Program: Future Skills

Module: EQ - Self Awareness

Purpose:
Emotional intelligence (EQ) is one of the behavioural skills most strongly correlated with commercial success. EQ consists of two broad competencies
– self-awareness and social intelligence. The focus of this module is on the practice of self-awareness. Research suggests that when we see
ourselves clearly, we are more confident and more creative. We are better able to utilise our passion and talents to communicate more effectively,
make sounder decisions, build stronger relationships, and become more resilient individuals. Employees with well-developed self-awareness perform
better and get more promotions, whilst people leaders have more engaged team members who deliver results; all leading to improved personal and
business outcomes.

Outcomes:
 Clearly define EQ, and the role of self-awareness within it
 Accurately describe the personal and commercial benefits of high EQ and self-awareness
 Effectively utilise tools and strategies to increase internal and external self-awareness

Post-work:
 Download the Mindfulness app ‘Headspace: Meditation for Awareness’ to assist in observing how the mind behaves
 Complete your own Johari window
o Work on either ‘self-disclosure’ or ‘feedback’ as a tactic to help increase your open area
o Identify clear actions to address at least one development opportunity
 Watch the video on How to Dominate Self-awareness and commit to completing one of the recommended activities

FutureSkills_EQ-Self-awareness_FG_v0.3_Sept_2020
  Listen to the podcast 3 Minutes of Motivation Episode 2 – Self-awareness
o Identify your strengths as well as your self-limiting beliefs
o Commit to overcoming one self-limiting belief each week

Additional DBL Resources:

 Chapter 1 of the Graduate Edge book
 Chapter 1 of the Graduate Edge workbook
 ‘Personal Vision’ in the Graduate Edge book (pages 18-19) and Graduate Edge workbook (pages 12-13)
 ‘Johari window’ in the Graduate Edge book (pages 11-13)
 ‘Personal Vision Statement’ video on Development Edge
 ‘Why mindfulness’ video on Development Edge

Overview: 90 minutes
Topic Content Duration
1. Welcome and Introduction  Welcome and introduction 5 mins
 Personal objectives
 Learning objectives
2. Positioning EQ in the workplace  Activity: Best and Worst Leader Behaviours 15 mins
 Application of EQ in the workplace
 Benefits of EQ in the workplace
3. Defining EQ  Existing knowledge about EQ 5 mins
 Principles of EQ
 Definition of EQ
 Two competencies of EQ – Personal and Social

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4. Defining Self-Awareness  Activity: How Self Aware are you? 10 mins
 Definition of self-awareness
 Signs you may not be self-aware
 Two types of self-awareness – internal and external
5. Developing Internal self-awareness  Activity: Who Am I? 25 mins
 Activity: How I Feel?
6. Developing External self-awareness  Johari Window model 25 mins
 Activity: Utilising Johari Window
 Summary
7. What’s Next?  Key takeaways 5 mins
 Actions
 Evaluation
TOTAL 90 mins

Preparation:
Materials Handouts and Flipcharts
 Flipchart or/and whiteboard and pens for facilitator  4 pre-prepared flipcharts for ‘Best and worst leaders’ activity
 Flipchart or/and whiteboard and pens for participants  HO1 Who I Am (one per person)
 Blank A4 paper  HO2 How I Feel (one per person)
 Blu tack (for sticking up flipchart paper)
 Post-its (1 block per table)

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Icon Key:

Content Activity Discussion Handout Flipchart or Whiteboard Online resource

1: Welcome and Introduction

Time: 5 minutes
 Welcome the participants and introduce yourself

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 Create enthusiasm for the session, and advise them how to get the most value from this experience.
 This event has been designed to be an interactive learning experience, and is a safe space for
participants to share and challenge anything relevant to the topic
 Your role here is as a facilitator, not a trainer, and you will be making sure that the existing
knowledge in the room is brought into the session by asking questions and eliciting information
from participants
 Encourage participants to control anything that may distract them, and advise them what they
should do in the event of needing to step out for a moment
Recap on where the cohort are up to in their journey, and remind them of what comes next.
 Set the context of the day as part of an overall development journey that supports their end to
end experience, rather than a stand-alone intervention.

Explore how participants have applied the learning from their previous intervention (where
applicable).
 Include details of that topic for the facilitator here
 Include 1-2 key insights or pieces of feedback for them to refer to if possible

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 Introduce the topic.

Explain that when it comes to happiness and success in life, emotional intelligence (EQ) matters just
as much as intellectual ability (IQ).
 IQ & EQ measure different skills and capabilities
o IQ represents abilities such as visual and spatial processing, memory and quantitative
reasoning
o EQ is a measure of intra and inter relational capability, centring on abilities such as
identifying emotions, perceiving and evaluating how others feel, controlling emotions, and
relating to others
 People do better when they have and develop both, it’s not much good having great technical
skills if you struggle to manage your stress and emotions or cannot work collaboratively with
others to deliver outcomes
Resources: Is IQ or EQ more important? Improving EQ
Create some ‘What’s in it for me?’ via discussion.
 Engage the participants with a personal story or a hook that grabs their attention and
emphasises the importance of the session/topic
 Ask participants to share what they hope to gain from today’s session
Note: You may wish to write these up on a flipchart or whiteboard so they can be marked off later.

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 Clarify the value in participating fully to generate buy in.
 Describe the objectives of today’s session in a way that links to what they would like to gain
from the session
Note: If running this session as part of a full program, take the opportunity to position this in context
of other modules. For example: “Self-awareness is the foundation for other skills which we’re going
to explore – such as personal brand, feedback and growth mindset.”

2: Positioning EQ in the Workplace

Time: 15 mins
Introduce first session topic.

Activity: Best and Worst Leader Behaviours

Set Up:
 Stick up four flipchart sheets (ideally one set of two together, and another set of two together)
o Flipchart 1a heading: “Best Leader - Behaviours”
o Flipchart 1b heading “Best Leader – My Feelings” (Use ‘manager’ if more appropriate)
o Flipchart 2a heading: “Worst Leader - Behaviours”
o Flipchart 2b heading “Worst Leader - Feelings”
Note: Depending on group size, you can choose to facilitate the steps in this activity in several ways:
a. Ask participants to write on post-it notes and stick them on the flipcharts individually
b. Ask for responses from the group and record them directly on the flipchart
c. Divide participants into two groups and have them work on the two set of flipcharts
separately, switch the groups after 2 minutes

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 Encourage every person to participate.
Note: Activity steps are included over the following 4 slides.
Step 1:
 Participants brainstorm behaviours of their best leader
o Summarise responses
 Participants brainstorm behaviours of their worst leader
o Summarise responses
Step 2:
 Participants brainstorm the feelings they had about working with their best leader
o Imagine it’s the beginning of the week, and they’re going to be working closely with their
leader all week who is <insert some of the participant responses>
o Imagine they are facing a challenge in a task they have to complete and have to discuss it
with a leader who is <insert some of the participant responses>
 Participants brainstorm the feelings they had about working with their worst leader
o Repeat as above, using some of the ‘worst leader’ participant responses

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 Step 3:
 Participants brainstorm the impact of their feelings about working with their worst leader
o Imagine going to work on Monday morning, demoralised and experiencing all these negative
feelings of being <use participant responses>
o Not only on Monday, but they continue to feel <use participant responses> all week
o What would that cause them to do or not do? (Try to elicit specific examples)
 Participants brainstorm the impact of their feelings about working with their best leader
o How about when they go into work each day to a <insert participant responses> leader who
recognises their efforts and outcomes
o Imagine working every day with an inspiring leader who makes them feel <use participant
responses>
o How does that affect their attitude, behaviour, and performance? (Try to elicit specific
examples)
Step 4:
 Highlight that they have just made the case for why emotional intelligence is so important in the
workplace
 Lead a discussion about what they have learned from this activity about emotional intelligence,
how does this relate to the importance of emotional intelligence in the workplace?
Draw out the following key points:
 We need to recognise that other people’s behaviour can definitely influence our feelings
 Our emotions and feelings do influence our performance e.g. if you think about your own energy
and motivation level, you’ll recognize that whether at home or at work, certain moods often
dictate your pace, enthusiasm, and interactions with others
 Behaviours, especially those of the leader, will have a direct effect on performance
o There are tons of published literature that support this
o A well-known fact based on substantial research is that employees don’t leave companies,
they leave leaders
o Leaders with high intellect and advanced emotional intelligence open up an avenue of

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 success for their teams and their companies by attracting and keeping the most talented
employees
 Emotional intelligence is highly correlated with individual, team and organisational performance
Describe key benefits and advantages of using EQ in business.
 Motivation - high EQ translates to better control of our motivation and is often motivational for
our team members
 Common vision - those high in EQ are able to more effectively understand and communicate
with others, which makes it easier to develop and maintain a common team vision
 Change and resilience - highly emotionally intelligent people can handle the stress, uncertainty,
and anxiety that comes with working in business
 Communication - clear communication is a telltale sign of emotional intelligence, and it
contributes to better relationships, an easier time getting help from others, and more effective
persuasion and influence of others
 Decision making - when EQ is high, more effective decisions are made
o Anxiety is a common emotion involved in decision-making, especially for big decisions that
will have a significant impact
o Those low in EI/EQ may not understand the source of their anxiety or how to effectively
manage it, leading to too much risk-taking, not enough risk-taking, or judgment clouded by
bias
 Leadership - self-leadership, leading others, influencing others… all of these are vital for
success in business

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3: Defining Emotional Intelligence
Time: 5 mins
Briefly gather thoughts and insights on what participants already know about EQ. Build on these as
you work through this topic to define EQ.

 It’s not the case that people are either emotionally intelligent or not, EQ isn’t static and can be
developed to improve over time
 Generally, our EQ tends to improve naturally as we get older, until we reach old age when it
declines slightly
 EQ is not just about being a nice person or showing empathy; grit, resilience, and assertiveness
are as much part of EQ as empathy, social ability, and charisma
 Raw knowledge about what EQ is, doesn’t necessarily mean it is applied
o You may be aware of someone else’s emotional stress but that doesn’t mean you possess a
high EQ
o You also must have the capacity to use that knowledge effectively
Resource: How to Improve EQ through training

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 CLICK to reveal each statement on the slide, asking participants to raise their hands if they can
relate.
Do you tend to:
 Have a hard time reading people?
 Turn conversations towards yourself?
 Blame other people for how you feel?
 Have emotional outbursts?
Summarise:
 Many of the challenges we face each day come down to utilizing EQ
 There are many more examples of behaviours linked to lower EQ
 Often EQ is deemed to be a rather specific skill but actually it’s an overarching competency
which can impact all aspects of our lives
 EQ is the capacity to be aware of, control, and express one’s emotions, and to handle
interpersonal relationships judiciously and empathetically
 This means being aware that emotions can drive our behaviour and impact people (positively
and negatively)
 We need to learn how to manage the emotions of ourselves and others when under pressure

 EQ can be divided broadly into two competencies.

o Personal Competence: Understanding and managing our own emotions through self-
awareness and self-management (our intra-personal skills)
o Social Competence: Understanding and managing the emotions of others through social
awareness and relationship management (our inter-personal or social skills)
 The focus for today’s session is building your EQ by developing your personal competence
through self-awareness

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FutureSkills_EQ-Self-awareness_FG_v0.3_Sept_2020
4: Defining Self Awareness
Time: 10 mins
Introduce session topic.

Activity: How self-aware are you?

Duration: 5 mins
Note: You may like to write up the corners of the room and associated behaviour on flipchart to
remind participants where to go.
Ask participants to honestly reflect upon how self-aware they think there are. There are four corners
of the room and four possible responses. Move to the corner of the room that best represents how
self-aware you are.
1. Highly self-aware – move to corner A (direct participants)
2. Quite self-aware – move to corner B (direct participants)
3. A little self-aware – move to corner C (direct participants)
4. Not at all self-aware – move to Corner D (direct participants)
Invite participants to make observations.
Lead a discussion, drawing out:
 How many are in each corner and what that might indicate
 If there are large numbers in corner A and/or B, ask for examples of how they are self-aware
 Ask what evidence they can share as to why this is the best corner for them
 Ask participants to define self-awareness

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  Having self-awareness sounds simple, which is probably why research indicates 95% of people
believe themselves to be self-aware
 However, in reality, only 10 – 15% of us actually are self-aware
 This is largely thanks to blind-spots, cognitive biases and even a lack of insight into what being
self-aware actually means
Source: Working with people who aren’t self-aware
Invite participants to return to their seats.

Note: Write key self-awareness words on the flipchart or whiteboard as you share them so they are
visible throughout the session (or pre-prepare flipchart).
 Self-awareness is the ability to see yourself clearly and objectively through reflection and
introspection
o It is an intentional practice of examining inner thoughts, feelings, emotions and behaviours
and is the foundation of personal development
o Self-awareness has the potential to enhance virtually every experience you have, as it’s a
tool and a practice that can be used anywhere, anytime, to ground yourself in the moment,
realistically evaluate yourself and the situation, and help you make effective choices
Share some pointers on how anyone might recognise if their own self-awareness is lower than it
should or could be.
Note: Walk through the signs and invite reactions where appropriate. Pick up on any cues that
indicate participants might relate and explore those and how they could perhaps become more
self-aware. You may want to mention any additional signs that were identified in the ‘worst leader
behaviours’ exercise. Share personal examples to demonstrate vulnerability and that self-
awareness is a lifelong practice.
 You micromanage – This indicates a lack of understanding of how your desire to take
control affects the other person
o Micromanaging has demoralizing effects on workers, team members and people in general
o It signals you don’t trust the people you’re working with
 Nothing is ever your fault - it’s natural to want to give context to a situation, especially if you
feel attacked or if something really wasn’t your fault

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 o If you regularly respond to feedback or critiques with “yes, but…”, you’re most likely trying to
deflect unwanted negative attention
o That’s understandable but know that other people may perceive you as dismissive, closed to
feedback and as a person who avoids accountability
 You get defensive - Does any kind of feedback tend to make you upset or angry? Do you find
all feedback is harsh, unexpected or unwarranted? Whenever a colleague or friend
offers criticism, do negative emotions spiral out of control?
o It can be difficult to sit with discomfort
o While it’s normal to feel anxious or upset by unexpected criticism, it’s important to understand
and identify how it differs from warranted and objective feedback
 You say things you don’t mean - It’s often emotionally safer — to respond with “nothing” or
“no problem” when something is, in fact, a problem
o When the going gets tough, we tend to bury our emotions
o Passive-aggressive behaviour is a way to avoid confrontation and deflect feelings
o It’s scary to be vulnerable, and it can be particularly intimidating at work
o Alternatively, you may lash out in the moment and make particularly harsh comments that
you ordinarily wouldn’t when your emotions are under control
 You can’t laugh at yourself – this can be challenging when you are feeling embarrassed,
upset or ashamed
o When you are feeling bad, the last thing you want to do is laugh at yourself
o Even when you are feeling good, it can be hard to hear how others really perceive you
o Demonstrating vulnerability can be very challenging for many people
 You think you are a good listener – How often do you just wait for someone to finish what
they are saying so you can say what you want to say? How much are you actually ‘hearing’ their
ideas, views or concerns?

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  There are two parts to developing self-awareness: internal and external
o Internal self-awareness means knowing your emotions, values, personality, strengths and
development areas
o External self-awareness means knowing how other people see you from your behaviour.
The two parts are independent of each other
 There are many tools available to help you develop self-awareness
 Today you will be introduced to three tools. Two tools to help you develop your internal self-
awareness and one tool to help you strengthen your external self-awareness
 Using these tools and others on an ongoing basis as intentional practice of self-awareness, is
essential for ongoing personal growth
Resources:
The Importance of Self-awareness with Tasha Eurich
What Self-Awareness really is and how to cultivate it

5: Developing Internal Self Awareness

Time: 25 mins
Activity: Who I Am
Purpose: To identify the level of current individual self-awareness across key areas.
Duration: 10 minutes (5 mins individual reflection; 5 mins large group debrief).
Materials: Who I Am handout
Instructions:
 5 mins to individually complete your self-reflection activity
 No responses to be shared, only broad learning insights so real honesty is encouraged

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 Group debrief:
 What have you learned from completing this activity? Any ‘a-ha’ moments for you?
 Why is this a valuable activity to regularly undertake?
 Share examples of how your responses show up in your behaviour or emotions?
 What actions may you want to take as a result of completing this activity?
 How do the insights from this activity apply to the context of your workplace?
Activity: How I Feel – Understanding my emotions and beliefs
Purpose: Identify emotions, examine basic assumptions about emotions and consequences of
beliefs about emotions. The purpose of this is to uncover any false or negative beliefs which may
be playing out in behaviour and impacting the ability to relate positively to others.
Duration: 15 mins (5 mins to individually complete, 5 mins sharing, 5 mins debrief).
Materials: How I Feel handout (1 per person)
Source: Building Self-awareness – 16 activities and tools for meaningful change
Step 1:
Choose one particular difficult emotion to work with. Perhaps choose an emotional state you are
struggling with at the moment; for instance, you might be feeling anxious about an upcoming
event or work task, or regretful about a recent situation. Write down the emotion you have chosen
to work with in the centre of the person outlined in the How I Feel worksheet.
Step 2:
On the second page of the Worksheet, read through the list of common false beliefs about
emotions and see which resonate most with you. Place a tick against the statements that ring true
for you. Please add any personal beliefs that are not listed at the end. Then, write down your core
beliefs about emotions in the thought bubbles outlined in the first page of the worksheet. There is
an example on page 2 to guide you.
Step 3:
Now let’s look at what happens as a consequence of holding these beliefs about emotions. What
impact do these beliefs have on how you feel, behave, and talk to yourself when faced with this
emotion? Write down as many outcomes (positive and negative) as you can think of in the
Consequences section.

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 Step 4:
Turn to the person next to you and share your insights from this activity. Use the questions on the
slide to guide your discussion.
 What did you learn about yourself in this activity?
 How are these emotions playing out in your behavior?
 How can you use these insights to have a more positive effect on your behaviour and how
others relate to you?
Step 5:
Lead a large group discussion on key insights.
 Self-awareness is the cornerstone for understanding our behaviour and being able to regulate
our emotions
 Self-aware people understand their internal experience and how that impacts on the external
experience of others
 When working on self-awareness, it is essential to do so from a self-distanced perspective,
with a focus on understanding reasons underlying emotional experience rather than what was
emotionally experienced
 Refer to the flipchart earlier listing the key words relating to self-awareness
 Remind participants of the importance of intentional practice through regular reflection and
introspection to understand why they are feeling/behaving in a certain way and how they can
then make effective ongoing behavioural choices
 Self-awareness is the ability to see yourself clearly and objectively through reflection and
introspection
 It is an intentional practice of examining inner thoughts, feelings, emotions and behaviours
and is the foundation of personal development
 Suggest they seek out other techniques to add to their toolkit to develop their intentional
practice of regular self-reflection
 These may include journaling and mindfulness activities, share examples of self-awareness
activities that work for you

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FutureSkills_EQ-Self-awareness_FG_v0.3_Sept_2020
6: Developing External Self Awareness
Time: 25 mins
 This session has covered two tools for developing your internal self-awareness
 We may be well aware of our own values, beliefs, emotions etc., and who we are, but how do
others perceive us?
 How you come across to others, directly impacts how others relate to you
 The next tool will focus on helping you develop your external self-awareness

 A highly regarded tool that can be used to discover what others may know about you and
therefore how they relate to you is the Johari Window
 This model was devised by two American psychologists, Joseph Luft and Harry Ingham and is
used widely throughout tertiary and corporate environments
 The first key idea behind the tool is that individuals can build trust with others by disclosing
information about themselves
 The second idea is that you can develop more awareness about your behaviour with the help of
feedback from others
Option to draw and build the Johari Window on flipchart/whiteboard or use the slides provided.
Share personal examples/stories as you explain each quadrant (4 slides).
Note; If participants have the Graduate Edge Workbook, there is space to capture notes on page 11.
1. Open area: What you know about yourself and what is known by others – behavior, attitude,
Optional feelings, emotions, experience, skills etc. Your most prevalent or obvious behaviours. What
you are happy to share with others e.g., telling someone about the strengths that you bring to
your job. This area drives clarity and builds trust.
2. Blind area: What other people know about you, but you are not aware. For example, you
might be unaware of always using a particular phrase that irritates everyone with whom you
come into contact with, maybe you come across to others as blunt, lacking empathy,
unconsciously biased. Or you may not be aware of some of your strengths (e.g., calm under
pressure).
3. Hidden area is what you know about yourself but would prefer other people not to know. For

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 example, this could include opinions that you do not want to share with others as well as any
weaknesses, fears or concerns that you feel you have.
4. Unknown area is unknown both to you and to others. This might include hidden talents,
unconscious feelings, or abilities and qualities that have never been brought to the surface.
 Though this matrix has four quadrants, the size of each is not necessarily equal. Each
windowpane will vary depending on:
o How much you share with other people
o How well others (try to) know you
o How well you know yourself

Lead a discussion:
 How do you see this tool being valuable in developing external self-awareness? What is the
benefit?
 What is required to increase your open area? What are some practical actions you could
undertake? What would be the benefit?

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 Draw out the following key points:
 A primary goal for a person working in a team or group should be to develop and expand their
Open Area as fully as possible.
 When a person works in this Open Area, they tend to be at their most effective and productive.
 Successful Open Areas are based on good communications, non-judgmental feedback, and
team cooperation. Likewise, successful Open Areas are free from distractions, mistrust,
confusion, conflict and misunderstanding.
 People in established teams tend to have larger Open Areas than new team members. New
team members start with small Open Areas because they probably haven’t shared much about
themselves and established team members don’t fully know the new person.
Background information: The Johari Window – Open Area.
The key to developing more self-awareness is simple.
 Know yourself – identify what you do know about yourself and what you don’t
 Involve others – ask for insights and feedback to understand how others perceive you

Activity: Using Johari Window.

Purpose: To explore strategies for involving others to increase self-awareness and your
understanding of how others perceive you.
Duration: 10 minutes (5 mins activity, 5 mins debrief).
Materials: One piece of flipchart paper per small group (minimum 3 groups), and a flipchart prepared
with the table below.
Use the slide to explain the activity instructions. Emphasize this is a quick activity so they need to
work quickly and effectively.
Instructions:
 Working in groups, you will be allocated ONE of the following three quadrants.

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  You need to identify actions to involve others to:
o Decrease HIDDEN area
o Decrease BLIND area
o Decrease UNKNOWN area
 You also need to identify the benefits of decreasing this area
 You have 5 mins to complete this task
 Allocate a spokesperson for your group
If the Johari Window was not drawn on flipchart, the Johari Window slide is repeated after the activity
instructions if required for reference.
Debrief:
 Ask each group to present their responses
 Use the slides and content below to add to responses if required
Decrease Hidden Area:
Actions:
 Practice self-disclosure
 Encourage open communication
Benefits:
 Builds trust with others
 Enhances teamwork
 Inspires and role models effective behaviours

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 Decrease Blind Area:
Actions:
 Ask for feedback
 Be open to feedback
 Be more mindful of how others respond to you
Benefits:
 Builds trust and rapport by asking for feedback
 New strengths may be uncovered
 Reduces misunderstandings
 Strengthens relationships
Decrease Unknown Area:
Actions:
 Try new things
 Work with a coach or mentor
 Practice self-reflection to uncover new information about self
Benefits:
 Explore untapped potential
 Discover new talents and strengths
 Develop new interests
 Increases opportunities

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 Summarise session content:
 There are two broad sets of competencies for developing emotional intelligence – personal
competence and social competence
 Today we have focused on developing your personal competence through self-awareness as
this is the foundation of personal development
 CLICK: There are two types of self-awareness you need to focus on developing – internal and
external
 CLICK: When it comes to internal and external self-awareness, it’s tempting to value one over
the other, however, we must actively work on both seeing ourselves clearly and understanding
how others see us
 Use the tools introduced to you today and continue to add more to your self-awareness toolkit
 You have three tools you can continue to utilize throughout your career – Who Am I, How Do I
Feel, and the Johari Window
 Regularly reflect upon ‘Who Am I’ to identify what has shaped your worldview, beliefs, values,
emotions and goals and what is influencing your current emotional and behavioural drivers
o Are any of these holding you back from being the best version of yourself?
 Regularly reflect on ‘How Do I Feel’, particularly when faced with challenging situations to
identify the negative self-beliefs that are holding you back or influencing negative behaviors
o Where are there opportunities for you to grow and change negative beliefs into positive
ones?
 Utilise the ’Johari Window’ model to seek honest and constructive feedback to understand how
others perceive you
o Think about how the feedback may differ from your self-perception and why that may be?
 Asking for feedback from others about how you come across is critical in understanding how
your beliefs, values and emotions play out in your behavior and how you relate to others
 Building positive working relationships in the workplace is critical for your success
 Create a regular daily habit of critical reflection of your emotions, stress /negativity triggers and
behaviour. Identify positive changes you can make and commit to action
 You don’t know what you don’t know, and often these can be the most powerful nuggets of

FutureSkills_EQ-Self-awareness_FG_v0.3_Sept_2020
 wisdom that propel your life and career to new heights
 Seek to know oneself as much as possible

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7. What’s Next?
Time: 5 mins
Ask participants to turn to the person sitting next to them and share what their biggest insight has
been from today’s session. If time, ask a few people to share their insight with the wider group.

Encourage the group to consider what they can do to take on what they’ve learned today and put it
into action.
Note: Discuss post work actions where relevant. Discuss actions or Action Learning Period (ALP) if
relevant. These can be undertaken either offline, or online via DBL or client digital learning platform
(confirm ALP approach for cohort during DBL Associate Briefing).
Refer back to the personal learning objectives participants had and ensure they have been
addressed or suggestions provided to address those not covered in the session.

Handout the evaluation form (unless using a Survey Monkey QR code).

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 Thank participants for their contributions.
Note: Show this slide only if is this is the end of the workshop, otherwise hide the slide and move
onto the next module.

FutureSkills_EQ-Self-awareness_FG_v0.3_Sept_2020