This document discusses five components of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and interpersonal skills. It provides descriptions of each component and their importance for leadership. The document also discusses two models of emotional intelligence: the mixed model which uses the five components to describe EI, and the trait model developed by Petrides which evaluates EI through an individual's self-perception of their emotional abilities and traits.

18. Mixed Model

20.  This model uses "The Five Components" to efficiently describe
emotional intelligence.

21. Self Awareness:
A Powerful Tool for Leaders
“the need to know and the fear of knowing”
-Abraham Maslow (1968)

22. “Self-awareness (sometimes also referred to as
self-knowledge or introspection) is about
understanding your own needs, desires, failings,
habits, and everything else that makes who you
really are.
The more you know about yourself, the better
you are at adapting life changes that suit your
needs.

23. SELF REGULATION

24. Self regulation is mostly about being able to
control your emotions and responses to
situations and other people.
But it's also about feeling positive emotions and
expressing positive emotions to others.

25. Sometimes it's okay to let emotions control us,
especially when it comes to positive emotions.
Your excitement and joy at passing an exam, or
achieving a target for the month, are
appropriate expressions of emotion.
But it's not great to be controlled by negative
emotions such as anger, fear or frustration.

26. Emotional intelligence suggests that it's important to be
aware of all our emotions. When we're aware, we can
choose how to react and express our feelings.
Self regulation is about using self awareness to keep
negative reactions under control.

27. MOTIVATION

28. Self-motivated leaders work consistently toward their
goals, and they have extremely high standards for the
quality of their work.
Motivation is something that we strive to improve or meet
a standard of excellence.

29. • Intrinsic motivation also plays a key role in emotional
intelligence.
• People who are emotionally intelligent are motivated by
things beyond mere external rewards like fame, money,
recognition, and acclaim.
• Instead, they have a passion to fulfill their own inner
needs and goals.
• They seek things that lead to internal
rewards, experience flow from being totally in tune
with an activity, and pursue peak experiences.

30. 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

32. Empathy is the capacity to understand or feel what another
person is experiencing from within the other being's frame
of reference, i.e., the capacity to place oneself in another's
position.
Empathy is seeing with the eyes of another, listening with
the ears of another and feelings with the heart of another.

33. BENEFITS OF EMPATHY
 Empathy connects people together.
 Empathy heals.
 Empathy builds trust.
 Empathy closes the loop.

34. EMPATHY VS SYMPATHY
EMPATHY
Empathy is
about feelings.
Empathetic
people are
often very
sympathetic.
SYMPATHY
Sympathy is about
actions.
A person who is
sympathetic but
not empathetic
may appear a
little shallow.

36. INTERPERSONAL SKILLS

37. Being able to interact well with others is another
important aspect of emotional intelligence.
True emotional understanding involves more
than just understanding your own emotions and
the feelings of others - you also need to be able
to put this information to work in your daily
interactions and communications.

38. Interpersonal intelligence
(people smart)
It is the ability to understand and interact
effectively with others. It involves effective verbal
and nonverbal communication, the ability to note
distinctions among others, sensitivity to the moods
and temperaments of others, and the ability to
entertain multiple perspectives.

39. Interpersonal skill is the reciprocal social and
emotional interaction between two or more
individuals in an environment.
Close association between individuals who share
common interests and goal.

40. Summary
Self-Awareness (confidence, recognition of
feelings)
Self-Regulation (self-control, trustworthiness,
adaptability)
Motivation (drive, commitment, initiative,
optimism)
Empathy (understanding others feelings,
diversity, political awareness)
Social Skills/ Interpersonal skill (leadership,
conflict management, communication skills

41. TRAIT MODEL
Trait EI evaluates how an individual perceives their
emotional abilities. -Konstantinos Vasilis Petrides

42. The Trait Model of Emotional Intelligence was first
developed by psychologist Konstantin Vasilis Petrides.
He provides a very different understanding of Emotional
Intelligence than the Ability Model.

44. While the Ability Model is highly logical and focuses
on outward results, the Trait Model is geared more
toward emotional self-perception.
Trait EI evaluates how an individual perceives their
emotional abilities.
These emotional abilities, and their perception of them,
then affect their behaviors and perceived cognitive and
behavioral abilities.
Trait EI is highly resistant to any academic or scientific
measurement.

45. One of the most recent models of EI was published in
2009 by Petrides and colleagues and marks a break from
the idea that emotional intelligence is ability-based.
Instead, it proposes that people have, as part of their
personalities, a number of emotional self-perceptions and
emotional traits (characters).

46. The Trait Model of Emotional Intelligence essentially has to
be conducted within a framework of understanding an
individual's personality.
Because it relies so heavily on personality characteristics,
it is impossible to evaluate someone's EQ using the Trait
Model without performing a personality evaluation.

47. These traits aren't measured in the scientific
sense, but are instead measured by the
respondent's self-report.
This assumes that the respondent is able to
accurately describe his or her own traits.