This document discusses social awareness and its components of sensitivity, insight, and communication. It also discusses emotional intelligence and its importance in leadership, teams, and the workplace. Social awareness allows one to understand people and act appropriately in social situations through perceiving social cues, interpreting situations, and communicating effectively. Emotional intelligence consists of self and social skills that influence one's leadership ability and team performance, and its benefits include improved relationships, communication, and career prospects.
Positive Media Psychology: Harnessing the Power of Media for GoodPamela Rutledge
Overview of positive media psychology by Dr. Pamela Rutledge for the Fielding Graduate University School of Psychology Colloquium, April 9, 2021. Positive Media Psychology is a specialized area within media psychology that emerged to promote the use and development of media technologies that support well-being and human flourishing. By using a positive psychology paradigm, researchers and developers will be better able to evaluate and harness the power of media technologies to impact lives and society for the better. This deck includes an overview of some theoretical constructs and real-world examples.
Positive Media Psychology: Harnessing the Power of Media for GoodPamela Rutledge
Overview of positive media psychology by Dr. Pamela Rutledge for the Fielding Graduate University School of Psychology Colloquium, April 9, 2021. Positive Media Psychology is a specialized area within media psychology that emerged to promote the use and development of media technologies that support well-being and human flourishing. By using a positive psychology paradigm, researchers and developers will be better able to evaluate and harness the power of media technologies to impact lives and society for the better. This deck includes an overview of some theoretical constructs and real-world examples.
Abstract—This paper provide to what I learned in Managerial Psychology class and how to involve in real life. People can see sort of theory and model and their descriptions. I'm going to show you 6 critical topic behind descriptions and how to behave making them.
Running head EMOTIONAL INTELLIGENCE1EMOTIONAL INTELLIGENC.docxsusanschei
Running head: EMOTIONAL INTELLIGENCE
1
EMOTIONAL INTELLIGENCE
6
Emotional Intelligence
Faraji C. Edwards
Walden University
Outline
EMOTIONAL INTELLIGENCE
I. Introduction
A. Thesis
II. Understanding the importance of using emotional intelligence
A. Ability to create productive relationships
B. Ability to overcome difficult situations
C. Team communication skills
D. One on one communication skills
E. Ability to demonstrate leadership qualities
F. Skills in proficient outcome thinking
III. Five competencies for building emotional intelligence
A. Self-awareness
B. Self-regulation
C. Empathy
D. Effective relationships
E. Self-motivation
IV. Self-motivation and factors that contribute to high performance
V. How to choose the different perceptions and behaviors which will lead to positive and
Fulfilling outcomes
VI. Applications of emotional intelligence
A. In the workplace
B. In the society
C. At homes
VII. Conclusion
VIII. References
Emotional Intelligence
Introduction
This research paper discusses emotional intelligence. It gives an overview of how emotional intelligence is a quality for an effective leadership. In a nutshell, emotional intelligence is an ability to recognize, understand and manage our own emotions and the emotions of others (Mathews, G. et al. 2004).
On one hand, an individual who is emotionally intelligent is able to differentiate emotions and is able to use this information to guide thinking, actions and behavior. On the other hand, whoever lacks emotional intelligent may suffer serious problems such as misunderstandings, frustrations, continuous cultural shocks and perhaps failure such as failed relationships (Mathews, G. et al. 2004). Emotional intelligence therefore is a quality which every leader would wish to have. It is sad that it is a lacuna in the leadership of our organizations and other institutions.
Statement of the Problem
Lack of emotional intelligent among some leaders in various institutions such as schools, colleges, organizations, and nations is one of the main causes of crisis or arrests that these institutions face. Leaders who lack emotional intelligence blunder their way in issuing orders or directions which is contrary to the will of the people. Such leaders do overlook the fact that leadership is an emotion-influenced process and that emotions are intertwined with the social influenced process (George, J.M. 2000). It is a socio-cultural related issue since a leader has to deal with social people. For instance, the moods of a manager of an organization have got some influence on his/her junior employees. It can affect the manager’s coordination and relationships with these employees this is because emotions affect how they think and act. Leaders normally express their goals, intentions, and attitudes through their expressions of moods (Geo ...
Discuss a workable definition of Emotional Intelligence in leadership.
Understand the five domains of Emotional Intelligence.
“EI” Exercise to explore personal strengths and vulnerabilities related to EI.
Develop an EI Action Plan resulting in improved self-management & career transition success.
Emotional Competence among the Higher Secondary Studentsijtsrd
The present study focuses on the Emotional Competence among the higher secondary students. The investigator used the random sampling technique for this study. The findings of this study are i Female Students have high Emotional Competence when compared to Male students. ii There is no significant difference in mean scores of Emotional Competence with respect to Religion, iii There is no significant difference in mean scores of Emotional Competence with respect to Medium of Instruction, iv Government School Students have high Emotional Competence when compared to Private and Aided School students, v There is no significant difference in mean scores of Emotional Competence with respect to Family type, vi There is no significant difference in mean scores of Emotional Competence with respect to Father’s Occupation, and vii There is no significant difference in mean scores of Emotional Competence with respect to Mother’s Occupation. Dr. R. Muthaiyan "Emotional Competence among the Higher Secondary Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50239.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50239/emotional-competence-among-the-higher-secondary-students/dr-r-muthaiyan
This slide deck covers a typical one day authentic leadership development day that we deliver at the Antwerp Management School. Topics like trust, politics, power, authenticity, shared leadership, transformational leadership , implicit leadership theories, cross cultural differences in leadership, etc are covered
Exercise your ability to Enlist Others! Record your shared vision fo.docxnealwaters20034
Exercise your ability to Enlist Others! Record your shared vision for yourself and organization!
·
Use the summary noted below.
·
Practice your hopes, dreams, and aspirations by addressing the following below (share how you would apply these actions in order to enlist others).
·
Wiley, summarizes the textbook chapter to Enlist Others as noted below:
Enlist Others
The authors relate the story of a leader who discovered how essential it is to find out what motivates his team members. He says that the more you know about the people you work with, the more committed you become to each other’s success and the more you realize that you have similar hopes and aspirations for what you are working on. A company is like an engine: “We cannot move forward if any of the cogs are not working.”
Develop A Shared Sense Of Destiny
A leader’s vision is not enough. Members of the organization must understand, accept, and commit to it. Leadership is a dialogue, not a monologue. Leaders must engage constituents in conversations about their lives, hopes, and dreams, to develop a shared sense of destiny, an ideal and unique image of the future for the common good.
Inspire a Shared Vision is the least frequently applied of The Five Practices—people feel the most uncomfortable with it, and only one in ten considers herself inspiring. Yet even when they do not consider themselves inspiring, people nearly always become emotionally expressive when talking about their visions of the future.
The assumption that the process of inspiring a shared vision is somehow mystical or supernatural inhibits people, making them feel that they have to be something special to be inspiring. But what is necessary is believing in the vision and developing the skills for communicating it with commitment and enthusiasm, just as Martin Luther King did on the steps of the Lincoln Memorial on August 28, 1963.
To inspire their audience as Dr. King did, leaders need to practice three essentials to Enlist Others: Listen deeply, discover and appeal to a common purpose, and give life to their vision by communicating expressively.
Listen Deeply to Others
Leaders need to strengthen their ability to sense the purpose in others. By knowing their constituents, listening to them, and taking their advice, they can give voice to their feelings and show them how their own needs and interests will be served by enlisting in a common cause. Listening is crucial because leaders can’t do it alone—they don’t have all the ideas or all the answers.
A key characteristic of leaders who won the prestigious Malcolm Baldrige award is impressive listening skills. Leaders listen carefully for quiet whisperings and subtle cues that give them a sense of what people want, dream about, and value.
To truly hear what constituents want means spending unstructured time--having coffee, breakfast, lunch, breaks--with constituent groups to find out what’s going on with them and what they hope to achieve fr.
Abstract—This paper provide to what I learned in Managerial Psychology class and how to involve in real life. People can see sort of theory and model and their descriptions. I'm going to show you 6 critical topic behind descriptions and how to behave making them.
Running head EMOTIONAL INTELLIGENCE1EMOTIONAL INTELLIGENC.docxsusanschei
Running head: EMOTIONAL INTELLIGENCE
1
EMOTIONAL INTELLIGENCE
6
Emotional Intelligence
Faraji C. Edwards
Walden University
Outline
EMOTIONAL INTELLIGENCE
I. Introduction
A. Thesis
II. Understanding the importance of using emotional intelligence
A. Ability to create productive relationships
B. Ability to overcome difficult situations
C. Team communication skills
D. One on one communication skills
E. Ability to demonstrate leadership qualities
F. Skills in proficient outcome thinking
III. Five competencies for building emotional intelligence
A. Self-awareness
B. Self-regulation
C. Empathy
D. Effective relationships
E. Self-motivation
IV. Self-motivation and factors that contribute to high performance
V. How to choose the different perceptions and behaviors which will lead to positive and
Fulfilling outcomes
VI. Applications of emotional intelligence
A. In the workplace
B. In the society
C. At homes
VII. Conclusion
VIII. References
Emotional Intelligence
Introduction
This research paper discusses emotional intelligence. It gives an overview of how emotional intelligence is a quality for an effective leadership. In a nutshell, emotional intelligence is an ability to recognize, understand and manage our own emotions and the emotions of others (Mathews, G. et al. 2004).
On one hand, an individual who is emotionally intelligent is able to differentiate emotions and is able to use this information to guide thinking, actions and behavior. On the other hand, whoever lacks emotional intelligent may suffer serious problems such as misunderstandings, frustrations, continuous cultural shocks and perhaps failure such as failed relationships (Mathews, G. et al. 2004). Emotional intelligence therefore is a quality which every leader would wish to have. It is sad that it is a lacuna in the leadership of our organizations and other institutions.
Statement of the Problem
Lack of emotional intelligent among some leaders in various institutions such as schools, colleges, organizations, and nations is one of the main causes of crisis or arrests that these institutions face. Leaders who lack emotional intelligence blunder their way in issuing orders or directions which is contrary to the will of the people. Such leaders do overlook the fact that leadership is an emotion-influenced process and that emotions are intertwined with the social influenced process (George, J.M. 2000). It is a socio-cultural related issue since a leader has to deal with social people. For instance, the moods of a manager of an organization have got some influence on his/her junior employees. It can affect the manager’s coordination and relationships with these employees this is because emotions affect how they think and act. Leaders normally express their goals, intentions, and attitudes through their expressions of moods (Geo ...
Discuss a workable definition of Emotional Intelligence in leadership.
Understand the five domains of Emotional Intelligence.
“EI” Exercise to explore personal strengths and vulnerabilities related to EI.
Develop an EI Action Plan resulting in improved self-management & career transition success.
Emotional Competence among the Higher Secondary Studentsijtsrd
The present study focuses on the Emotional Competence among the higher secondary students. The investigator used the random sampling technique for this study. The findings of this study are i Female Students have high Emotional Competence when compared to Male students. ii There is no significant difference in mean scores of Emotional Competence with respect to Religion, iii There is no significant difference in mean scores of Emotional Competence with respect to Medium of Instruction, iv Government School Students have high Emotional Competence when compared to Private and Aided School students, v There is no significant difference in mean scores of Emotional Competence with respect to Family type, vi There is no significant difference in mean scores of Emotional Competence with respect to Father’s Occupation, and vii There is no significant difference in mean scores of Emotional Competence with respect to Mother’s Occupation. Dr. R. Muthaiyan "Emotional Competence among the Higher Secondary Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50239.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50239/emotional-competence-among-the-higher-secondary-students/dr-r-muthaiyan
This slide deck covers a typical one day authentic leadership development day that we deliver at the Antwerp Management School. Topics like trust, politics, power, authenticity, shared leadership, transformational leadership , implicit leadership theories, cross cultural differences in leadership, etc are covered
Exercise your ability to Enlist Others! Record your shared vision fo.docxnealwaters20034
Exercise your ability to Enlist Others! Record your shared vision for yourself and organization!
·
Use the summary noted below.
·
Practice your hopes, dreams, and aspirations by addressing the following below (share how you would apply these actions in order to enlist others).
·
Wiley, summarizes the textbook chapter to Enlist Others as noted below:
Enlist Others
The authors relate the story of a leader who discovered how essential it is to find out what motivates his team members. He says that the more you know about the people you work with, the more committed you become to each other’s success and the more you realize that you have similar hopes and aspirations for what you are working on. A company is like an engine: “We cannot move forward if any of the cogs are not working.”
Develop A Shared Sense Of Destiny
A leader’s vision is not enough. Members of the organization must understand, accept, and commit to it. Leadership is a dialogue, not a monologue. Leaders must engage constituents in conversations about their lives, hopes, and dreams, to develop a shared sense of destiny, an ideal and unique image of the future for the common good.
Inspire a Shared Vision is the least frequently applied of The Five Practices—people feel the most uncomfortable with it, and only one in ten considers herself inspiring. Yet even when they do not consider themselves inspiring, people nearly always become emotionally expressive when talking about their visions of the future.
The assumption that the process of inspiring a shared vision is somehow mystical or supernatural inhibits people, making them feel that they have to be something special to be inspiring. But what is necessary is believing in the vision and developing the skills for communicating it with commitment and enthusiasm, just as Martin Luther King did on the steps of the Lincoln Memorial on August 28, 1963.
To inspire their audience as Dr. King did, leaders need to practice three essentials to Enlist Others: Listen deeply, discover and appeal to a common purpose, and give life to their vision by communicating expressively.
Listen Deeply to Others
Leaders need to strengthen their ability to sense the purpose in others. By knowing their constituents, listening to them, and taking their advice, they can give voice to their feelings and show them how their own needs and interests will be served by enlisting in a common cause. Listening is crucial because leaders can’t do it alone—they don’t have all the ideas or all the answers.
A key characteristic of leaders who won the prestigious Malcolm Baldrige award is impressive listening skills. Leaders listen carefully for quiet whisperings and subtle cues that give them a sense of what people want, dream about, and value.
To truly hear what constituents want means spending unstructured time--having coffee, breakfast, lunch, breaks--with constituent groups to find out what’s going on with them and what they hope to achieve fr.
Welcome to the Program Your Destiny course. In this course, we will be learning the technology of personal transformation, neuroassociative conditioning (NAC) as pioneered by Tony Robbins. NAC is used to deprogram negative neuroassociations that are causing approach avoidance and instead reprogram yourself with positive neuroassociations that lead to being approach automatic. In doing so, you change your destiny, moving towards unlocking the hypersocial self within, the true self free from fear and operating from a place of personal power and love.
3. SOCIAL AWARENESS
Social awareness alludes to an individual's understanding of how to achieve social
competence. It implies to the ability to understand people, and to understand how to
act within social events. Social awareness, therefore, underlies the competent use of
social skills. Social awareness consists of sensitivity, insight and communication.
Sensitivity is the ability to perceive social nuances;
Insight is the ability to interpret social situations, to read
people and to understand verbal and nonverbal social cues;
Communication is the ability to act, based on sensitivity and
insight.
SOURCE: Black and Langone, 1997).
4. EMPATHY: Sensing
others’ feelings,
perspective, and taking
active interest in their
concerns.
SERVICE ORIENTATION:
Anticipating, Recognizing,
and meeting customers’
needs.
DEVELOPING OTHERS:
Sensing their needs in
order to develop &
bolster their abilities.
LEVERAGING DIVERSITY:
Cultivating opportunities
through diverse people.
5. COMPONENTS OF
SOCIAL AWARENESS...
POLITICAL
AWARENESS:
Accurately read
situations and
organizational and
external realities
6. PAVING THE WAY
•Assess the organization’s needs
•Assess the individual
•Deliver assessments with care
•Maximize learner choice
•Encourage people to
participate
•Link learning goals to
•personal values
•Adjust expectations
•Gauge readiness
ENCOURAGE TRANSFER AND
MAINTENANCE OF
CHANGE
•Encourage use of skills on the job
•Develop an organizational culture
that
•supports learning
EVALUATE THE CHANGE
• Evaluate
DOING THE WORK OF CHANGE
•Foster a positive relationship
between
•the trainers and learners
•Make change self-directed
•Set clear goals
•Break goals into manageable steps
•Provide opportunities to practice
•Monitor performance and give
feedback
•Rely on experiential methods
•Build in support
•Use models
•Enhance insight
Source: Consortium for Research on Emotional Intelligence. 1998.
10. WHAT MAKES A GREAT EXECUTIVE
LEADERSHIP TEAM?
•Top Team A
• Skilled, Smart,
Strategic Members
• Highly Analytical
Thinkers
• Solid Leadership
Capabilities
• Performance Results:
Outstanding
Top Team B
Skilled, Smart, Strategic
Members
Highly Analytical
Thinkers
Solid Leadership
Capabilities
Performance Results:
Mediocre
Source: Consortium for Research on Emotional Intelligence. 1998.
11. LEADERS OF OUTSTANDING TEAMS PULL TOGETHER
CONDITIONS NECESSARY FOR TEAM SUCCESS...
11
DEVELOPMENT
DIRECTION
STRUCTURE
PEOPLE
LEADERSHIP
SUPPORT
RESULTS
CONDITIONS
Three main conditions for team success.
14. HOW DOES EQ DIFFER FROM IQ?
EMOTINAL QUOTIENT INTELLIGENCE QUOTIENT
Focus: developing an
understanding of and an
ability to manage emotions
Focus: developing one’s
cognitive abilities; more
academically oriented
Can be enhanced
throughout one’s life
Generally thought to be largely
established at birth and cannot
be enhanced
Recently understood to be an
important predictor of one’s
potential for success
Has been traditionally used to
predict potential for one’s
success
Fosters understanding and
management of own emotions
Allows development of needed
knowledge base
Promotes positive relationships Enables development of
technical skills and abilities
Increases self-motivation and
drive
Enables conceptual thinking
15. MYTHS ABOUT EI...
There is no place for emotions in life;
facts are more solid
EI involves telling everyone how you
feel all of the time
We should only focus on positive
emotions, not negative ones
EI is just another soft skills fad with
nothing new to offer
SOURCE: Louise Hart
17. REFERENCES...
Antonakis, J. (2003). Why “Emotional Intelligence” does not predict leadership
effectiveness: a comment on Prati, Douglas, Ferris, Ammeter, and Buckley. The
International Journal of Organizational Analysis, 11(4), 355-361.
Ashkanasy, N. M., & Daus, C. S. (2002). Emotion in the workplace: the challenge
for managers. Academy of Management Executive, 16(1), 76-86.
Aydin, M. D., Leblebici, D. N., Arslan, M., Kilic, M., & Oktem, M. K. (2005). The
impact of IQ and EQ on pre-eminent achievement in organizations: implications
for hiring decisions of HRM specialists. The International Journal of Human
Resource Management, 16(5), 701-719.
Carson, K. D., Carson, P. P., Fontenot, G., & Burdin J. J. (2005). Structured
interview questions for selecting productive, emotionally mature, and helpful
employees. The Health Care Manager, 24(3), 209-215.
Cote, S., & Miners, C. T. H. (2006). Emotional intelligence, cognitive intelligence,
and job performance. Administrative Science Quarterly, 51(1), 1-28.
17