Understanding Emotional Intelligence
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Understanding Emotional Intelligence

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A talk conducted for Karachi Grammar School's junior school parent body on October 20, 2012. Focus of talk is on Emotional Intelligence.

A talk conducted for Karachi Grammar School's junior school parent body on October 20, 2012. Focus of talk is on Emotional Intelligence.

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Understanding Emotional Intelligence Understanding Emotional Intelligence Presentation Transcript

  • If you want to change the world, focus on leaders. If you want to change leaders,focus on them when they’re young. Understanding     Emo/onal  Intelligence  
  • Your  Facilitator   Learning | Consulting | Assessment • NarejoHR,     – Established  2002   – Service  Offerings,  Growing  Businesses  Through  People   • Rahila  Narejo   – Chief  Executive  &  Lead  HR  Consultant,  NarejoHR  (Pvt.)  Ltd.     – Psychobiologist,  Univ.  California,  Los  Angeles     – Psychometrician,  British  Psychological  Society  (Levels  A  +  B)   – Certified  Balanced  Scorecard  Professional,  Palladium  Group   – Columnist,  DAWN  Newspaper,  Workplace  Sanity   –   MSc.  NeuroLeadership,  Middlesex  Univ.  &  NeuroLeadership  Institute  !
  • What is the Secret to Effectiveness/Success?¡  THINK: of an effective/ successful person… Distinguishing characteristics?¡  PAIR: Partner up¡  SHARE: Discuss and agree on one characteristic.¡  TIME: 5 MINUTES
  • Fact:  An individual’s success at work and life is 80% dependent on EQ, andonly 20% dependent on IQ   -Daniel Goleman   Author, Journalist and Psychologist
  • “Emotion” ENERGY   ACTION  E ________ + MOTE _______
  • EQ is the intelligent use of emotions:you intentionally make your emotions workfor you by using them to help guide yourbehavior and thinking in ways that enhanceyour results.-Emotional Intelligence at Work, Hendric Weisinger, Ph.D.
  • THE 5 EQ COMPETENCIES 1.  Self-Awareness 2.  Social Awareness 3.  Self-Management 4.  Relationship Skills 5.  Responsible Decision Making
  • EMOTIONAL INTELLIGENCE COMPETENCIES Self- Social Awarene Awarene ss ss Self- Relations Managem hip Skills ent
  • ACROSS DEVELOPMENT SELF-AWARENESS Elementary Grades: Should be able to recognize and accurately label simple emotions such as sadness, anger, and happiness Middle School: Should be able to analyze factors that trigger their stress reactions.¢  Accurately assessing one’s own High School: thoughts, feelings, interests, values, and Are expected to strengths analyze how various expressions of emotion¢  Recognizing how they influence choices affect other people. and actions¢  Maintaining a well-grounded sense of self-confidence
  • ACROSS SOCIAL AWARENESS DEVELOPMENT¢  Taking others’ perspective and Elementary Grades: empathizing with them Should be able to¢  Recognizing and appreciating individual identify verbal, physical, and and group similarities and differences situational cues indicating how others feel. Middle School: Should be able to predict others’ feelings and perspectives in various situations. High School: Should be able to evaluate their ability to empathize with others.
  • ACROSS DEVELOPMENT SELF-MANAGEMENT Elementary Grades: Children are expected to describe the steps of setting and working toward goals. Middle School: They should be able to set and make a plan to achieve a short-term personal or academic goal.¢  Regulating one’s emotions to handle High School: stress, control impulses, and persevere Should be able to in overcoming obstacles identify strategies to overcome obstacles in¢  Setting and monitoring progress toward achieving a long-term goal. personal, academic and religious goals¢  Expressing emotions appropriately
  • ACROSS RELATIONSHIP SKILLS DEVELOPMENT Elementary Grades: Should have an ability to describe approaches to making and keeping friends. Middle School: Are expected to demonstrate co- operation and team- work to promote group goals.¢  Establishing and maintaining healthy High School: and rewarding relationships based on Are expected to cooperation evaluate uses of communication skills with peers, teachers,¢  Resisting inappropriate social pressure; and family members. preventing, managing, and resolving interpersonal conflict
  • ACROSS¢  Making decisions RESPONSIBLE DECISION-MAKING DEVELOPMENT based on: Elementary Grades: ¢ Ethical standards Should be able to ¢ Safety concerns identify a range of decisions they make ¢ Appropriate social at home and school. norms Middle School: ¢ Respect for others Should be able to evaluate strategies ¢ Likelyconsequences for resisting peer pressure to engage in of various actions unsafe or unethical activities.—  Applying decision- making skills to High School: social and Should be able to academic analyze how their current decision- situations making affects their yeshiva, seminary, or college and career prospects
  • FAMILY LIFEOur first school foremotional learning
  • MODELING¢ This learning takes place: —  In what parents say and do —  In how adults treat each other When parents are emotionally competent in their ¢  own relationships, they are more capable of helping their children work through their emotional challenges.
  • TO CHANGE PERFORMANCE, THEN CHANGE… What we do and achieve is driven by how we think.... Qustions guide thinking 19
  • Learning | Consulting | AssessmentRahila  Narejo  Lead  Consultant,  Chief  Executive            Email:    info@narejohr.com  Office:    +92  21-­‐3530-­‐1060/61