3-24)
Video to Review: OPoP Introduction: The Four Aspects of Leadership

Watch An Interview with Marcus Buckingham About Authenticity (stop at 4:30)- 
Related Articles: https://www.moneycrashers.com/improve-emotional-intelligence-theory-training-examples/

https://professional.dce.harvard.edu/blog/how-to-improve-your-emotional-intelligence/
https://positivepsychology.com/emotional-intelligence-exercises/
https://www.mindtools.com/a5ykiuq/personal-goal-setting
John Maxwell Personal Growth Video: https://drive.google.com/file/d/1eLg_VfcLFBy07HAeNrK6VYj82PmFLzvp/view?usp=sharing 
Retrieve and complete the Gender-Leader Implicit Association Test (PDF, new window).  It is vital that you follow the instructions completely and do not “game” the results.  Post your results to the Unit #2 Activities Work Folder – Organizational Leadership drop-box.
Men in the class:
Retrieve and review: Moving Mindsets On Gender Diversity (PDF, new window).
Watch this video on the challenges of the Gender Gap: Sheryl Sandberg TED-Talk on Women and Leadership.
Read this short blog on allyshipLinks to an external site.

Read: OPoP, Chapters 3-8, pages 25-79 on leading yourself
Discussion Question Set 1: (I am an entrepreneur and own my own hair company, you can answer the questions from this standpoint):
Of the five questions in this lesson’s OPoP assignment, address the following:  (1) Which one was the most difficult/challenging to answer and why? (2) Which question is the most important to your development as a leader and why? (3) Which of your leadership maxims best describes/represents you and why? (4) To what extent do you think a set of personal maxims will impact the trajectory of your professional career? Explain.
Discussion Question Set 2:
In this lesson’s video, John Maxwell speaks about three laws of personal growth. (1) List them and relate if/how they apply to our work so far in this course. (2) John talks about having a personal growth plan. What does yours (you do have one, right?) mean to you? (3) What is your big take-away from his perspective on strengths/weaknesses & what will you do with that? (4) John also speaks about having people around you to encourage & challenge your growth.  Given your experience in this course, how important is that and what will you do to continue this after we are done?
Discussion Question Set 3:
In the United States, women’s rights have been a major issue for more than 30 years. Since the early 80’s when the equal rights amendment (ERA) was first introduced, the ERA has been introduced into every Congress since 1982. The traditional process outlined in Article V of the Constitution, requiring passage by a two-thirds majority in the Senate and the House of Representatives, followed by ratification by legislatures in three-quarters (38) of the 50 states. On January 15, 2020 the 38-state threshold for ratification of the ERA was reached (Nevada in 2017, Illinois in 2018, & finally Virginia in 2020). However, there are still many hurdles – the ratification deadlines set by Congress after it approved the amendment lapsed. Further, 5 states rescinded their prior approval (Idaho, Kentucky, Nebraska, Tennessee, and South Dakota).
To begin our module on Organizational Leadership with the discussion on women & leadership, address these questions:
(1) Considering Sheryl Sandberg’s points, how does this align with the articles you read? Do the articles support her claims? Is this important? What would be two “barriers” that any work place should eliminate and how?
(2) Based on the results of your Implicit Association Test (IAT), what have you discovered that should inform your personal outlook on this topic? What EQ 2.0 skills might help?
(3) For men in the group, what do you think are the best tactics you can use to help women ascend to leadership positions and help them thrive in those roles?
Unit 6:
Read Fast Company Article: https://www.fastcompany.com/90564352/we-need-to-talk-about-the-science-behind-implicit-bias-training?partner=rss&utm_source=rss&utm_medium=feed&utm_campaign=rss+fastcompany&utm_content=rss

Watch “Tom Peters” Interview: https://www.youtube.com/watch?v=OY-t4b59XSg

Complete this reflection exercise on being an inclusive leader Qualities for Building Relationships.docx
Discussion Question Set 4:
(1) Based on the readings and/or your own experience, why might diversity training fail to create inclusive work environments in organizations?
(2) In your mind, what is an inclusive work environment?  How can leaders make a positive difference to create a more inclusive work environment?

(3) This course is about both understanding yourself as a leader and committing to an actionable plan to become a better leader. In either your current role or a future role as leader, how can you be a better ally and work to build a more inclusive workplace?

Unit 1 Final Activity: Personal Leaderships Maxims (Reflection)
McKinsey Global Survey results
Moving mind-sets on gender diversity
To ensure that corporate culture supports—not hinders—the ability of women to reach
top management, companies must address mind-sets and develop a more inclusive, holistic
diversity agenda.
Female executives are ambitious and sure of their own abilities to become top managers,
though they are much less confident that their companies’ cultures can support their rise.
In our latest survey on gender and workplace diversity,1 the results indicate that collective,
cultural factors at work are more than twice as likely as individual factors to link to
women’s confidence that they can reach top management.
1
The online survey was in the field
from August 20 to September 6,
2013, and received responses from
1,421 executives (624 men and
797 women) representing the full
range of regions, industries,
company sizes, tenures, and functional specialties. To adjust
for differences in response rates,
the data are weighted by the
contribution of each respondent’s
nation to global GDP.
2
For more, see the full report,
Women Matter 2012: Making the
Breakthrough, March 2012,
etence
Social competence is the
combination of your social
awareness and relationship
management skills. It’s about
how you are with other people.
Social Awareness
Your ability to accurately pick up on emotions
in other people and get what is really going
on. This often means understanding what
other people are thinking and feeling, even if
you don’t feel the same way.
Relationship Management
Your ability to use awareness of your
emotions and the emotions of others to
manage interactions successfully. Letting
emotional awareness guide clear
communication and effective handling of
conflict.
©2023 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 3 of 7
Emotional Intelligence Appraisal – Book Edition
What the Scores Mean
Scores on the Emotional Intelligence Appraisal® come from a “normed” sample. That means your scores are based on a
comparison to the global population to discover where you fall in each skill area. Read the following descriptions to better
understand what your scores mean about your current skill level.
Sco r e R a n g e
Meaning
A STRENGTH TO CAPITALIZE ON
90-100
These scores are much higher than average and indicate a noteworthy strength. These strengths probably come
naturally to you or exist because you have worked hard to develop them. Seize every opportunity to use these
emotionally intelligent behaviors to maximize your success. You are highly competent in this skill, so work to
capitalize on it and achieve your potential.
A STRENGTH TO BUILD ON
80-89
This score is above average. However, there are a few situations where you don’t demonstrate emotionally
intelligent behavior. There are many things you’ve done well to receive this score and a few that could be better with
some practice. Study the behaviors for which you received this score and consider how you can polish your skills.
WITH A LITTLE IMPROVEMENT, THIS COULD BE A STRENGTH
70-79
You are aware of some of the behaviors for which you received this score, and you are doing well with them. Other
emotionally intelligent behaviors in this group are holding you back. Lots of people start here and see a big
improvement in their emotional intelligence once it’s brought to their attention. Use this opportunity to discover the
difference and improve in the areas where you don’t do as well.
SOMETHING YOU SHOULD WORK ON
60-69
This is an area where you sometimes demonstrate emotionally intelligent behavior but not usually. You may be
starting to let people down. Perhaps this is a skill area that doesn’t always come naturally for you or that you don’t
make use of. With a little improvement in this skill, your credibility will go way up.
A CONCERN YOU MUST ADDRESS
59 and below
This skill area is either a problem for you, you don’t value it, or you didn’t know it was important. The bad news is
your skills in this area are limiting your effectiveness. The good news is this discovery and choosing to do
something about it will go a long way in improving your emotionally intelligent behavior.
©2023 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 4 of 7
Emotional Intelligence Appraisal – Score Profile
81
Your Overall Emotional Intelligence Score
Personal Competence
79
My EQ Skill Scores
Self-Awareness
Self-Management
78
Personal competence is the
collective power of your
self-awareness and
self-management skills. It’s
how you use emotional
intelligence in situations that
are more about you privately.
Social Competence
84
79
100
Your ability to accurately perceive your
emotions and stay aware of them as they
happen. This includes keeping on top of
how you tend to respond to specific
situations and certain people.
Your ability to use awareness of your
emotions to stay flexible and positively
direct your behavior. This means
managing your emotional reactions to all
situations and people.
My EQ Skill Scores
Social Awareness
Relationship Management
80
Social competence is the
combination of your social
awareness and relationship
management skills. It’s about
how you are with other
people.
100
87
100
Your ability to accurately pick up on
emotions in other people and get what is
really going on. This often means
understanding what other people are
thinking and feeling, even if you don’t feel
the same way.
100
Your ability to use awareness of your
emotions and the emotions of others to
manage interactions successfully. Letting
emotional awareness guide clear
communication and effective handling of
conflict.
©2023 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 5 of 7
Emotional Intelligence Appraisal – Book Edition
Next Steps
Next Steps Based on Score Profile:
If your lowest score is in Self-Awareness, see Chapter 5 for Self-Awareness Strategies.
If your lowest score is in S elf-Manag ement, see Chapter 6 for Self-Management Strategies.
If your lowest score is in Social Awareness, see Chapter 7 for Social Awareness Strategies.
If your lowest score is in Relationship Management, see Chapter 8 for Relationship Management Strategies.
If 2 or more categories tied for your lowest score, prioritize the category that could provide the biggest return on investment.
Here are some questions to help you decide where to focus:
What strategies could make the biggest difference?
What skill tends to get in my way the most?
What might be the easiest strategies to incorporate into my day-to-day life?
©2023 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 6 of 7
Emotional Intelligence Appraisal – Book Edition
Accessing Your Online Portal
Thank you for completing the Emotional Intelligence Appraisal.
Visit your online portal for directions on how to take your assessment again after focusing on your skills and a resource to help
you understand how best to apply EQ, as seen in video clips.
Upgrade
Get the extended version of the Emotional Intelligence Appraisal report to get detail on specific behaviors you can focus on to
develop and maximize your EQ skills. Your upgraded report will include:
1. Your three lowest rated EQ behaviors and EQ strategies to practice
2. Your three highest rated EQ behaviors and strengths strategies to maximize skills
3. 16 EQ lessons which include movie clips illustrating each of the 4 core EQ skills
4. Reflection questions
5. Guidance about how to talk with people about your report
6. An online development plan to help you turn EQ into habits
Accessing Your Online Portal:
1. Visit: https://www.talentsmarteq.com/test/
2. “View Report”
3. Enter book code and email
4. Interested in upgrading? Scroll to the bottom of your online report
Having trouble getting into your online portal?
Contact by email: assessments@talentsmart.com or phone: 858-509-0582 ext 3.
©2023 TalentSmart, Inc.__________________________________________www.talentsmarteq.com__________________________________________________ Page 7 of 7
370??LEADERSHIP
THEORY AND PRACTICE
The Gender–Leader Implicit Association Test
Instructions: This exercise begins with a practice trial. Using a pencil, classify each
of the words in the middle column into one of the two categories indicated,
Flower or Insect, by putting a check mark in the column to the left or the right.
Please do this task as quickly as possible, taking care not to skip over any words.
Practice Trial
Flower
Insect
O
Rose
O
O
Lily
O
O
Dragonfly
O
O
Beetle
O
O
Gnat
O
O
Daffodil
O
O
Mosquito
O
O
Daisy
O
O
Roach
O
O
Tulip
O
You will now complete the two test trials; you will need a stopwatch for
this portion of the test. For these test trials, the categories are Male or Female
and Leader or Supporter, and the categories will be combined. If the word you
read belongs to the Male or the Leader category, put a check in the left column; if it belongs to the Female or the Supporter category, put a check in the
right column. You will record how long it takes you to complete this task by
starting your stopwatch when you begin and stopping it after you make your
final classification. Remember to work as quickly as possible, without skipping
any words.
Chapter 14 Women and Leadership 371
Test Trial A
Male or Leader
Female or Supporter
O
Emily
O
O
Josh
O
O
Supporter
O
O
Leader
O
O
Brandon
O
O
Ambitious
O
O
Peter
O
O
Determined
O
O
Donna
O
O
Debbie
O
O
Helpful
O
O
Dynamic
O
O
Understanding
O
O
Katherine
O
O
Ian
O
O
Sympathetic
O
O
Compassionate
O
O
Jane
O
O
Andrew
O
O
Assertive
O
Time to complete Test Trial A: _______________
You will do this same task a second time, but this time the combination of
categories has been switched. If the word you read belongs to the Male or the
Supporter category, put a check in the left column; if it b