The document discusses several models of emotional intelligence, including ability-based, trait-based, and mixed models. The ability-based model proposed by Mayer and Salovey views EI as involving four abilities: perceiving emotions, reasoning with emotions, understanding emotions, and managing emotions. The trait EI model proposed by Petrides measures EI through self-reported traits rather than abilities. Goleman's mixed model focuses on EI competencies in the areas of self-awareness, self-management, social awareness, and relationship management. Tests discussed include the MSCEIT, which measures the four ability branches, and the TEIQue, which measures trait EI through self-report.
Social intelligence involves the ability to successfully build relationships and navigate social environments. Strong relationships improve health while loneliness causes stress and health problems. Social intelligence was first defined by Edward Thorndike as understanding and managing people. It involves skills learned over time rather than being innate. The brain has structures like spindle cells and mirror neurons that help guide social decisions and predict others' behavior. Signs of social intelligence include effective listening, conversation skills, and lack of arguing. Developing it involves paying attention to others, increasing emotional intelligence, and practicing active listening.
The document defines key concepts related to emotional intelligence including emotion, intelligence, and the three main models of emotional intelligence: ability model, mixed model, and trait model. The ability model focuses on perceiving, reasoning with, understanding, and managing emotions. The mixed model includes five factors: self-awareness, self-regulation, motivation, empathy, and social skills. The trait model views emotional intelligence as self-perceptions of emotional abilities within a personality framework. The document provides details on each model and concludes that emotional intelligence incorporates knowing one's own feelings, using feelings to make good decisions, managing moods, staying motivated and optimistic, having empathy for others, and developing social skills.
This document presents information on emotional intelligence. It defines emotional intelligence as the ability to identify, assess, and manage one's own emotions and the emotions of others. The document discusses models of emotional intelligence proposed by Salovey and Mayer and Goleman. It outlines components of emotional intelligence like self-awareness, self-management, social awareness, and relationship management. The document also compares emotional intelligence to IQ and argues that EQ accounts for a larger portion of success than IQ. It provides tips for developing emotional intelligence at work and enhancing brain power.
This document discusses emotional intelligence (EI) and its importance. It defines EI as the ability to understand one's own and other people's feelings and to use this awareness to motivate oneself and manage relationships effectively. The document notes that while IQ is important, EI may contribute more to success. It outlines four clusters of EI abilities - self awareness, self management, social awareness, and relationship management. The document provides details on self awareness competencies like emotional awareness and tips for improving self awareness skills.
Although the study of emotional intelligence is no longer a new topic, many people are still unaware of what EI is. This presentation provides clarification on the subject of emotional intelligence and includes several easy to understand definitions.
This document discusses emotional intelligence (EI), including what it is, its components, and how it differs from IQ. EI is defined as the ability to recognize and manage one's own emotions and recognize emotions in others. It has two main competencies - personal competence, which includes self-awareness and self-management, and social competence, involving social awareness and relationship management. While IQ is fixed, EI can be developed through upgrading emotional skills. The document concludes that success results from a combination of IQ and EQ.
Case Study of Arun's Emotional IntelligenceSophiyaPrabin
Emotional intelligence is the ability to recognize and manage emotions in ourselves and in our relationships. It includes five components: self-awareness of one's own emotions; self-management of emotions; self-motivation to maintain emotional stability even during difficult times; empathy for others' emotions; and relationship management. Emotional intelligence is key to personal and professional success.
This document discusses psychodiagnostics, which involves using psychological assessment techniques to evaluate personality and diagnose mental disorders. The aims of psychodiagnostic techniques include answering diagnostic questions, ascertaining difficulties, making predictions about behavior, and measuring cognitive abilities. Common types of psychodiagnostic tests include intelligence tests, projective techniques like Rorschach tests, and personality assessments. The process of clinical assessment involves planning assessments, collecting data through interviews, tests, observations, and records, processing and interpreting the data, and communicating findings in a psychological report.
Social intelligence involves the ability to successfully build relationships and navigate social environments. Strong relationships improve health while loneliness causes stress and health problems. Social intelligence was first defined by Edward Thorndike as understanding and managing people. It involves skills learned over time rather than being innate. The brain has structures like spindle cells and mirror neurons that help guide social decisions and predict others' behavior. Signs of social intelligence include effective listening, conversation skills, and lack of arguing. Developing it involves paying attention to others, increasing emotional intelligence, and practicing active listening.
The document defines key concepts related to emotional intelligence including emotion, intelligence, and the three main models of emotional intelligence: ability model, mixed model, and trait model. The ability model focuses on perceiving, reasoning with, understanding, and managing emotions. The mixed model includes five factors: self-awareness, self-regulation, motivation, empathy, and social skills. The trait model views emotional intelligence as self-perceptions of emotional abilities within a personality framework. The document provides details on each model and concludes that emotional intelligence incorporates knowing one's own feelings, using feelings to make good decisions, managing moods, staying motivated and optimistic, having empathy for others, and developing social skills.
This document presents information on emotional intelligence. It defines emotional intelligence as the ability to identify, assess, and manage one's own emotions and the emotions of others. The document discusses models of emotional intelligence proposed by Salovey and Mayer and Goleman. It outlines components of emotional intelligence like self-awareness, self-management, social awareness, and relationship management. The document also compares emotional intelligence to IQ and argues that EQ accounts for a larger portion of success than IQ. It provides tips for developing emotional intelligence at work and enhancing brain power.
This document discusses emotional intelligence (EI) and its importance. It defines EI as the ability to understand one's own and other people's feelings and to use this awareness to motivate oneself and manage relationships effectively. The document notes that while IQ is important, EI may contribute more to success. It outlines four clusters of EI abilities - self awareness, self management, social awareness, and relationship management. The document provides details on self awareness competencies like emotional awareness and tips for improving self awareness skills.
Although the study of emotional intelligence is no longer a new topic, many people are still unaware of what EI is. This presentation provides clarification on the subject of emotional intelligence and includes several easy to understand definitions.
This document discusses emotional intelligence (EI), including what it is, its components, and how it differs from IQ. EI is defined as the ability to recognize and manage one's own emotions and recognize emotions in others. It has two main competencies - personal competence, which includes self-awareness and self-management, and social competence, involving social awareness and relationship management. While IQ is fixed, EI can be developed through upgrading emotional skills. The document concludes that success results from a combination of IQ and EQ.
Case Study of Arun's Emotional IntelligenceSophiyaPrabin
Emotional intelligence is the ability to recognize and manage emotions in ourselves and in our relationships. It includes five components: self-awareness of one's own emotions; self-management of emotions; self-motivation to maintain emotional stability even during difficult times; empathy for others' emotions; and relationship management. Emotional intelligence is key to personal and professional success.
This document discusses psychodiagnostics, which involves using psychological assessment techniques to evaluate personality and diagnose mental disorders. The aims of psychodiagnostic techniques include answering diagnostic questions, ascertaining difficulties, making predictions about behavior, and measuring cognitive abilities. Common types of psychodiagnostic tests include intelligence tests, projective techniques like Rorschach tests, and personality assessments. The process of clinical assessment involves planning assessments, collecting data through interviews, tests, observations, and records, processing and interpreting the data, and communicating findings in a psychological report.
The document discusses three main models of emotional intelligence: the ability model, trait model, and mixed model. The ability model views emotional intelligence as involving perceiving, understanding, managing, and using emotions. It was developed by Salovey and Mayer and includes four abilities: perceiving, understanding, managing, and using emotions. The trait model sees emotional intelligence as self-perceptions of emotional abilities that are part of one's personality. It was developed by Petrides. The mixed model introduced by Goleman includes self-awareness, self-regulation, social skills, empathy, and motivation. It focuses on a wide array of emotional competencies and skills.
This document discusses emotion, including its meaning, nature, types, theories of emotion, and purposes. It defines emotion as a complex response involving physiological, cognitive, behavioral, and affective changes in response to a significant situation. Emotions can be positive or negative. Theories discussed include the James-Lange theory that physiological arousal precedes emotion, the Cannon-Bard theory that physiological and emotional responses occur simultaneously, and cognitive theories like Schachter-Singer and cognitive appraisal that cognitive interpretation is also involved. Emotions serve purposes like motivation, survival, decision-making, and thriving.
The NEO Personality Inventory (NEO-PI) is a widely used assessment of the five factor model of personality. It measures the five domains of neuroticism, extraversion, openness, agreeableness, and conscientiousness. The NEO-PI was developed by Costa and McCrae in 1978 and has since been revised multiple times, with the current version being the NEO-PI-3. It is a 240 item self-report inventory that is easy to administer and provides a comprehensive assessment of normal adult personality.
Emotional Quotient, EQ, Comparison between EQ vs IQ , Advantages and Disadvantages of EQ along with its sub topics and other linked branches of it. Physiological View and view of scientists
1. Emotional intelligence (EQ) involves the capacity for self-awareness, managing emotions and relationships. It is important for behavior, social skills and life choices.
2. EQ has five domains - intrapersonal skills like self-awareness; interpersonal skills like empathy; adaptability skills like problem-solving; stress management skills; and general mood skills like optimism.
3. EQ can be developed through activities that improve skills like stress tolerance, impulse control, empathy and flexibility. Regular practice can increase a person's EQ over time.
The document discusses various theories and mechanisms related to attitude formation and change. It describes four main ways attitudes can be formed: mere exposure, associative learning, self-perception, and functional reasons. Attitude change can occur through self-perception, learning theory, cognitive dissonance, and persuasion. The theory of planned behavior model proposes that attitudes, subjective norms, and perceived behavioral control influence behavioral intentions and actual behaviors.
Emotional intelligence refers to the ability to recognize and manage emotions in ourselves and in our relationships. There are three main models of emotional intelligence: ability, mixed, and trait. The ability model focuses on accurately perceiving, using, understanding, and managing emotions. The mixed model developed by Daniel Goleman emphasizes emotional and social competencies important for leadership. Research has found emotional intelligence correlates with important work outcomes like job performance, decision-making, creativity, and leadership effectiveness. Assessing and developing emotional intelligence can benefit organizations in areas such as selection, motivation, negotiation, and customer service.
Emotional intelligence at the workplace day 1Fabian Thomas
The document outlines the objectives and activities for a workplace workshop aimed at reducing stress, improving communication and teamwork. It provides guidance on how to make the workshop successful through active listening, ownership of words, validation of others' experiences, and maintaining confidentiality. Participants are asked to commit to these principles to have an open and productive discussion.
REBT is a therapeutic approach that views people's irrational beliefs as the primary cause of emotional disturbances. It uses cognitive, emotional, and behavioral techniques to help clients identify and dispute their irrational beliefs and replace them with more rational and adaptive beliefs. The goal of REBT is not just to help clients feel better temporarily but to make profound philosophical changes that help them be less susceptible to future disturbances. Key techniques include identifying clients' core irrational beliefs, disputing those beliefs through different questioning methods, and helping clients develop rational coping statements.
Emotional intelligence refers to the ability to recognize and manage one's own emotions and the emotions of others. It is argued that emotional intelligence may be more important than IQ, as IQ accounts for only 20% of success in life while emotional intelligence accounts for 80%. Emotional intelligence includes self-awareness of one's emotions and their impact, self-control and stress management, empathy for others, and social skills such as conflict resolution. Developing emotional intelligence can help one lead a happier and more fulfilling life.
The document discusses emotional intelligence and its importance in organizational behavior. It defines emotions, moods, and different models of emotional intelligence. Emotional intelligence comprises self-awareness, self-regulation, motivation, empathy, and social skills. Developing emotional intelligence in the workplace is important for relationship management, decision-making, leadership, and customer service. A lack of emotional intelligence can negatively impact relationships, decisions, and career advancement.
The document discusses emotional intelligence (EQ) and its components. It explains that EQ involves self-awareness of one's own emotions and the emotions of others, self-management of emotions, and social skills. The five main components of EQ are identified as emotional self-awareness, managing emotions, using emotions to maximize thinking, developing empathy, and social skills. Further models and research on EQ are presented, including Goleman's competency model and studies on childhood development and EQ.
What is Emotional Intelligence?
1. Self-awareness.
2. Managing Emotions.
3. Motivation
4. Empathy.
05- Handling relationships
How To Develop A Higher Sense Of Emotional Intelligence?
IQ vs. EQ
Components of Emotional Quotient.
Characteristics of Emotional Intelligent PeopleHow to Increase Your EQ?
Importance.
Implementation
Emotional intelligence is the single biggest predictor of performance in the workplace and the strongest driver of leadership & personal excellence. So what is emotional intelligence?
The NEO PI-R is a personality inventory based on the Big Five personality dimensions. It was developed by Paul Costa and Robert McCrae to assess neuroticism, extraversion, openness, agreeableness, and conscientiousness. Each domain is composed of six facets and is widely used in research, counseling, and occupational settings. The inventory consists of 240 items measuring the five domains and can be completed in about 35 minutes. It has high reliability and validity and provides a well-researched measure of the major dimensions of adult personality.
Emotional Intelligence is the most fundamental attribute for success in a career.While Intelligent Quotient may take a person to a job, it is Emotional Quotient which sustains him there.
The Rorschach inkblot test consists of 10 inkblots that subjects describe in order to examine their personality and thinking processes. It was developed in the early 1900s by Swiss psychiatrist Hermann Rorschach, who was interested in how people perceive ambiguous images. The test administration involves 4 phases - introduction, response, inquiry, and interpretation of codes assigned to the responses. Responses are analyzed both qualitatively and quantitatively to derive scores related to various personality characteristics.
Psychological tests are formal tools used to measure mental functioning and behaviors. They can be administered in various settings like schools, hospitals, and workplaces to assess abilities, personality, and neurological status. Common uses of tests include education placement, career counseling, diagnosing disorders, and selecting job applicants. Tests vary in their administration method, targeted behaviors, and purpose between ability, personality, and clinical domains. Proper tests are standardized, objective, use norms, and are reliable and valid measures of their intended construct.
This document discusses emotional intelligence and its history and models. It begins by outlining the origins of studying emotional intelligence in Darwin's work and defines it as being aware of one's own and others' emotions and using that knowledge to manage emotions. It then describes several models of emotional intelligence, including ability-based models focusing on skills like emotional perception and management, and mixed models like Goleman's that include competencies like self-awareness, self-management, social awareness and relationship management. The document emphasizes the importance of self-awareness as the foundation for developing emotional intelligence.
Napoleon said that the only permanent conquests that leave no regrets are those over ourselves. The document then provides an introduction to emotional intelligence, defining it as the capacity to understand our own feelings and those of others to motivate ourselves and manage emotions in relationships. It discusses four clusters of emotional intelligence: self-awareness, self-management, social awareness, and relationship management.
The document discusses three main models of emotional intelligence: the ability model, trait model, and mixed model. The ability model views emotional intelligence as involving perceiving, understanding, managing, and using emotions. It was developed by Salovey and Mayer and includes four abilities: perceiving, understanding, managing, and using emotions. The trait model sees emotional intelligence as self-perceptions of emotional abilities that are part of one's personality. It was developed by Petrides. The mixed model introduced by Goleman includes self-awareness, self-regulation, social skills, empathy, and motivation. It focuses on a wide array of emotional competencies and skills.
This document discusses emotion, including its meaning, nature, types, theories of emotion, and purposes. It defines emotion as a complex response involving physiological, cognitive, behavioral, and affective changes in response to a significant situation. Emotions can be positive or negative. Theories discussed include the James-Lange theory that physiological arousal precedes emotion, the Cannon-Bard theory that physiological and emotional responses occur simultaneously, and cognitive theories like Schachter-Singer and cognitive appraisal that cognitive interpretation is also involved. Emotions serve purposes like motivation, survival, decision-making, and thriving.
The NEO Personality Inventory (NEO-PI) is a widely used assessment of the five factor model of personality. It measures the five domains of neuroticism, extraversion, openness, agreeableness, and conscientiousness. The NEO-PI was developed by Costa and McCrae in 1978 and has since been revised multiple times, with the current version being the NEO-PI-3. It is a 240 item self-report inventory that is easy to administer and provides a comprehensive assessment of normal adult personality.
Emotional Quotient, EQ, Comparison between EQ vs IQ , Advantages and Disadvantages of EQ along with its sub topics and other linked branches of it. Physiological View and view of scientists
1. Emotional intelligence (EQ) involves the capacity for self-awareness, managing emotions and relationships. It is important for behavior, social skills and life choices.
2. EQ has five domains - intrapersonal skills like self-awareness; interpersonal skills like empathy; adaptability skills like problem-solving; stress management skills; and general mood skills like optimism.
3. EQ can be developed through activities that improve skills like stress tolerance, impulse control, empathy and flexibility. Regular practice can increase a person's EQ over time.
The document discusses various theories and mechanisms related to attitude formation and change. It describes four main ways attitudes can be formed: mere exposure, associative learning, self-perception, and functional reasons. Attitude change can occur through self-perception, learning theory, cognitive dissonance, and persuasion. The theory of planned behavior model proposes that attitudes, subjective norms, and perceived behavioral control influence behavioral intentions and actual behaviors.
Emotional intelligence refers to the ability to recognize and manage emotions in ourselves and in our relationships. There are three main models of emotional intelligence: ability, mixed, and trait. The ability model focuses on accurately perceiving, using, understanding, and managing emotions. The mixed model developed by Daniel Goleman emphasizes emotional and social competencies important for leadership. Research has found emotional intelligence correlates with important work outcomes like job performance, decision-making, creativity, and leadership effectiveness. Assessing and developing emotional intelligence can benefit organizations in areas such as selection, motivation, negotiation, and customer service.
Emotional intelligence at the workplace day 1Fabian Thomas
The document outlines the objectives and activities for a workplace workshop aimed at reducing stress, improving communication and teamwork. It provides guidance on how to make the workshop successful through active listening, ownership of words, validation of others' experiences, and maintaining confidentiality. Participants are asked to commit to these principles to have an open and productive discussion.
REBT is a therapeutic approach that views people's irrational beliefs as the primary cause of emotional disturbances. It uses cognitive, emotional, and behavioral techniques to help clients identify and dispute their irrational beliefs and replace them with more rational and adaptive beliefs. The goal of REBT is not just to help clients feel better temporarily but to make profound philosophical changes that help them be less susceptible to future disturbances. Key techniques include identifying clients' core irrational beliefs, disputing those beliefs through different questioning methods, and helping clients develop rational coping statements.
Emotional intelligence refers to the ability to recognize and manage one's own emotions and the emotions of others. It is argued that emotional intelligence may be more important than IQ, as IQ accounts for only 20% of success in life while emotional intelligence accounts for 80%. Emotional intelligence includes self-awareness of one's emotions and their impact, self-control and stress management, empathy for others, and social skills such as conflict resolution. Developing emotional intelligence can help one lead a happier and more fulfilling life.
The document discusses emotional intelligence and its importance in organizational behavior. It defines emotions, moods, and different models of emotional intelligence. Emotional intelligence comprises self-awareness, self-regulation, motivation, empathy, and social skills. Developing emotional intelligence in the workplace is important for relationship management, decision-making, leadership, and customer service. A lack of emotional intelligence can negatively impact relationships, decisions, and career advancement.
The document discusses emotional intelligence (EQ) and its components. It explains that EQ involves self-awareness of one's own emotions and the emotions of others, self-management of emotions, and social skills. The five main components of EQ are identified as emotional self-awareness, managing emotions, using emotions to maximize thinking, developing empathy, and social skills. Further models and research on EQ are presented, including Goleman's competency model and studies on childhood development and EQ.
What is Emotional Intelligence?
1. Self-awareness.
2. Managing Emotions.
3. Motivation
4. Empathy.
05- Handling relationships
How To Develop A Higher Sense Of Emotional Intelligence?
IQ vs. EQ
Components of Emotional Quotient.
Characteristics of Emotional Intelligent PeopleHow to Increase Your EQ?
Importance.
Implementation
Emotional intelligence is the single biggest predictor of performance in the workplace and the strongest driver of leadership & personal excellence. So what is emotional intelligence?
The NEO PI-R is a personality inventory based on the Big Five personality dimensions. It was developed by Paul Costa and Robert McCrae to assess neuroticism, extraversion, openness, agreeableness, and conscientiousness. Each domain is composed of six facets and is widely used in research, counseling, and occupational settings. The inventory consists of 240 items measuring the five domains and can be completed in about 35 minutes. It has high reliability and validity and provides a well-researched measure of the major dimensions of adult personality.
Emotional Intelligence is the most fundamental attribute for success in a career.While Intelligent Quotient may take a person to a job, it is Emotional Quotient which sustains him there.
The Rorschach inkblot test consists of 10 inkblots that subjects describe in order to examine their personality and thinking processes. It was developed in the early 1900s by Swiss psychiatrist Hermann Rorschach, who was interested in how people perceive ambiguous images. The test administration involves 4 phases - introduction, response, inquiry, and interpretation of codes assigned to the responses. Responses are analyzed both qualitatively and quantitatively to derive scores related to various personality characteristics.
Psychological tests are formal tools used to measure mental functioning and behaviors. They can be administered in various settings like schools, hospitals, and workplaces to assess abilities, personality, and neurological status. Common uses of tests include education placement, career counseling, diagnosing disorders, and selecting job applicants. Tests vary in their administration method, targeted behaviors, and purpose between ability, personality, and clinical domains. Proper tests are standardized, objective, use norms, and are reliable and valid measures of their intended construct.
This document discusses emotional intelligence and its history and models. It begins by outlining the origins of studying emotional intelligence in Darwin's work and defines it as being aware of one's own and others' emotions and using that knowledge to manage emotions. It then describes several models of emotional intelligence, including ability-based models focusing on skills like emotional perception and management, and mixed models like Goleman's that include competencies like self-awareness, self-management, social awareness and relationship management. The document emphasizes the importance of self-awareness as the foundation for developing emotional intelligence.
Napoleon said that the only permanent conquests that leave no regrets are those over ourselves. The document then provides an introduction to emotional intelligence, defining it as the capacity to understand our own feelings and those of others to motivate ourselves and manage emotions in relationships. It discusses four clusters of emotional intelligence: self-awareness, self-management, social awareness, and relationship management.
This document discusses emotional intelligence and its importance in the workplace. It defines emotional intelligence as the ability to understand and manage one's own emotions and the emotions of others. The document outlines the four branches of emotional intelligence: perceiving emotions, reasoning with emotions, understanding emotions, and managing emotions. It also discusses five emotional intelligence competencies that are important for workplace achievement: intuition and empathy, social skills, self-awareness, self-regulation, and self-motivation. The document emphasizes that emotional intelligence is more important for success than IQ or personality alone.
This document discusses emotional intelligence and its importance in the workplace. It defines emotional intelligence as the ability to understand and manage one's own emotions and the emotions of others. The document outlines the four branches of emotional intelligence: perceiving emotions, reasoning with emotions, understanding emotions, and managing emotions. It also discusses five emotional intelligence competencies that are important for workplace achievement: intuition and empathy, social skills, self-awareness, self-regulation, and self-motivation. The document emphasizes that while personality and IQ are factors, emotional intelligence plays a key role in success. It provides strategies for developing emotional intelligence through mindfulness, understanding emotions, and developing listening skills.
This document discusses emotions, including what emotions are, different types of emotions, and the components of emotions. It defines emotions as private conscious states that involve feelings, bodily arousal, purpose or motivation, and social expression. Emotions are more intense than moods and are directed at something. The four main components of an emotion are the feeling, bodily arousal, purposive or motivational component, and social-expressive component. Different types of emotions are discussed, as well as factors that can influence emotions like personality, culture, age, and environment. Emotional labor and intelligence are also summarized briefly.
Social intelligence involves the ability to successfully build relationships and navigate social environments. Strong relationships improve health while loneliness causes stress and health problems. Social intelligence was first defined by Edward Thorndike as understanding and managing people. It involves skills learned over time rather than being innate. Emotional intelligence refers to perceiving, controlling, and evaluating emotions and is comprised of perceiving, reasoning with, understanding, and managing emotions. High emotional intelligence relates to empathy, self-awareness, and problem-solving while low emotional intelligence involves poor coping skills and relationship struggles.
Emotional intelligence involves five key skills: self-awareness, self-management, social awareness, relationship management, and stress management. People with high emotional intelligence are adept at recognizing and managing their own emotions, reading others' emotions, and building strong relationships. They are often successful because they can regulate their stress levels, communicate effectively, and resolve conflicts constructively.
The document discusses emotions and emotional intelligence. It defines emotions as internal conscious states that involve feelings, bodily arousal, purposive motivation, and social expression. Emotions can be positive or negative, and are influenced by factors like personality, culture, stress, age, and environment. The document also discusses emotional labor, where workers must display certain emotions as part of their job. Additionally, it defines emotional intelligence as the ability to identify, assess, and manage one's own emotions and the emotions of others. Emotional intelligence involves self-awareness, self-management, social awareness, and relationship management. The document argues that emotional intelligence can lead to advantages like greater productivity and better conflict resolution.
This document provides an introduction to emotional intelligence. It defines emotional intelligence as the ability to perceive, control, and evaluate emotions. It discusses why emotional intelligence is important for physical and mental health, relationships, success, and leadership. The document outlines five domains of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills. It provides examples and strategies for developing skills in each domain, such as practicing self-reflection, managing disruptive emotions, developing a learning orientation, perspective-taking, and effective communication.
The document discusses the importance of emotional intelligence and its role in education. It defines emotional intelligence as the ability to perceive, control, and evaluate emotions. The four branches of emotional intelligence are perceiving emotions, reasoning with emotions, understanding emotions, and managing emotions. Developing emotional intelligence provides benefits such as improved interpersonal relationships, psychological well-being, academic performance, and reduced disruptive behaviors. Techniques for teaching emotional intelligence in classrooms include circle teams, self-reflection quizzes, and morning check-ins. Overall, the document emphasizes that emotional intelligence is a learnable skill that should be explicitly addressed in schools.
This document discusses emotional intelligence (EQ) and its importance. It begins by defining emotions and listing some positive and negative examples. It then explains the functions of emotions and factors influencing them. It defines EQ as the ability to understand and manage emotions, and lists its five key attributes: self-awareness, self-management, social awareness, empathy, and motivation. The document emphasizes that EQ is important for success in life and work, and that it is a better predictor of success than IQ. It provides tips for developing EQ skills like reducing stress, recognizing emotions, improving nonverbal communication, using humor, and resolving conflicts constructively.
This document discusses various models and aspects of emotional intelligence. It defines emotional intelligence according to different researchers like Bar-On, Salovey and Mayer. It describes Salovey and Mayer's four branch model of emotional intelligence and discusses Goleman's model. It also discusses enhancing emotional intelligence in adulthood through self-monitoring, self-regulation, communication and problem solving skills.
The document discusses emotional intelligence (EI), which is defined as one's ability to identify, understand, and manage their own emotions and the emotions of others. It explains that EI involves skills like self-awareness, self-regulation, motivation, empathy, and social skills. The 5 parts of EI are then defined: self-perception, self-expression, interpersonal skills, decision making, and stress management. Strategies are provided for developing skills in each area, such as seeking feedback, admitting weaknesses, and flexibility. The impact of EI at work is addressed, and steps are outlined for managing emotions, including understanding their impact and implementing corrective actions.
Emotional intelligence consists of five key skills: managing stress, emotional self-awareness, nonverbal communication, using humor and play, and resolving conflicts positively. Developing these skills is important for physical and mental well-being, relationships, career success, and organizations can benefit from assessing and developing the emotional intelligence of employees. Emotional intelligence allows individuals and teams to perform at their best even in challenging situations.
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdfDr Vijay Vishwakarma
Meaning of Emotional intelligence, Dimension of Emotional Intelligence- Selfawareness, self-motivation, empathy, Social Skills, Mayer &Saloveys(1997)
Cognitive model of EI, Golemans (1995) model of EI
B. Spiritual intelligence, Methods to learn & develop spiritual Intelligence- Meditation,
Detached Observation, Reflection, Connecting, Practice
This document discusses theories of intelligence and emotional intelligence. It defines intelligence as the ability to learn, reason, and problem solve. While IQ measures cognitive abilities, emotional intelligence involves self-awareness, managing emotions, and social skills. The document examines models of emotional intelligence proposed by Mayer and Salovey, Bar-On, and Goleman. It describes Gardner's theory of multiple intelligences including interpersonal and intrapersonal skills. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is presented as an ability-based measure of emotional intelligence involving identifying, using, understanding and managing emotions.
This document is the presentation slides for a seminar on emotional intelligence presented by Sharath Kumar T.M to the Department of Education at Kuvempu University. The presentation covers the conceptual background, history, nature, concepts, definitions, theories, characteristics, and educational implications of emotional intelligence. It discusses key thinkers in the development of the concept such as Throndike, Payne, Mayer, Salovey, and Goleman. It also outlines the role of teachers in developing students' emotional intelligence and methods for cultivating emotional intelligence through activities, self-awareness, critical thinking, stress management and acting as role models.
Emotional intelligence involves being aware of one's own emotions and the emotions of others, managing emotions effectively in oneself and others, and using this awareness to guide thinking and behavior. High emotional intelligence is important for success in the workplace as it allows one to understand how emotions impact work and relationships. Models of emotional intelligence include ability-based, trait-based, and mixed models assessing skills like self-awareness, self-management, social awareness, and social skills. Developing emotional intelligence competencies such as empathy, influence, and developing others can help improve productivity, relationships, and quality of life.
emotional intelligence on organizational profitRasel Rayhan
Emotional intelligence involves the ability to recognize and manage one's own emotions and the emotions of others. It is comprised of four key areas: self-awareness, self-management, social awareness, and relationship management. Research shows emotional intelligence is important for job performance, as it can account for up to 80% of success in life. High emotional intelligence is associated with effective leadership, communication, and stress management.
- Internal training utilizes a company's own resources and expertise to develop and deliver training, making it cost-effective and allowing employees to easily understand trainers due to workplace familiarity. Methods include on-the-job training, mentoring, coaching, and internal seminars/sessions.
- External training exposes employees to new ideas and forces them out of their comfort zone by learning from outside industry experts, providing a fresh perspective but at a higher cost compared to internal training. Both methods have benefits for employee learning and skill development.
The document provides an overview of training and development. It discusses:
1) The need for training and development in organizations to improve effectiveness and achieve goals. Training addresses immediate changes while development focuses on long-term goals.
2) The systematic approach to training, which includes establishing requirements, needs assessment, materials selection, training delivery, and evaluation.
3) Different types of training including on-the-job and off-the-job methods. Development focuses on personal and professional growth through activities like special projects.
4) The importance of evaluating training through measuring reaction, learning, behavior, and results. This helps identify strengths, weaknesses, and the program's overall impact.
The document discusses key concepts related to learning environments and organizational learning. It covers learning definitions and outcomes, learning styles, Gagne's and Bloom's taxonomies of learning, the ADDIE model of instructional design, and characteristics of learning organizations. It also outlines some common challenges to becoming a learning organization, such as employee resistance to change, lack of leadership training, short-term focus, and high turnover.
This presentation provides tips for making effective presentations using awesome backgrounds to engage audiences and capture their attention. It discusses using backgrounds and features of Product A and Product B.
This document discusses training evaluation and measurement. It defines key terms like training effectiveness, outcomes, and evaluation. It describes the reasons companies evaluate training, including demonstrating returns on investment. Formative evaluation involves collecting feedback during program development, while summative evaluation determines post-training changes. Common outcomes measured are reactions, learning, skills, attitudes, and results. Various evaluation designs aim to control for threats to validity like pre-post tests with comparison groups. Calculating return on investment involves determining costs, benefits, and the ratio of returns to costs. Practical challenges include isolating training impacts from other influences.
This document discusses evaluating training programs. It provides reasons for evaluating training, such as to identify strengths and weaknesses, assess learning and job application, and determine financial costs and benefits. There are four main outcomes used in evaluation: cognitive outcomes measure knowledge gained; skill-based outcomes assess technical skill acquisition and use; affective outcomes include attitudes and perceptions; and results determine a program's impact. Return on investment compares monetary benefits to costs, including direct training costs and indirect costs versus benefits. The document also describes the role of a training administrator who plans, coordinates, delivers and evaluates training programs for various personnel.
Designing and Conducting Training Program.pptxPreeti Bhaskar
This document discusses designing and conducting effective training programs. It covers selecting an appropriate training site, preparing a curriculum roadmap and detailed lesson plans, encouraging transfer of training to the job, and gaining manager support. Key points include choosing a quiet training room with good seating and technology; creating a curriculum map showing all courses and prerequisites; developing lesson plans with learning objectives, activities and assessments; emphasizing both near and far transfer of skills; and getting managers to stress application of lessons after training.
Employee development refers to activities that help employees improve their skills and abilities to perform their current or future jobs more effectively. It is important for companies to develop employees in order to improve quality, retain talent, manage talent, meet competitive challenges, and incorporate new technologies. Common approaches to development include formal education, job experiences, assessments, mentoring, coaching, and development planning. Companies benefit from development through reduced turnover and a more engaged workforce.
The document discusses several models for evaluating training programs, including the Kirkpatrick, CIRO, CIPP, and Phillips models. The Kirkpatrick model evaluates training at four levels: reaction, learning, behavior, and results. The CIRO model also evaluates reaction and adds context and outcomes. The CIPP model evaluates context, inputs, processes, and products. The Phillips model includes five levels: reaction, learning, application, business impact, and return on investment. Kaufman's model also includes five levels from enabling resources to societal outcomes. Overall, the document outlines different approaches to evaluating the effectiveness and impact of training programs.
Training methods can be traditional like presentations, hands-on methods, and group building, or modern using technology. Traditional methods require an instructor and face-to-face interaction while modern methods use e-learning and technology. New technologies allow training to be delivered remotely, be more engaging for learners, and reduce costs. Effective use of technology in training requires considering learner needs, developing interactive content, and providing support for online learners.
The document discusses training and its importance for organizations. It defines training as a planned effort to facilitate employees' learning of job-related competencies. Some key points:
1. Training is important as it increases employees' knowledge, skills, and abilities which are critical for job performance. It also helps prepare employees for changes like new technology or working in teams.
2. The goal of training is to create intellectual capital, defined as informational resources like human capital, customer relationships, and intellectual property that can improve business.
3. The training design process is based on the Instructional System Design model, which includes analyzing needs, designing the learning environment, ensuring transfer of training, and evaluating the program.
The document discusses how human resource management (HRM) can help foster entrepreneurial success in the future of work. It outlines trends shaping the future workplace like technological advancements, remote work, and changing skills needs. Poor HRM practices are also shown to have led to startup failures through examples. The role of HRM in supporting entrepreneurship through talent acquisition, culture building, and performance management is explained. Real case studies from companies in India demonstrate how HRM has contributed to entrepreneurial growth. In conclusion, HRM can identify entrepreneurial talent, create an innovative culture, offer flexible work arrangements, and promote diversity to nurture entrepreneurial success.
This document discusses human capital management. It begins by defining human capital as the knowledge, skills, and abilities of employees. It then discusses the importance of human capital management in aligning human resources with business goals to improve productivity. The document outlines various approaches to measuring human capital, including indices, models, and balanced scorecards. It also discusses reporting human capital information internally to managers and externally in business reviews.
This document discusses theories of motivation and how to motivate employees. It describes Maslow's hierarchy of needs theory which states that needs are satisfied in a predetermined order from physiological to self-actualization. It also outlines McGregor's Theory X and Theory Y about assumptions of human behavior at work. Additionally, it summarizes Herzberg's two-factor theory that identifies hygiene factors like pay that prevent dissatisfaction and motivator factors like achievement that promote satisfaction and growth.
The document discusses various aspects of communication including the definition, nature, types, barriers, and importance of communication in organizations. It defines communication and explains the basic communication process. It also describes different types of organizational communication such as formal and informal communication, as well as upward, downward, horizontal, and diagonal communication.
This document discusses various aspects of leadership including definitions, qualities, styles, and differences between leadership and management. It defines leadership as a process of guiding and influencing people towards goals. Key leadership qualities include emotional intelligence, relationship building, problem solving, decision making, coaching, and setting an example. There are different leadership styles such as autocratic, democratic, laissez-faire, and transformational. Formal leaders hold official positions while informal leaders gain respect and influence. Power and leadership can overlap but power is derived from position while true leadership comes from personal attributes that inspire voluntary followership.
The document defines organizational culture and discusses its key aspects. It notes that organizational culture encompasses shared beliefs, values, and behaviors that shape how an organization conducts business. The document outlines several levels of culture from visible artifacts to underlying assumptions, and discusses five major functions of culture in organizations: providing purpose, fostering a sense of ownership, building community, facilitating communication, and establishing leadership. It provides examples to illustrate strong organizational cultures at companies like Google, Pixar, and DHL.
This document discusses organizational structure and its key elements. It begins by defining organization and organizational structure. There are different types of organizational structures including line, line and staff, functional, project, matrix, and divisional structures. The benefits of organizational structure are also outlined. Departmentalization and its various methods are then defined. The document also covers centralization versus decentralization and defines a learning organization.
1. Planning is the process of setting goals and deciding in advance how to achieve those goals. It helps coordinate efforts, provide direction, and reduce risks.
2. There are different types of plans including strategic plans made by top management, tactical plans by middle management, and operational plans by frontline managers.
3. Plans also vary by time horizon such as long, intermediate, and short-term plans. They can be standing and ongoing or single-use plans tailored for specific situations. Plans provide standards for controlling performance.
Your grandfather was working at the top level of management as the director of a manufacturing company.
One function performed at the top level of management is strategy formulation. As the director, your grandfather would have been responsible for laying down the overall goals, policies and strategies for the company to guide its operations and growth.
Watch this expert-led webinar to learn effective tactics that high-volume hiring teams can use right now to attract top talent into their pipeline faster.
Building Meaningful Talent Communities with AI - Heather Pysklywec - SocialHR...SocialHRCamp
Speaker: Heather Pysklywec
Digital transformation has transformed the talent acquisition landscape over the past ten years. Now, with the introduction of artificial intelligence, HR professionals are faced with a new suite of tools to choose from. The question remains, where to start, what to be aware of, and what tools will complement the talent acquisition strategy of the organization? This session will give a summary of helpful AI tools in the industry, explain how they can fit into existing systems, and encourage attendees to explore if AI tools can improve their process.
Start Smart: Learning the Ropes of AI for HR - Celine Maasland - SocialHRCamp...SocialHRCamp
Speaker: Celine Maasland
In this session, we’ll demystify the process of integrating artificial intelligence into everyday HR tasks. This presentation will guide HR professionals through the initial steps of identifying AI opportunities, choosing the right tools, and effectively implementing technology to streamline operations. Additionally, we’ll delve into the specialized skill of prompt engineering, demonstrating how to craft precise prompts to enhance interactions between AI systems and employees. Whether you’re new to AI or looking to refine some of your existing strategies, this session will equip you with the knowledge and tools to harness AI’s potential in transforming HR functions.
Becoming Relentlessly Human-Centred in an AI World - Erin Patchell - SocialHR...SocialHRCamp
Speaker: Erin Patchell
Imagine a world where the needs, experiences, and well-being of people— employees and customers — are the focus of integrating technology into our businesses. As HR professionals, what tools exist to leverage AI and technology as a force for both people and profit? How do we influence a culture that takes a human-centred lens?
Your Guide To Finding The Perfect Part-Time JobSnapJob
Part-time workers account for a significant part of the workforce, including individuals of all ages. A lot of industries hire part-time workers in different capacities, including temporary or seasonal openings, ranging from managerial to entry-level positions. However, many people still doubt taking on these roles and wonder how a temporary part-time job can help them achieve their long-term goals.
The Rules Do Apply: Navigating HR ComplianceAggregage
https://www.humanresourcestoday.com/frs/26903483/the-rules-do-apply--navigating-hr-compliance
HR Compliance is like a giant game of whack-a-mole. Once you think your company is compliant with all policies and procedures documented and in place, there’s a new or amended law, regulation, or final rule that pops up landing you back at ‘start.’ There are shifts, interpretations, and balancing acts to understanding compliance changes. Keeping up is not easy and it’s very time consuming.
This is a particular pain point for small HR departments, or HR departments of 1, that lack compliance teams and in-house labor attorneys. So, what do you do?
The goal of this webinar is to make you smarter in knowing what you should be focused on and the questions you should be asking. It will also provide you with resources for making compliance more manageable.
Objectives:
• Understand the regulatory landscape, including labor laws at the local, state, and federal levels
• Best practices for developing, implementing, and maintaining effective compliance programs
• Resources and strategies for staying informed about changes to labor laws, regulations, and compliance requirements
AI Considerations in HR Governance - Shahzad Khan - SocialHRCamp Ottawa 2024SocialHRCamp
Speaker: Shahzad Khan
This session on "AI Considerations in Human Resources Governance" explores the integration of Artificial Intelligence (AI) into HR practices, examining its history, current applications, and the governance issues it raises. A framework to view Government in modern organizations is provided, along with the transformation and key considerations associated with each element of this framework, drawing lessons from other AI projects to illustrate these aspects. We then dive into AI's use in resume screening, talent acquisition, employee retention, and predictive analytics for workforce management. Highlighting modern governance challenges, it addresses AI's impact on the gig economy as well as DEI. We then conclude with future trends in AI for HR, offering strategic recommendations for incorporating AI in HR governance.
Accelerating AI Integration with Collaborative Learning - Kinga Petrovai - So...SocialHRCamp
Speaker: Kinga Petrovai
You have the new AI tools, but how can you help your team use them to their full potential? As technology is changing daily, it’s hard to learn and keep up with the latest developments. Help your team amplify their learning with a new collaborative learning approach called the Learning Hive.
This session outlines the Learning Hive approach that sets up collaborations that foster great learning without the need for L&D to produce content. The Learning Hive enables effective knowledge sharing where employees learn from each other and apply this learning to their work, all while building stronger community bonds. This approach amplifies the impact of other learning resources and fosters a culture of continuous learning within the organization.
How to Leverage AI to Boost Employee Wellness - Lydia Di Francesco - SocialHR...SocialHRCamp
Speaker: Lydia Di Francesco
In this workshop, participants will delve into the realm of AI and its profound potential to revolutionize employee wellness initiatives. From stress management to fostering work-life harmony, AI offers a myriad of innovative tools and strategies that can significantly enhance the wellbeing of employees in any organization. Attendees will learn how to effectively leverage AI technologies to cultivate a healthier, happier, and more productive workforce. Whether it's utilizing AI-powered chatbots for mental health support, implementing data analytics to identify internal, systemic risk factors, or deploying personalized wellness apps, this workshop will equip participants with actionable insights and best practices to harness the power of AI for boosting employee wellness. Join us and discover how AI can be a strategic partner towards a culture of wellbeing and resilience in the workplace.
2. What is Emotion?
Internal conscious states that we infer in
ourselves and others.
• Emotions are private experiences.
• We use operational definitions because
we cannot actually see feelings.
• We infer observable behavior associated
with emotion.
3. Four components of Emotion
Social-
Expressive
Sense of
Purpose
Bodily
Arousal
Feelings
Emotion
Significant life event
4. Feeling component
• Emotions are subjective feelings
• Make us feel in a particular way.
• Anger or joy.
• Meaning and personal significance.
• Vary in intensity and quality.
• Rooted in mental processes (labeling).
5. Bodily Arousal
• Biological activation.
• Autonomic and hormonal systems.
• Prepare and activate adaptive coping behavior during
emotion.
• Body prepared for action.
• Alert posture, clenched fists.
6. Purposive component
• Give emotion its goal-directed force.
• Motivation to take action.
• Cope with emotion-causing circumstances.
• Why people benefit from emotions.
• Social and evolutionary advantage.
7. Social-Expressive component
• Emotion’s communicative aspect.
• Postures, gestures, vocalizations,
facial expressions make our emotions
public.
• Verbal and nonverbal communication.
• Helps us interpret the situation.
• How person reacts to event.
8. Emotions read in the face
The Japanese Female Facial Expression (JAFFE) Database
9. Ability Based model of emotional intelligence:
abilities Peter Salovey & John Mayer
• The ability-based model views emotions as useful
sources of information that help one to make sense
of and navigate the social environment. The model
proposes that individuals vary in their ability to
process information of an emotional nature and in
their ability to relate emotional processing to a
wider cognition. This ability is seen to manifest
itself in certain adaptive behaviors.
• The model claims that EI includes four types of abilities
• Perceiving emotion
• Using emotions to facilitate thought
• Understanding emotions
• Managing emotions
10. The Mayer-Salovey-Caruso
Emotional Intelligence Test
(MSCEIT)
• The Mayer-Salovey-Caruso Emotional Intelligence Test
(MSCEIT) is an ability-based test designed to measure the four
branches of the EI model of Mayer and Salovey. MSCEIT was
developed from an intelligence-testing tradition formed by
the emerging scientific understanding of emotions and their
function and from the first published ability measure
specifically intended to assess emotional intelligence, namely
Multifactor Emotional Intelligence Scale (MEIS). MSCEIT
consists of 141 items and takes 30-45 minutes to complete.
MSCEIT provides 15 main scores: Total EI score, two Area
scores, four Branch scores, and eight Task scores. In addition
to these 15 scores, there are three Supplemental scores
(Mayer, Salovey, & Caruso, 2002).
11. Mayer-Salovey-Caruso Emotional Intelligence Test -
Scales*
The Four Branches of Emotional Intelligence
• Perceiving Emotions: The ability to perceive emotions in
oneself and others as well as in objects, art, stories, music,
and other stimuli
• Facilitating Thought: The ability to generate, use, and feel
emotion as necessary to communicate feelings or employ
them in other cognitive processes
• Understanding Emotions: The ability to understand emotional
information, to understand how emotions combine and
progress through relationship transitions, and to appreciate
such emotional meanings
• Managing Emotions: The ability to be open to feelings, and to
modulate them in oneself and others so as to promote
personal understanding and growth
12. • Basic Information
• Ages: 17 and older
Administration: Client Completed
Administration Time: 30-45 minutes
Qualification Level: B
Formats: Software, Online, Scoring Service
• Click
http://www.unh.edu/emotional_intelligence/ei%20About%20the%20M
to visit Dr. Mayer’s web site for psychometric aspects of the
MSCEIT
13. 1. Perceiving
EmotionsThe first step in understanding emotions is to accurately perceive
them. In many cases, this might involve understanding nonverbal
signals such as body language and facial expressions. This is the
basic skill involved in EI because unless you can perceive
emotions you cannot manage them.
14. 2. Reasoning With Emotions
The next step involves using emotions to promote thinking and
cognitive activity. Someone with high EI can use their emotions in
order to help them think through a situation and solve problems.
Emotions help prioritize what we pay attention and react to; we
respond emotionally to things that garner our attention. Having a
good system of emotional input, therefore, should help direct
thinking toward matters that are truly important. Secondly, a
number of researchers have suggested that emotions are
important for certain kinds of creativity to emerge.
15. 3. Understanding Emotions
Appreciating that the emotions we perceive can carry a wide variety of
meanings helps us to understand the emotional state of the other person and
why it has occurred. If someone is expressing angry emotions, for instance,
the observer must interpret the cause of their anger and what it might mean.
Your degree of understanding of such emotions has to include your ability to
perceive the shades of emotion that exist and how different emotions interact
with each other and evolve over time. Each emotion conveys its own pattern
of possible messages, and actions associated with those messages.
For example,
• A message of anger may mean that the individual feels they have been
treated unfairly.
• This anger may be associated with a specific set of possible actions:
• Peacemaking • Attacking • Retribution • Seeking revenge • Withdrawal to seek
calmness
Understanding emotional messages and the actions associated with them is
one important aspect of this skill area.
16. 4. Managing Emotions
The ability to manage emotions effectively is a key part of emotional intelligence. The
important aspects of emotional management include:
• Regulating emotions
• Responding appropriately
• Responding to the emotions of others.
Someone with a high level of this ability can harness positive or negative emotions and
manage them in a way that facilitates the completion of required tasks. A person needs to
understand emotions in order to convey information.
To the extent that it is under voluntary control, a person may want to remain open to
emotional signals as long as they are not too painful, and block out those that are
overwhelming. In between, within the person's emotional comfort zone, it becomes possible
to regulate and manage one's own and others' emotions so as to promote one's own and
others' personal and social goals. The means and methods for emotional self-regulation have
become a topic of increasing research in this decade.
17. The trait EI model
• Petrides and colleagues proposed a conceptual distinction
between the ability based model and a trait based model of
EI.
• Trait EI refers to an individuals self- perceptions of their
emotional abilities.
• This definition of EI encompasses behavioral dispositions and
self perceived abilities and is measured by self report, as
opposed to the ability based model which refers to actual
abilities.
18. Trait Emotional Intelligence
Questionnaire (TEIQue)
• The Trait Emotional Intelligence Questionnaire (TEIQue) developed
by K. V. Petrides, PhD is an integral part of a scientific research
program that is currently based at the London Psychometric
Laboratory in University College London (UCL).
Facets High scorers perceive themselves as…
Adaptability …flexible and willing to adapt to new conditions.
Assertiveness …forthright, frank, and willing to stand up for their rights.
Emotion perception (self and others) …clear about their own and other people’s feelings.
Emotion expression …capable of communicating their feelings to others.
Emotion management (others) …capable of influencing other people’s feelings.
Emotion regulation …capable of controlling their emotions.
Impulsiveness (low) …reflective and less likely to give in to their urges.
Relationships …capable of having fulfilling personal relationships.
Self-esteem …successful and self-confident.
Self-motivation …driven and unlikely to give up in the face of adversity.
Social awareness …accomplished networkers with excellent social skills.
Stress management …capable of withstanding pressure and regulating stress.
Trait empathy …capable of taking someone else’s perspective.
Trait happiness …cheerful and satisfied with their lives.
Trait optimism …confident and likely to “look on the bright side” of life.
19. Mixed model-Goleman’s
model
Goleman focuses on EI as a wide array of competencies and
skills that drive leadership performance.
•Self-awareness
•Self-management
•Social awareness
•Relationship management
22. SELF - AWARENESS
Emotional awareness: Recognizing oneís emotions and their effects. People with
this competence:
• Know which emotions they are feeling and why
• Realize the links between their feelings and what they think, do, and say
• Recognize how their feelings affect their performance
• Have a guiding awareness of their values and goals
Accurate self-assessment: Knowing oneís strengths and limits. People with this
competence are:
• Aware of their strengths and weaknesses
• Reflective, learning from experience
• Open to candid feedback, new perspectives, continuous learning, and self-
development
• Able to show a sense of humor and perspective about themselves
Self-confidence: Sureness about one’s self-worth and capabilities. People with
this competence:
• Present themselves with self-assurance; have “presence”
• Can voice views that are unpopular and go out on a limb for what is right
• Are decisive, able to make sound decisions despite uncertainties and pressures
23. SELF - REGULATION
Self-control: Managing disruptive emotions and impulses.
People with this competence:
• Manage their impulsive feelings and distressing emotions well
• Stay composed, positive, and unflappable even in trying
moments
• Think clearly and stay focused under pressure
Trustworthiness: Maintaining standards of honesty and
integrity. People with this competence:
• Act ethically and are above reproach
• Build trust through their reliability and authenticity
• Admit their own mistakes and confront unethical actions in
others
• Take tough, principled stands even if they are unpopular
24. Cont.
Conscientiousness: Taking responsibility for personal performance.
People with this competence:
• Meet commitments and keep promises
• Hold themselves accountable for meeting their objectives
• Are organized and careful in their work
Adaptability: Flexibility in handling change. People with this competence:
• Smoothly handle multiple demands, shifting priorities, and rapid change
• Adapt their responses and tactics to fit fluid circumstances
• Are flexible in how they see events
Innovativeness: Being comfortable with and open to novel ideas and new
information. People with this competence:
• Seek out fresh ideas from a wide variety of sources
• Entertain original solutions to problems
• Generate new ideas
• Take fresh perspectives and risks in their thinking
25. SELF - MOTIVATION
Achievement drive: Striving to improve or meet a standard of
excellence. People with this competence:
•• Are results-oriented, with a high drive to meet their objectives and
standards
•• Set challenging goals and take calculated risks
•• Pursue information to reduce uncertainty and find ways to do better
•• Learn how to improve their performance
Commitment: Aligning with the goals of the group or organization.
People with this competence:
• Readily make personal or group sacrifices to meet a larger
organizational goal
• Find a sense of purpose in the larger mission
• Use the groupís core values in making decisions and clarifying choices
• Actively seek out opportunities to fulfill the groupís mission
26. Cont.
Initiative: Readiness to act on opportunities. People with this
competence:
•• Are ready to seize opportunities
•• Pursue goals beyond whatís required or expected of them
•• Cut through red tape and bend the rules when necessary to
get the job done
•• Mobilize others through unusual, enterprising efforts
Optimism: Persistence in pursuing goals despite obstacles and
setbacks. People with this competence:
•• Persist in seeking goals despite obstacles and setbacks
•• Operate from hope of success rather than fear of failure
•• See setbacks as due to manageable circumstance rather than
a personal flaw
28. SOCIAL AWARENESS
Empathy: Sensing others feelings and perspective, and taking an
active interest in their concerns. People with this competence:
• Are attentive to emotional cues and listen well
• Show sensitivity and understand others perspectives
• Help out based on understanding other people's needs and feelings
Service orientation: Anticipating, recognizing, and meeting
customers needs. People with this competence:
• Understand customers needs and match them to services or
products
• Seek ways to increase customers satisfaction and loyalty
• Gladly offer appropriate assistance
• Grasp a customer's perspective, acting as a trusted advisor
29. • Developing others: Sensing what others need in order to develop, and
bolstering their abilities. People with this competence:
• • Acknowledge and reward people's strengths, accomplishments, and
development
• • Offer useful feedback and identify people's needs for development
• • Mentor, give timely coaching, and offer assignments that challenge and
grow a person's skills.
• Leveraging diversity: Cultivating opportunities through diverse people.
People with this competence:
• • Respect and relate well to people from varied backgrounds
• • Understand diverse worldviews and are sensitive to group differences
• • See diversity as opportunity, creating an environment where diverse
people can thrive
• • Challenge bias and intolerance
• Political awareness: Reading a group's emotional currents and power
relationships. People with this competence:
• • Accurately read key power relationships
• • Detect crucial social networks
• • Understand the forces that shape views and actions of clients, customers,
or competitors
• • Accurately read situations and organizational and external realities
30. SOCIAL SKILLS
Influence: Wielding effective tactics for persuasion. People with this
competence:
• Are skilled at persuasion
• Fine-tune presentations to appeal to the listener
• Use complex strategies like indirect influence to build consensus and
support
• Orchestrate dramatic events to effectively make a point Communication:
Sending clear and convincing messages. People with this competence:
• Are effective in give-and-take, registering emotional cues in attuning their
message
• Deal with difficult issues straightforwardly
• Listen well, seek mutual understanding, and welcome sharing of
information fully
• Foster open communication and stay receptive to bad news as well as
good
31. Leadership: Inspiring and guiding groups and people. People with this
competence:
• Articulate and arouse enthusiasm for a shared vision and mission
• Step forward to lead as needed, regardless of position
• Guide the performance of others while holding them accountable
• Lead by example
Change catalyst: Initiating or managing change. People with this
competence:
• Recognize the need for change and remove barriers
• Challenge the status quo to acknowledge the need for change
• Champion the change and enlist others in its pursuit
• Model the change expected of others
Conflict management: Negotiating and resolving disagreements. People
with this competence:
• Handle difficult people and tense situations with diplomacy and tact •
Spot potential conflict, bring disagreements into the open, and help
deescalate
• Encourage debate and open discussion
• Orchestrate win-win solutions
32. Building bonds: Nurturing instrumental relationships. People with
this competence:
• Cultivate and maintain extensive informal networks
• Seek out relationships that are mutually beneficial
• Build rapport and keep others in the loop
• Make and maintain personal friendships among work associates
Collaboration and cooperation: Working with others toward shared
goals. People with this competence:
• Balance a focus on task with attention to relationships
• Collaborate, sharing plans, information, and resources
• Promote a friendly, cooperative climate
• Spot and nurture opportunities for collaboration
Team capabilities: Creating group synergy in pursuing collective goals.
People with this competence:
• Model team qualities like respect, helpfulness, and cooperation
• Draw all members into active and enthusiastic participation
• Build team identity, esprit de corps, and commitment
• Protect the group and its reputation; share credit
We cannot know for sure if any other species has emotion
Operational definition is a constructed definition using parameters to describe what fits the definition and what doesn’t.
ex. Op. def. of joy might include: smiling, laughing, not a blank stare