The document emphasizes the importance of emotional intelligence (EQ) in shaping effective leaders and individuals, stating that success is largely dependent on EQ rather than IQ. It outlines the five core competencies of EQ—self-awareness, social awareness, self-management, relationship skills, and responsible decision-making—and their development through various educational stages. Additionally, it highlights the role of parents in modeling emotional learning for their children to foster their emotional competencies.

1. If you want to change the world,
focus on leaders.
If you want to change leaders,
focus on them when they’re young.
Understanding
Emo/onal
Intelligence

2. Your
Facilitator
Learning | Consulting | Assessment
• NarejoHR,
– Established
2002
– Service
Offerings,
Growing
Businesses
Through
People
• Rahila
Narejo
– Chief
Executive
&
Lead
HR
Consultant,
NarejoHR
(Pvt.)
Ltd.
– Psychobiologist,
Univ.
California,
Los
Angeles
– Psychometrician,
British
Psychological
Society
(Levels
A
+
B)
– Certified
Balanced
Scorecard
Professional,
Palladium
Group
– Columnist,
DAWN
Newspaper,
Workplace
Sanity
–
MSc.
NeuroLeadership,
Middlesex
Univ.
&
NeuroLeadership
Institute
!

3. What is the Secret to
Effectiveness/Success?
¡ THINK: of an effective/
successful person…
Distinguishing
characteristics?
¡ PAIR: Partner up
¡ SHARE: Discuss and
agree on one
characteristic.
¡ TIME: 5 MINUTES

4. Fact:
An individual’s success at
work and life is 80%
dependent on EQ, and
only 20% dependent on IQ
-Daniel Goleman
Author, Journalist and Psychologist

5. “Emotion”
ENERGY
ACTION
E ________ + MOTE _______

6. EQ is the intelligent use of emotions:
you intentionally make your emotions work
for you by using them to help guide your
behavior and thinking in ways that enhance
your results.
-Emotional Intelligence at Work, Hendric Weisinger, Ph.D.

10. THE 5 EQ COMPETENCIES
1. Self-Awareness
2. Social Awareness
3. Self-Management
4. Relationship Skills
5. Responsible Decision Making

11. EMOTIONAL INTELLIGENCE COMPETENCIES
Self- Social
Awarene Awarene
ss ss
Self-
Relations
Managem
hip Skills
ent

12. ACROSS DEVELOPMENT
SELF-AWARENESS
Elementary Grades:
Should be able to
recognize and
accurately label simple
emotions such as
sadness, anger, and
happiness
Middle School:
Should be able to
analyze factors that
trigger their stress
reactions.
¢ Accurately assessing one’s own
High School:
thoughts, feelings, interests, values, and
Are expected to
strengths analyze how various
expressions of emotion
¢ Recognizing how they influence choices affect other people.
and actions
¢ Maintaining a well-grounded sense of
self-confidence

13. ACROSS
SOCIAL AWARENESS
DEVELOPMENT
¢ Taking others’ perspective and
Elementary Grades:
empathizing with them Should be able to
¢ Recognizing and appreciating individual
identify verbal,
physical, and
and group similarities and differences situational cues
indicating how others
feel.
Middle School:
Should be able to
predict others’
feelings and
perspectives in
various situations.
High School:
Should be able to
evaluate their ability to
empathize with
others.

14. ACROSS DEVELOPMENT
SELF-MANAGEMENT
Elementary Grades:
Children are expected
to describe the steps of
setting and working
toward goals.
Middle School:
They should be able to
set and make a plan to
achieve a short-term
personal or academic
goal.
¢ Regulating one’s emotions to handle
High School:
stress, control impulses, and persevere
Should be able to
in overcoming obstacles identify strategies to
overcome obstacles in
¢ Setting and monitoring progress toward achieving a long-term
goal.
personal, academic and religious goals
¢ Expressing emotions appropriately

15. ACROSS
RELATIONSHIP SKILLS
DEVELOPMENT
Elementary Grades:
Should have an ability
to describe
approaches to making
and keeping friends.
Middle School:
Are expected to
demonstrate co-
operation and team-
work to promote
group goals.
¢ Establishing and maintaining healthy High School:
and rewarding relationships based on Are expected to
cooperation evaluate uses of
communication skills
with peers, teachers,
¢ Resisting inappropriate social pressure; and family members.
preventing, managing, and resolving
interpersonal conflict

16. ACROSS
¢ Making decisions
RESPONSIBLE DECISION-MAKING
DEVELOPMENT
based on:
Elementary Grades:
¢ Ethical standards Should be able to
¢ Safety concerns identify a range of
decisions they make
¢ Appropriate social at home and school.
norms Middle School:
¢ Respect for others Should be able to
evaluate strategies
¢ Likelyconsequences for resisting peer
pressure to engage in
of various actions unsafe or unethical
activities.
— Applying decision-
making skills to High School:
social and Should be able to
academic analyze how their
current decision-
situations making affects their
yeshiva, seminary, or
college and career
prospects

17. FAMILY LIFE
Our first school for
emotional learning

18. MODELING
¢ This learning takes place:
— In what parents say and do
— In how adults treat each
other
When parents are emotionally competent in their
¢
own relationships, they are more capable of helping
their children work through their emotional
challenges.

19. TO CHANGE PERFORMANCE, THEN CHANGE…
What we do and achieve is driven by how we think....
Qustions guide thinking 19

20. Learning | Consulting | Assessment
Rahila
Narejo
Lead
Consultant,
Chief
Executive
Email:
info@narejohr.com
Office:
+92
21-­‐3530-­‐1060/61