Understanding Emotional Intelligence


Published on

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

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Understanding Emotional Intelligence

  1. 1. 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  
  2. 2. 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  !
  3. 3. 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
  4. 4. 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
  5. 5. “Emotion” ENERGY   ACTION  E ________ + MOTE _______
  6. 6. 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.
  7. 7. THE 5 EQ COMPETENCIES 1.  Self-Awareness 2.  Social Awareness 3.  Self-Management 4.  Relationship Skills 5.  Responsible Decision Making
  8. 8. EMOTIONAL INTELLIGENCE COMPETENCIES Self- Social Awarene Awarene ss ss Self- Relations Managem hip Skills ent
  9. 9. 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
  10. 10. 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.
  11. 11. 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
  12. 12. 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
  13. 13. 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
  14. 14. FAMILY LIFEOur first school foremotional learning
  15. 15. 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.
  16. 16. TO CHANGE PERFORMANCE, THEN CHANGE… What we do and achieve is driven by how we think.... Qustions guide thinking 19
  17. 17. Learning | Consulting | AssessmentRahila  Narejo  Lead  Consultant,  Chief  Executive            Email:    info@narejohr.com  Office:    +92  21-­‐3530-­‐1060/61