2. Typically focused on
◦ analytic reasoning
◦ verbal skills
◦ spatial ability
◦ attention
◦ memory
◦ judgement
Murky concept with
definitions by many
experts...
3. Individuals differ from one another in
their ability to understand complex ideas,
to adapt effectively to the environment,
to learn from experience, to engage in
various forms of reasoning, to overcome
obstacles by taking thought… Concepts
of intelligence are attempts to clarify and
organize this complex set of phenomena.
Neisser et al, 1996.
4. A weak predictor for
◦ achievement
◦ job performance success
◦ overall success, wealth, & happiness
Accounts for a major component of
employment success according to numbers of
studies covering career success; maybe as
much as 20-25%.
5. Ability to handle frustrations
manage own emotions
manage own social skills
Do you know any highly intelligent
people who aren’t socially adept?
7. •Arouse, sustain, direct activity
•Part of the total economy of
living organisms
•Not in opposition to intelligence
•Themselves a higher order of intelligence
See the notes pages for more on
Phineas Gage
Emotional processing
may be an essential part
of rational decision making
8. The main purpose of the innermost
part of the brain is survival.
Amygdala is
deep within the most elemental parts
of the brain.
9. Signaling function (that we might take action)
Promote unique, stereotypical patterns of
physiological change
Provide strong impulse to take action
11. For example:
◦ Fight or flight
response
◦ but can basic
emotions overwhelm
rational thinking?
12. Damasio’s work shows
how neurobiology can
help us understand the
role of emotion in thinking.
We constantly learn more
about this important area.
Work like his underlies
the concepts of emotional
intelligence.
There are less obvious
advantages to
emotional experience.
Emotion is emerging as
an essential contributor
to rational decision
making.
13. •“Being nice”
•Letting feelings
hang out”
The capacity for recognizing our own
feelings and those of others, for
motivating ourselves, and for
managing emotions well in ourselves
and in our relationships.
•a field in infancya field in infancy
•fast-growingfast-growing
•aspects harken toaspects harken to
research of theresearch of the
1940’s1940’s
•a field in infancya field in infancy
•fast-growingfast-growing
•aspects harken toaspects harken to
research of theresearch of the
1940’s1940’s
14. •Emotional Self-Awareness
•Managing one’s own emotions
•Using emotions to maximize intellectual processing
and decision-making
•Developing empathy
•The art of social relationships
(managing emotions in others)
Goleman’s Categories
Self-Awareness
Self-Regulation
Self-Motivation
Social Awareness
Social Skills
15. The inability to notice our true feelings leaves
us at their mercy.
People with greater certainty about their
feelings are better pilots of their lives
and have a surer sense about how they feel
about personal decisions.
Stay open to our
emotional experience--
can we tolerate the entire bouquet?
Self-awareness
16. to recognize appropriate body cues and
emotions
to label cues and emotions accurately
to stay open to unpleasant as well as pleasant
emotions
Includes the capacity for experiencing and
recognizing multiple and conflicting emotions
Emotional Self Awareness
17. Alexithymia;
when self awareness
is impoverished.
•No words for
emotion
•Difficulty in
distinguishing
between emotions
•Impoverished capacity
for fantasy
•Over-concern with
physical symptoms
18. EI is like a smoke alarm--we’re not good at
influencing whether a particular emotion will
arise. EI tells us something is arising.
We do have tremendous individual variability
in the degree to which we can consciously
limit the duration of unpleasant emotions and
the degree of influence over the behaviors
which may arise.
Self regulation
19. Impair reasoning (even smart people sometimes
act stupidly)
May increase the likelihood that chronic emotional
problems will result, (e.g., clinical depression or
chronic anxiety or hostility)
Managing one’s own emotions
20. We develop external
strategies first
Then we develop
social strategies
Girls do better at
developing
strategies overall
The
more
strategies
the better
Managing one’s own emotions
21. As a person matures, emotions begin to
shape and improve thinking by directing a
person’s attention to important changes, (e.g.,
a child worries about his homework while continually
watching TV. A teacher becomes concerned about a lesson
that needs to be completed for the next day. The teacher
moves on to complete the task before concern takes over
enjoyment.
Mayer and Salovey, 1995
self motivation
22. “Gut feeling” can be used to effectively guide decisions--a
neurological understanding of how unconscious and
conscious gut feelings guide decisions, e.g., when
prioritizing, emotions help move the decisions.
Using emotions to maximize intellectual processing and decision making
• Harness emotions to promote or hinder
motivation. (Anxiety, hostility, sadness)
• Emotional swings to increase the accuracy
of one’s perspective on future events.
23. Empathy is the ability to recognize another’s
emotional state, which is very similar to what you
are experiencing.
In research on married couples, empathy appears
to include matching the physiological changes of
the other person.
social
awareness
25. To excel at people skills means having and using
the competencies to be an effective friend,
negotiator, and leader. One should be able to
guide an interaction, inspire others, make others
comfortable in social situations, and influence and
persuade others.
social
skills
26. Being attuned to
others’ emotions
Promoting comfort in
others through the
proper use of display
rules
Using own emotional
display to establish a
sense of rapport
The art of social relationships--
managing emotions in others
27. Have you ever met a
nice person, but the
“bells have gone off?”
Charisma draws in but
not always to desired
ends, e.g., Hitler, Jim
Jones.
Empathy can be faked;
so can other emotions.
The art of social relationships--managing
emotions in others
28. A genetic contribution
is likely
They are not destiny
(timidity)
Early expression of
emotion by parents
helps learning
Early abuse hinders
learning
Poor ability to read
others’ emotion may
lead to the
development of poor
social skills.
29. More willing to
compromise social
connectedness for
independence
Not as good as women
at this
Less adept than women
overall
More physiologically
overwhelmed by marital
conflict
Greater need for
connectedness
Have a wider range of
emotions
Better at reading
emotions
Better at developing
social strategies overall
Perhaps more engaged
in marital conflict
30. all or nothing thinking
overgeneralization
excessive worrying
worrying as magical thinking
disqualifying the position
jumping to negative conclusions
“should” statements
labeling & mislabeling
personalization
stonewalling
criticism; contempt
Impacts on physical
health
◦ cardiovascular disease
◦ progression of diabetes
◦ progression of cancer
◦ onset of hypertension
Impacts on relationships
Impacts on mental health
31. Is the person in the wrong job?
Does the job require the person to be difficult?
What is remarkable about the group dynamics of
the organization?
What about individuals, personal and
interpersonal?
32. Airlines are similar in price structure. The
competitive edge = how well personnel treat
passengers
Others/Yours?
◦ Implementing credit card use
◦ Getting contractors paid when the system won’t work
◦ ABC; JLIMS
33. The higher you go, the more EI matters--the
more SOCIAL COMPETENCE matters
SES ECQ’s
◦ influence, communication, leadership, change catalyst, conflict
management, building bonds, collaboration and cooperation;
team capabilities
Army Values
◦ leadership, duty, respect, selfless service, honor, integrity,
personal courage
34. 50% of work satisfaction is determined by the
relationship a worker has with… his/her boss.
EI is a prerequisite for effective leadership
across borders.
◦ Requires a high level of self-mastery and people skills;
ability to put yourself into the positions of others.
36. Increases retention.
Decreases absenteeism.
Increases overall organizational growth.
Could increase production as much as 20%
Current estimates to American Business:
Losing between $5.6 and
$16.8 Billion annually
37. If we knew nothing about a store except that
employee attitudes had improved 5%, we
could predict that its revenue would rise
.5% above what it otherwise
would have been.
--Sears executive, Harvard Business Review, January, 1998
38. Taking the time for mindfulness
Recognizing and naming emotions
Understanding the causes of feelings
Differentiating between emotion and the need to take action
Preventing depression through “learned optimism”
Managing anger through learned behavior or distraction techniques
Listening for the lessons of feelings
Using “gut feelings” in decision making
Developing listening skills
Promoting
Emotional
Intelligence
39. Take time for mindfulness
Recognize and name
emotions
ID the causes of feelings
Differentiate having the
emotion and doing something
about it
Learn optimism to challenge
distortion
Learn distraction techniques
Listen to voice of experience
Develop Listening skills
Note 1: Daniel, L. (14 June 1999). Intelligent managers in tune with workplace stresses. Federal Times. 16.
The intelligence test was a primary step in the development of the applied branches of psychology. Educational psychologists stimulated the applied nature of educational psychology by using the intelligence test as a way to help them group children to make teaching more effective. Personnel managers saw the intelligence test as a way to keep less efficient and effective workers off the payroll. To the 19th Century psychologist, intellectual ability was an intriguing research possibility. The idea that there may be individual variations in ability or that the focus of teaching should be learning weren’t yet developed. In 1904, the French Minister of Public Instruction became concerned about the children in Parisian schools who were unable to profit from the given instruction. He wanted to devise a plan to develop schools for such children but needed a method to identify them. Alfred Binet, a psychologist studying individual differences and mental abilities, produced a list of thirty tasks, in a range of difficulty, normed the tasks and thus developed the first of the recognized standardized intelligence tests. Subsequent tests and subsequent developments drew in to “intelligence” a variety of additional factors: creativity, environment, heredity, social stimulation, age, and personality factors. It was the Army which caused intelligence testing to come to the public eye--through its intelligence testing of soldiers. The term, “IQ” became an accepted popular term and again spurred on the development of the various branches of applied psychology.
Neisser, U., et. al. ((1996.) Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101.
Phineas Gage lived during the 1840’s. He was a bright, social person. He was well balanced and even shrewd. Energetic and persistent, too. Then he had an accident where an iron bar went through his head. He seemed to recover fully and actually returned to work. At that time, physicians argued that most of the human brain was filler, so they thought Phineas had healed when the wound healed.
Then life began to deteriorate for Phineas Gage. He became fitful, irreverent, profane even, impatient of restraint when it conflicted with his desires. He could no longer serve as construction foreman. He left and worked on a ranch in South America, eventually returned to the states and died penniless and family-less. He is often used as the example--why emotions underlie good decision making. He exemplified the condition of impaired emotions which appeared to link to his poor decisions. Previously, he had been the young wonder.
Amygdala: a major structure leading to patterns of physiological change which pause when emotion occurs. The connection is thalamus to cortex to amygdala. Thus, we may have an emotional reaction/response before we’re aware what’s going on. View this chart first and then rapidly move to the next, which shows the amygdala.
The following is a good reference for the learner...
Diamond, M.C., Scheibel, A.B., and Elson, L.M. (1985). The human brain coloring book. New York: Barnes & Noble Books, a Division of Harper & Row, Publishers. 1-2; 1-3.
Antonio Damasio, in Descartes’ Error, asserts that concerted activity at all levels of the cortex assist rational decision making. For a reference citation, see your Reference list in the syllabus.
Question for thought and perhaps later exploration: How does emotion as an essential contributor to rational decision making fit with the theories of critical thinking as espoused by Richard Paul and taught in the SBLMP curriculum? Specifically look at the division made between rational thought and emotional thought.
Damasio, A. (1994.) Descartes’ error. New York: Avon Books.
Based on Goleman’s book (1995), Emotional Intelligence
Daniel Goleman is a writer; not a researcher. As a writer he had the gift of explaining the research to others. He is also a psychologist.
Another way to express the framework comes directly from Goleman’s work (available from www.eiconsortium.org) is:
Personal Competence
Self-Awareness
emotional awareness
accurate self assessment
self-confidence
Self-Regulation
self control
trustworthiness
conscientiousness
adaptability
innovation
Self-Motivation
achievement drive
commitment
initiative
optimism
Social Competence
Social Awareness
empathy
service orientation
developing others
leveraging diversity
political awareness
Social Skills
influence
communication
leadership
change catalyst
conflict management
building bonds
collaboration and cooperation
team capabilities
Interesting to note; there are gender differences here. Females experience a greater range of intensity in emotions. More of these differences will be covered later, too.
Alexithymia = when self awareness is impoverished. There are no words for emotion. There is difficulty in distinguishing between emotions. There is impoverished capacity for emotions. Also, this person is likely to be overly concerned about physical symptoms. Reference
Taylor, G. J., et. al. (1991.) The alexithymia construct: A potential paradigm for psychosomatic medicine. Psychosomatics, 32, 153-164.
Over time these will impact cardiovascular disease, the progression of diabetes; influence cancer onset or progression. Anxiety and cardiovascular disease predict subsequent cardiac events, the onset of hypertension, and even sudden death from fatal MI’s. Stress management reduces that risk and psychological intervention can make a difference. Having good emotional health influences good physical health.
Mayer, J.D., and Salovey, P. (1995.) Emotional intelligence and the construction and regulation of feelings. Applied and Preventive Psychology, 4, 197-208.
In neurobiological terms also referred to as “somatic markers.”
Quickly relate the social relationships and managing emotions in others topic to Office of Personnel Management Executive Core Qualifications (ECQ’s) and to Army Values as exemplified by FM 22-100; leadership; duty; respect; selfless service; honesty; integrity; personal courage. This ground will be covered more thoroughly in a later slide dealing with organizations and EI.
Making criticism constructive is an example.
See Weisinger, H. Ph.D. (1998.) Emotional intelligence at work. San Francisco: Jossey-Bass.
The nice personality is one of the dangers in creating an EQ instrument--empathy can be faked.
Recent research explores abuse-driven brain changes. In the relation between early abuse and dysfunction of the limbic system; Patients with abuse scored higher on a temporal lob epilepsy-related symptoms checklist; patients with sexual abuse scored significantly higher yet. Maltreatment before age 18 has more impact than later abuse; males and females were similarly affected.
Researchers hypothesize that adequate nurturing and the absence of intense early stress permits brains to develop in a manner that is less aggressive and more emotionally stable, social, empathic and hemispherically integrated (75.)
Teicher, M.H. (march 2002.) Scars that won’t heal: The neurobiology of child abuse. Scientific American. 68-75
Don’t interpret “dysfunction” too clinically. Many of the items on the list represent our daily challenges. The message is, when any or several of these exceed our capacity for acceptable behavior we need help. At that point, too, we would be the last person to recognize the problem. It is therefore important for supervisors and trusted coworkers to recognize the behaviors associated with “going overboard”.
Is the person in the wrong job?
An introvert, highly intuitive who doesn’t follow through administratively.
Someone who wanted to with with numbers; now is supervising people
Does the job require the person to be difficult?
Are they doing someone else’s dirty work?
What about the group dynamic?
Is someone a prima donna--strong minded, runs rough shod over everyone else?
Personal & Interpersonal
“loose cannon”needs to be able to control
intimidatedtemper and fear; be
overwhelmedconfident & assertive
diffident--useful tools are 360o ;
videotaping behavior,
executive coach
It was Super Bowl Sunday, that sacrosanct day when most American men are to be found in front of their TV’s. A departing flight from New York to Detroit was delayed two hours, and the tension among the passengers--almost entirely businessmen--was palpable. When they finally arrived in Detroit, a mysterious glitch with the boarding ramp made the plane stop about a hundred feet from the gate. Frantic about being late, passengers leapt to their feet anyway.
One of the flight attendants went to the intercom. How could she most effectively get everyone to sit down so that the plane could finish taxiing to the gate? WHAT’S BEHIND THIS?
She did not announce, in a stern voice: “Federal regulations require that you be seated before we can move to the gate.”
Instead, she warbled in a singsong tone, suggestive of a playful warning to an adorable small child who has done something naughty but forgivable, “You’re staaan-ding!”
At that everyone laughed and sat back down until the plane had finished taxiing to the gate. And, given the circumstances, they got off the plane in a surprisingly good mood.
WHAT’S BEHIND THIS?
--Taken from: Pires de Castro, A. (1999). Motivation and emotional intelligence--case studies and their results. American Society for Training and Development International Conference, Atlanta, GA. May 1999.
Ask how many students attended the ECQ session given earlier in July.
Social Competence
Social Awareness
empathy
service orientation
developing others
leveraging diversity
political awareness
Social Skills
influence
communication
leadership
change catalyst
conflict management
building bonds
collaboration and cooperation
team capabilities
Available from www.eiconsortium.org
First quote taken from Goleman, D. (1999). Guidelines for best practices for emotional intelligence training. American Society for Training and Development International Conference, Atlanta, GA, May 1999.
Item 1 taken from: Saratoga Institute; quoted in Hartin, B. and Lace, S. (1999). The workforce challenge and education & training’s strategic response. American Society for Training and Development International Conference, Atlanta, GA, June 1999.
Item 2 taken from: Rhinesmith, S. H., (1999). Leading across borders. American Society for Training and Development International Conference, Atlanta, GA, June 1999.
It takes hard work to unlearn an existing habit and propel yourself forward to learn a new habit and make it your own.
Box 1: Von Hoffman, C. (June, 1999). Crabs, cranks. and curmudgeons. How to manage difficult people. Harvard Management Update, 4-5. --It says, “Increases retention.
Decreases absenteeism.
Increases overall organizational growth.”
Box 2: Cherniss, C. and Goleman, D. (1998). Bringing emotional intelligence to the workplace. A technical report issued by the Consortium for Research on Emotional Intelligence in Organizations. Available from: www.eiconsortium.org.
Box 3: Byron Stock & Associates. Emotional Intelligence, Getting to the heart of performance. American Society for Training and Development International Conference, Atlanta, GA, June 1999.
In “differentiating between emotion and the need to take action” add two subcomponents:
promoting action in response to sadness/depress
inhibiting action in response to anger/hostility
“Gut feelings” are somatic markers. A neurobiological understanding of how unconscious and conscious use of “gut feelings” can effectively guide decisions. Could this be the essence of wisdom?
Daniel Goleman and several other authors are working on a test to measure and / or map an Emotional Quotient. As of Spring 1999, they were still running test populations. You will find several such sources on the Internet, offering for large amounts of money to test your emotional intelligence. Right now, I see such tests as a waste of money. Spend your efforts in getting people to understand and apply the concepts.
