This document provides an overview of individual behavior and personality in organizational behavior. It discusses several key topics: 1. The foundations of individual behavior including ability, which has intellectual and physical dimensions. It also discusses biographical characteristics like age, gender, race, and others that can impact work. 2. Learning theories including classical conditioning, operant conditioning, and social learning theory. It also discusses concepts like reinforcement, shaping, and behavior modification. 3. Models of personality like traits, Myers-Briggs types, and the Big Five. It describes traits like extroversion, agreeableness, conscientiousness, emotional stability, and openness. 4. Theories of personality including

1. Unit-2
ORGANISATIONAL
BEHAVIOUR

2. COURSE CONTENT
• Foundations of individual behavior;
• Individual Processes – Personality, values, attitudes, perception, learning
and motivation, emotional intelligence: meaning, implications.

3. Foundations of Individual
Behavior

4. Ability
An individual’s capacity to perform the various tasks in a job.
• Made up of two sets of factors:
– Intellectual Abilities
• The abilities needed to perform mental activities.
• General Mental Ability (GMA) is a measure of overall intelligence.
• Wonderlic Personnel Test: a quick measure of intelligence for
recruitment screening.
• No correlation between intelligence and job satisfaction.
– Physical Abilities
• The capacity to do tasks demanding stamina, dexterity, strength,
and similar characteristics.

5. Dimensions of Intellectual Ability
• Number Aptitude
• Verbal Comprehension
• Perceptual Speed
• Inductive Reasoning
• Deductive Reasoning
• Spatial Visualization
• Memory

6. Nine Basic Physical Abilities
• Strength Factors
– Dynamic strength
– Trunk strength
– Static strength
– Explosive strength
• Flexibility Factors
– Extent flexibility
– Dynamic flexibility
• Other Factors
– Body coordination
– Balance
– Stamina

7. Biographical Characteristics
Objective and easily obtained personal characteristics.
• Age
– Older workers bring experience, judgment, a strong work ethic, and
commitment to quality.
• Gender
– Few differences between men and women that affect job performance.
• Race (the biological heritage used to identify oneself)
– Contentious issue: differences exist, but could be more culture-based than
race-based.

8. Other Biographical
Characteristics
• Tenure
– People with job tenure (seniority at a job) are more productive,
absent less frequently, have lower turnover, and are more
satisfied.
• Religion
– Islam is especially problematic in the workplace in this post-
9/11 world.
• Sexual Orientation
– Federal law does not protect against discrimination (but state or
local laws may).
– Domestic partner benefits are important considerations.
• Gender Identity
– Relatively new issue – transgendered employees.

9. Learning
Any relatively permanent change in behavior that occurs as a result
of experience
• Learning components:
– Involves Change
– Is Relatively Permanent
– Is Acquired Through Experience

10. Theories of Learning
• Classical Conditioning
– A type of conditioning in which an individual responds to some
stimulus that would not ordinarily produce such a response.
• Operant Conditioning
– A type of conditioning in which desired voluntary behavior leads to a
reward or prevents a punishment.
• Social-Learning Theory
– People can learn through observation and direct experience.

11. Classical Conditioning
• Pavlov’s Dog Drool
• Key Concepts:
– Unconditioned stimulus
• A naturally occurring phenomenon.
– Unconditioned response
• The naturally occurring response to a natural stimulus.
– Conditioned stimulus
• An artificial stimulus introduced into the situation.
– Conditioned response
• The response to the artificial stimulus.
This is a passive form of learning. It is reflexive and not voluntary – not the best theory
for OB learning.

12. Operant Conditioning
• B. F. Skinner’s concept of Behaviorism: behavior follows stimuli in a
relatively unthinking manner.
• Key Concepts:
– Conditioned behavior: voluntary behavior that is learned, not
reflexive.
– Reinforcement: the consequences of behavior which can increase or
decrease the likelihood of behavior repetition.
– Pleasing consequences increase likelihood of repetition.
– Rewards are most effective immediately after performance.
– Unrewarded/punished behavior is unlikely to be repeated.

13. Social-Learning Theory
• Based on the idea that people can also learn indirectly: by observation, reading, or just
hearing about someone else’s – a model’s – experiences.
• Key Concepts:
– Attentional processes
• Must recognize and pay attention to critical features to learn.
– Retention processes
• Model’s actions must be remembered to be learned.
– Motor reproduction processes
• Watching the model’s behavior must be converted to doing.
– Reinforcement processes
• Positive incentives motivate learners.

14. Shaping: A Managerial Tool
Systematically reinforcing each successive step that moves an individual closer to the
desired response.
• Four Methods of Shaping Behavior:
– Positive reinforcement
• Providing a reward for a desired behavior (learning)
– Negative reinforcement
• Removing an unpleasant consequence when the desired behavior occurs
(learning)
– Punishment
• Applying an undesirable condition to eliminate an undesirable behavior
(“unlearning”)
– Extinction
• Withholding reinforcement of a behavior to cause its cessation (“unlearning”)

15. Schedules of Reinforcement
• Two Major Types:
– Continuous Reinforcement
• A desired behavior is reinforced each time it is demonstrated
– Intermittent Reinforcement
• A desired behavior is reinforced often enough to make the
behavior worth repeating but not every time it is demonstrated
• Multiple frequencies.

16. Types of Intermittent
Reinforcement
• Ratio
– Depends on the number of responses made.
• Interval
– Depends on the time between reinforcements.
• Fixed
– Rewards are spaced at uniform time intervals or after a set number of
responses.
• Variable
– Rewards that are unpredictable or that vary relative to the behavior.

17. Behavior Modification (OB Mod)
The application of reinforcement concepts to individuals in the work
setting.
• Follows the Five-Step Problem-Solving Model:
– Identify critical behaviors
– Develop baseline data
– Identify behavioral consequences
– Develop and apply intervention
– Evaluate performance improvement

18. INDIVIDUAL BEHAVIOURS

19. The sum total of ways in which an individual
reacts and interacts with others.
Personality is a pattern of stable states and
characteristics of a person that influences his
or her behavior toward goal achievement

20. DEFINITION
Personality -A relatively stable set of characteristics
that influences an individual’s behavior

21. PERSONALITY DETERMINANTS
• Heredity
• Environment
• Situation
• Culture
• Family and social background

22. THEORIES
Trait Theory
Psychodynamic Theory
Humanistic Theory
Integrative Approach

23. PERSONALITY TRAITS
• A personality trait is a personality characteristic
that endures (lasts) over time and across
different situations
• Trait theories of personality focus on
measuring, identifying and describing
individual differences in personality in terms
of traits
• Focus is on what is different- not what is the
same
• Can be used to predict behaviour based on traits

24. • Enduring characteristics that describe an individual’s behavior.
PERSONALITY TRAITS

25. The Myers-Briggs Type Indicator(MBTI)
A personality test that taps four characteristics and
classifies people into 1 of 16 personality types.
Personality Types
Extroverted vs. Introverted (E or I)
Sensing vs. Intuitive (S or N)
Thinking vs. Feeling (T or F)
Judging vs. Perceiving (P or J)

26. Myers-
Briggs
Sixteen
Primary
Traits

27. Personality Types
TYPE A
1. are always moving, walking,
and eating rapidly;
2. feel impatient with the rate at
which most events take place;
3. strive to think or do two or
more things at once;
4. cannot cope with leisure time;
5. are obsessed with numbers,
measuring their success in
terms of how many or how
much of everything they
acquire.
TYPE B
1. never suffer from a sense of
time urgency with its
accompanying impatience;
2. feel no need to display or
discuss either their
achievements or
accomplishments;
3. play for fun and relaxation,
rather than to exhibit their
superiority at any cost;
4. can relax without guilt.

28. Proactive Personality:
Identifies opportunities,
shows initiative, takes
action, and perseveres until
meaningful change occurs.
Creates positive change in
the environment, regardless
or even in spite of
constraints or obstacles.

29. 4–29
Extroversion
This trait includes characteristics such as excitability, sociability,
talkativeness, assertiveness, and high amounts of emotional
expressiveness.
Sociable, gregarious, and assertive
I love excitement and am a cheerful person
Agreeableness
This personality dimension includes attributes such as trust,
altruism, kindness, affection, and other prosocial behaviors.
Good-natured, cooperative, and trusting.
People find me warm and generous and selfless
Big Five Personality Traits
Conscientiousness
Common features of this dimension include high levels of
thoughtfulness, with good impulse control and goal-directed
behaviors
Responsible, dependable, persistent, and organized.
People find me reliable and I keep my house clean

30. Emotional Stability
Individuals high in this trait tend to experience emotional
instability, anxiety, moodiness, irritability, and sadness.
calm, self-confident, secure (positive)
versus nervous, depressed, and insecure
(negative).
am very moody I often feel sad and down
Openness to Experience
This trait features characteristics such as imagination and
insight, and those high in this trait also tend to have a broad
range of interests.
I am a very curious person & enjoy challenges
Imaginativeness, artistic, sensitivity, and intellectualism.

31. Main assumptions of theories
• One: that personality traits are relatively stable and therefore
predictable over time
• Two: Personality traits are relatively stable across different
situations
• Three: trait theories take into account that personality
consists of a number of different traits, and that some people
have ‘more’ or ‘less’ of each trait than others
• Four: some traits are more closely interrelated than
other traits and tend to occur together

32. • Personality traits are described on a continuum – showing either end of
the trait.
• I.e. Confidence continuum

33. Strengths and Limitations of trait
theories
• Provide useful descriptions of personality and its
structure
• Provided the foundation of valid and reliable
personality devices
• Can lead people to accept and use oversimplified
classifications and descriptions
• Underestimate socio-cultural influences on
behaviour

34. WHAT IS ATTITUDE??
• Attitude is view point, a mind-set or a way of valuing life.
• Evaluative statements of objects, people or events.
• A collection of feelings.
• Multiple experiences which leads to beliefs.
• Beliefs cluster together to form values (that which you value).
• Values of life shape itself, into a world view called ATTITUDE.

35. COMPONENTS OF ATTITUDES

36. Continued…………….
• COGNITIVE: The value component (eg. killing is wrong)
• AFFECTIVE: An emotional component (eg. I am angry at the terrorists)
• BEHAVIORAL:The action component, the intent to act in a certain way
(eg. Give blood, prayer vigil)
ATTITUDE refers to the AFFECTIVE component.
Some more examples:
• I feel good about my job.
• I don’t think women do a very good job around here.

37. TYPES OF ATTITUDES:-
• Theoretical Attitudes:
Solving a problem.
Discover of truth and knowledge
• Utilitarian Attitudes:
Return on an investment of time, energy or money.
Discover utility and what is useful or practical.
• Aesthetic Attitudes:
Discover experiences, impressions and expressions.
Subjective experiences of self and other.

38. Continued……………..
• Social Attitudes:
To eliminate hate and conflict.
Focus on how our ideas can help others to achieve their
potential.
• Individualistic Attitudes:
To assert yourself and have your causes be victorious.
How presentation will increase power.
Advancement of person’s position or company position.
• Traditional Attitudes:
To search for a system for living.
Focus on the meaning and totality of life.
Living consistently according to their “BOOK”

39. FUNCTIONS OF ATTITUDES:
• Knowledge:-
Organize and simply people’s experience.
• Instrumental:-
Maximize rewards or minimize punishment.
• Ego-Defensive:-
Protect ourselves from unpleasant realities.
• Value Expressive:-
Allow the expression of personal values and self-concept.

40. WHAT IS VALUES??
• Values carry an individual’s concept of right and wrong.
• Principles that guide our lives. They are designed to lead us to our
ideal world.
• Values define what is of worth, what is beneficial and what is
harmful.
• Values are standards to guide our action, judgement and attitudes.

41. VALUE DIMENSIONS

42. TYPES OF VALUES:
• Moral
• Material
• Aesthetic
• Intrinsic
• Extrinsic
• Universal/American
• Group specific values

43. FUNCTIONS OF VALUES
• Terminal set of values:-a list of desirable end states.
A Comfortable Life.
• Instrumental set of values:-the modes of behaviour to achieve
terminal values.
Ambition

44. Cont.…………
Differences in values system within organisations can product conflict and
management problems.
Immaturity: One who has not identified his values.
Immaturity Maturity
Unclear Values Clear Values
Drifters Life of purpose
Flighty Meaning and Direction
Uncertain
Apathetic

45. VALUES VS FACTS
VALUES FACTS
Values are things we feel “should”,
“ought”, or “are supposed to” influence
our lives.
Facts simply state what actually are. It is
easy to confuse values with facts.
VALUE: All people should be active in a
specific religion.
FACT: Many people are active in a
specific religion.
VALUE: The best time to buy clothing is
when the price is discounted.
FACT: The most economical time to buy
clothing is when the seasons change and
the price is reduced.
A value is a statement of one’s personal
beliefs
FACT: A fact is established by
observation and measurement.

46. WORK RELATED ATTITUDES
• Attitudes affect the way you do your job and how you relate to
others.
• I don’t think women do a very good job around here
• Cognitive component-women are inferior(value judgement)
• Affective component
• Behaviour-discriminate against women in firm
• Job satisfaction
• What do I think about working here
• Job Involvement
• Linking job with self-worth
• Organisational Commitment
• Do I Identify with the organisation and its goal
• Companies with a focus on the success of each individual employee
outperform companies who have more of task orientation. If an individual
is matched to the appropriate career, success should follow.

47. ATTITUDES AND
VALUES
ATTITUDES ARE MUCH LESS
STABLE THAN VALUES

48. CONSISTENCY OF ATTITUDES:-
• Attitudes change to fit circumstances.
• Cognitive Dissonance Theory
• Self Perception Theory
• Individual will attempt to reduce or eliminate differences between
attitudes or between attitude and behaviour and thus discomfort if.

49. Reduce Dissonance
• Differences is important
• They have some control in the reduction
• The rewards of dissonance isn’t too great
• Social pressure to confirm isn’t too great
• Differences isn’t reinforced by personal experiences
Self-perception
• If your attitudes are well established, you will use them to guide your
behaviour
• If your attitudes are not well established, you will infer your attitudes
from the prior behaviour.

50. • “IF YOU STAND FOR NOTHING,
YOU FALL FOR ANYTHING”
• “IT’S NOT DOING THINGS RIGHT,
BUT DOING THE RIGHT THINGS”

51. “ WE DON’T SEE THINGS AS THEY ARE,
WE SEE THINGS AS WE ARE.”

52. Perception
“ The study of perception is concerned with identifying the process
through which we interpret and organize sensory information to
produce our conscious experience of objects and object relationship.”
“ Perception is the process of receiving information about and making
sense of the world around us. It involves deciding which information to
notice, how to categorize this information and how to interpret it
within the framework of existing knowledge.
“ A process by which individuals organize and interpret their sensory
impressions in order to give meaning to their environment.

53. The Perceptual Process
1. Sensation
– An individual’s ability to
detect stimuli in the
immediate environment.
2. Selection
– The process a person
uses to eliminate some of
the stimuli that have
been sensed and to retain
others for further
processing.
3.Organization
– The process of placing
selected perceptual
stimuli into a framework
for “storage.”
4.Translation
– The stage of the
perceptual process at
which stimuli are
interpreted and given
meaning.

54. •
Receiving Stimuli
(External & Internal)
Selecting Stimuli
External factors : Nature,
Location,Size,contrast,
Movement,repetition,similarity
Internal factors : Learning,
needs,age,Interest,
Organizing
Figure Background ,
Perceptual Grouping
( similarity, proximity,
closure, continuity)
Response
Covert: Attitudes ,
Motivation,
Feeling
Overt: Behavior
Perceptual Process
Interpreting
Attribution ,Stereotyping,
Halo Effect, Projection

55. Factors influencing perception
A number of factors operate to shape and sometimes distort
perception. These factors can reside in the perceiver, in the
object or target being perceived or in the context of the
situation in which the perception is made.

56. • Factors influencing Perception
Factors in the perceiver
• Attitudes
• Motives
• Interests
• Experience
• Expectations
Perception
Factors in the Target
• Novelty
• Motion
• Sounds
• Size
• Background
• Proximity
• Similarity
Factors in the situation
• Time
• Work Setting
• Social Setting

57. Perceptual organization
• It is the process by which we group outside stimuli into recognizable and
identifiable patterns and whole objects.
• Certain factors are considered to be important contributors on
assembling, organizing and categorizing information in the human brain.
These are
- Figure ground
- Perceptual grouping

58. Figure-Ground Illustration
• Field-ground differentiation
– The tendency to distinguish
and focus on a stimulus that
is classified as figure as
opposed to background.

59. PERCEPTUAL GROUPING
• Our tendency to group several individual stimuli into a
meaningful and recognizable pattern.
• It is very basic in nature and largely it seems to be inborn.
• Some factors underlying grouping are
-continuity
-closure
-proximity
-similarity

60. Person Perception: Making Judgments
About Others

61. 61
Attribution Theory
When individuals observe behavior, they attempt to determine whether it is
internally or externally caused.
observation Interpretation Attribution of cause
Consistency
Consensus
Distictinctiveness
Individual behavior
Internal
External
Internal
External
Internal
External
H
L
H
L
H
L
H –high L- Low

62. Distictiveness
Does this person
behave in
this manner
in other situation
Yes
High
Consistency
No
Low
Consistency
No
Low
Consensus
Yes
High
Consensus
YES
Low
Distinctiveness
NO
High
Distinctiveness
Consensus
Do other person
Behave in the
Same manner?
Consistency
Does this person
behave
in this same
manner at other
times ?
Internal
Attribution
External
Attributio
n

63. Shortcuts in judging others
• Selective Perception :
People selectively interpret what they see on the basis of their
interests, background, experience and attitudes.
• Halo Effect :
Drawing a general impressions about an individual on the basis of a single
characteristics.

64. • Contrast Effect :
Evaluation of a person’s characteristics that are effected by comparisons with
other people recently encountered who rank higher or lower on the same
characteristics.
• Projection :
Attributing one's own characteristics to other people.
• Stereotyping :
Judging someone on the basis of one’s perception of the group to which that
persons belongs.

65. 65
Organizational Behavior /
Perception

67. 67
Organizational Behavior /
Perception

68. 68
Organizational Behavior /
Perception

69. 69
Organizational Behavior /
Perception

70. 70
Organizational Behavior /
Perception

71. 71
Organizational Behavior /
Perception

72. 72
Organizational Behavior /
Perception

73. 73
Organizational Behavior /
Perception

74. 74
Organizational Behavior /
Perception

76. DEFINITIONS OF
MOTIVATION:
Motivation is the process of arousing the action, sustaining the activity
in process and regulating the pattern of activity.
- YOUNG
Motivation refers to the states within a person or animal that drives
behavior toward some goals.
- MORGAN AND KING

77. Contd……………
Motivation means the classes of operations used to produce and
measure changes in performance and changes in energy output.
- UNDERWOOD
Motivation refers to all the internal conditions that stir up activity and
sustain activity of an individual.
- GUILFORD

78. Contd..........
MEANING OF MOTIVATION :
Motivation is derived from the Latin word ‘movere’ which means ‘to
move’ or
‘to energize’ or ‘to activate’.

79. Contd…..
NATURE OF MOTIVATION:
 Based on motives
 Affected by motivating
 Goal directed behavior
 Related to satisfaction
 Person is motivated in totality
 Complex process

80. Contd…..
MOTIVATIONAL CONCEPTS:
 INTRINSIC AND
 EXTRINSIC MOTIVATION

81. Contd……
THEORIES OF MOTIVATION:
 DRIVE THEORY
 INCENTIVE THEORIES
 MASLOW THEORY OF HUMAN MOTIVATION

82. Contd……..
DRIVE THEORY:
This theory might be described as ‘push theory’ of motivation. Here,
the behavior is “pushed” towards goals by driving states within a person.
When an internal driving state is aroused, the individual is pushed to
engage in behavior which will lead to a goal that reduces the intensity of
driving state.

83. Contd……
Motivation consists of
 a driving state
 the goal directed behavior initiated by the driving state
 the attainment of an appropriate goal
 the reduction of the driving state and subjective satisfaction and relief
when goal is reached.

84. Contd……
INCENTIVE THEORY:
o Incentive means the motivational value of a re inforcer.
o In contrast with the push of drive theories, incentive theories are ‘pull
theories of motivation. Because of certain characteristics they have, the
goal objects pull behavior towards them.

85. Contd……
Incentives can be
• Positive incentives: wages, salaries, bonuses, vacations and the like.
• Negative incentives: punishment, electric shock.

86. Contd…….
MASLOW THEORY OF HUMAN MOTIVATION:
According to him, needs at the lower levels of the hierarchy dominate
an individual’s motiv-ation as they are unsatisfied. Once, these are
adequately satisfied, however, the higher needs occupy the individual’s
attention and efforts.

87. Contd…..

88. Contd……..
CREATING MOTIVATING CLIMATE:
The manager should apply techniques, skills and knowledge of
motivational theory to help nurses to achieve what they want out of work.

89. Contd……….
The manager’s role is to influence each individual’s behavior and action
towards achievement of some objectives. The manager’s role is to influence
each individual’s behavior and action towards achievement of common
organizational objectives.

90. Contd…….
For proper motivation among employees, the manager has to create:
 Conditions where workers energies are not extended totally in meeting their
basic needs.
 A climate for inter-dependent work rather than dependency.
 A competitive climate through recognition of good work.

91. Contd……..
 A productive climate through personal example
 A climate approach and problem-solving rather than avoidance, and
 Motivate individually through guidance and counseling.

92. Contd……..
One of the most powerful motivators the nurse manager can use to create
motivating climate, which is frequently overlooked is positive
reinforcement.
The following are the single approaches for an effective feedback system
that uses positive reinforcement are………

93. Contd……
 Positive reinforcement must be specific or relavent in a particular
performance.
 The positive reinforcement must occur to the event as possible.
 The reward feedback system must be achievable.
 Rewards should be unpredictable and intermitant.

94. Contd…...
The following are essential strategies to create a
motivating climate for employees.
 Have a clear expectation for workers, and communicate
these expectations effectively.
Be fair and consistent when dealing with all employees.
Be a firm decision maker using an appropriate decision
making style.
Develop the concept of teamwork. Develop group goals
and projects that will build team spirit.

95. Contd……
 Integrate the staff’s needs and wants with the organizations interest and
purpose.
 Know the uniqueness of each employee. Let each know that you
understand his or her uniqueness.
 Remove traditional blocks between the employee and the work to be done.
 Provide experience that challenge or stretch the employee, and allow
opportunity for growth.
 When appropriate, request participation and input from all subordinates in
decision making.

96. Contd…….
 Whenever possible, give subordinates recognition and credit.
 Be certain that employees understand the reason behind decision and
actions.
 Reward desirable behavior; be consistent in how we handle undesirable
behavior.
 Let employees exercise individual judgement as much as possible.
 Create a trustful and helping relationship with employees.
 Let employees exercise as much control as possible over their work
environment.
 Be a role model for employees.

97. Contd……
The following are the roles and functions of manager/administrator in
creating a motivating climate:
ROLE
• Recognize each worker as a unique individual who is motivated by
different things.
• Identify the individual and collective value system of the unit; and
implement a reward system that is consistent with those values.
• Listen attentively to individual and collective work values and attitudes to
identify unmet needs that can cause dissatisfaction

98. Contd…….
• Encourage workers to stretch themselves in an effort to promote self-growth
and self-actualization.
• Maintain a positive and enthusiastic image as a role model to subordinates in
the clinical setting.
• Encourage monitoring, sponsorship and coaching with subordinates.
• Devote time and energy to create an environment that is supportive and
encouraging to the discouraged individual.
• Develop a unit philosophy that recognizes the unique worth of each employee
and promotes reward systems that make each employee feel like a winner.

99. Contd…….
FUNCTIONS:
 Use legitimate authority to provide formal reward systems.
 Use positive feedback to reward the individual employee.
 Develop unit goals that integrate organizational and subordinate needs.
 Maintain a unit environment that eliminates or reduces job dissatisfies.
 Promote a unit environment that focuses on employee motivators.

100. Contd……
 Create the tension necessary to maintain productivity while encouraging
subordinate job satisfaction.
 Clearly communicate expectations to subordinates.
 Demonstrate and communicate sincere respect, concern, trust and a sense
of belonging to subordinates.
 Assign work duties commensurate with employee’s abilities and post
performance to foster a sense of accomplishment in subordinates.
 Identify achievement, affiliation or power needs of subordinates and
develop appropriate motivational strategies to meet those needs.

101. An Introduction to Emotional
Intelligence

102. Contents
A little bit about me
A little bit more about the next two hours
A definition and why EI is important
Physiological aspects of EI
Psychological aspects of EI
EI Development
EI Assessment

103. A little bit about me.
• My name is Desmond Williams, Executive Assistant to the COO - J1500436
• Qualifications
– BA (Honours) European Politics & Italian.
– Post Graduate Degree in Human Resource Management
– Graduate Member of the Chartered Institute of Personnel & Development
– Certified Psychometric Assessor (Level A&B) – British Psychological Institute
– Completed a 6 day ‘train the trainer’ course on Emotional Intelligence, whilst
with HayGroup Management Consultants.
– Currently finishing a Masters Degree in International Management,
specialising in Healthcare Management.
- More importantly, I have been working directly with people and emotions
as a HR Consultant, HR Manager, and Interview coach for 12 years.

104. What’s going to happen in these 2 hours?
• We will briefly introduce the concept of EI and its basic
elements
• You will learn how EI’s physiological nature influences
behaviour in addition to its psychological.
• You are hopefully going to learn from some interesting guest
speakers and actors!
• You will be tested on what you have learned about EI
You are not going to be an emotional wreck at the end of this session, although I will probably be! [ref. emotional
exhaustion]
We are hopefully going to learn by having some fun! (“enhanced learning” in T&D speak!)
We are going to watch some funny, YouTube clips which will help us learn.
I have some interesting guest speakers for you to meet…
You are not going to be an emotional wreck at the end of this session, although I will probably be!
I will try to keep the boring slides to a minimum…
If you try to get involved in the class, you will to be more aware of how your emotions and those of others,
impact on your wellbeing and satisfaction at work.
You will be introduced to a psychometric exam, which will help you identify your preferred emotional approach
to the World

105. A Definition
The term emotional intelligence was officially coined in 1990
by Salovey and Mayer
Emotional Intelligence/Quotient is “the capacity for
recognizing our own feelings and those of others, for
motivating ourselves, and for managing emotions well in
ourselves and in our relationships. Emotional intelligence
describes abilities distinct from, but complementary to,
academic intelligence.”
- Daniel Goleman (1998)
It is a very big field which includes NLP, Behavioural psychology, psychology,
sociology, organisational behaviour – basically anything that involves using emotion
when conciously/unconciously interacting with people.

106. So what’s EI and why is it important?
• Some research shows that
IQ can help you to be
successful to the extent of
20 percent only in life.
The rest of 80 percent
success depends on your
EQ. 20%
IQ
80%
EQ
But what is Success? It means
different things to different people,
fro some it is a status “Its important
for me to be important”, for others
salary, for others fruitful working and
personal relationships

107. Fariselli, L. & Freedman, j. ‘Stress, Emotional
Intelligence and Performance in Healthcare’ (2008)
66.2% of the total variance in performance is predicted by
emotional intelligence.

108. Importance of EI to Organizations, too
• 50% of work satisfaction is determined by the relationship a
worker has with… his/her boss.
• A large hospital reduced turnover of critical-care nurses from
65 to 15 percent within 18 months of instituting an emotional
intelligence screening assessment.
• EI is a prerequisite for effective leadership across borders.
– Requires a high level of self-mastery and people skills;
ability to put yourself into the positions of others.

109. Where we want to be…the Goal
EQ
Thinking
Part
Feeling
Part
EQ/EI refers to emotional management skills which provide competence to
balance emotions and reason, so as to maximize long term effectiveness &
happiness.

110. TWO VIEW POINTS ABOUT EQ
Traditionalists
say that emotions
High performers
say that emotions
Distract us
Increase our
vulnerability
Cloud our judgment
Inhibit free flow of data
Must be controlled
Motivate us
Increase our confidence
Speed our analysis
Build trust
Provide vital feedback
Must be managed
It’s not just about being
“nice”.

111. Is EI something new?
No…it has always been there…we just have been better at
defining it…
“That man is disciplined and happy who can prevail over the turmoil that
springs from desire and anger, here on earth …” Hindu text Bhagavad-Gita,
1000 B.C.E
There are TWO dimensions of emotions:
Physiological side: ‘Emotion’ is a complex state of human mind,
involving bodily changes of widespread character such as
breathing, pounding heart, flushed face, sweating palms, pulse
rate, gland secretions, etc.
Psychological side, a state of excitement or perturbation marked
by strong feelings.

112. Physiology & Emotion

113. Why are we spending time on this?
• Its important to understand how our brains process basic
and higher level emotions.
• This will increase your awareness of why we react the way
we sometimes do.
• Emotion and your body have a big relationship!

114. The main purpose of the innermost
part of the brain is survival – The “fight or flight response”
To Get at
Emotion, Go
Deep...
The Amygdala is
deep within the most elemental parts
of the brain.

115. An Amygdala Hijack in
Action!
• For example:
– WRITING AN ANGRY
EMAIL IN “CAPS”…AND
THEN SENDING IT!
This happens when the flight or fight response is inhibited and manifests itself in negative
emotions.
Over whelming Rational Thinking example – Taxi Driver/ Spilling Milk after a long hard day
example
The “Amygdala hijack”
WRITING AN EMAIL…AND SENDING IT

116. Therefore…Basic Emotions--presumed to
be hard wired and physiologically
distinctive
• Joy
• Surprise
• Sadness
• Anger
• Disgust
• Fear
• Empathy (Not necessarily)
Common to all. Higher level emotion, Empathy not
found in everyone. Sociopaths “act or behave” but
don’t feel.

117. …therefore, emotion has an
evolutionary basis…
– but basic emotions can
overwhelm rational
thinking…
117

118. High Stress Context
• A hospital can at times be a complex
and stressful environment where
interpersonal interactions to both
patients and staff are of paramount
importance. Some people thrive on
this (e.g. some ER), some are
overwhelmed by it.
• EI mitigates the effects of stress.
• Both Physiological & Psychological
aspects at work here.
Source: Six Seconds (www.6seconds.org)

119. The Psychological side of
Emotion
The 4 Components of EI
1. Self Awareness
2. Self Management
3. Social Awareness
4. Relationship Management
LEADS VERY WELL INTO EI DIAGRAM.
6.55 – People are born with a “given temperament”.

121. The 4 Components of EI
Self-
Awareness
1. emotional awareness
2. accurate self assessment
3. self-confidence
• The inability to notice our true feelings leaves us at
their mercy.
• People with greater certainty about their feelings are
better pilots of their lives
• Have a surer sense about how they feel about personal
decisions.

122. Another way to express the framework
comes directly from Goleman’s work
(available from www.eiconsortium.org) is:
Personal Competence
Self-Awareness
emotional awareness
accurate self assessment
self-confidence
Self-Regulation
self control
trustworthiness
conscientiousness
adaptability
innovation
Self-Motivation
achievement drive
commitment
initiative
optimism
Social Competence
Social Awareness
empathy
service orientation
developing others
leveraging diversity
political awareness
Social Skills
influence
communication
leadership
change catalyst
conflict management
building bonds
collaboration and cooperation
team capabilities

123. The 4 Components of EI
123
Self
Management
self control
trustworthiness
conscientiousness
adaptability
innovation
Within psychology, Locus of Control is considered to be an important
aspect of personality What is “Locus of Control?”

124. The 4 Components of EI
124
Social
Awareness
Empathy
Organisational Awareness
Service Orientation

125. The 4 Components of EI
125
Relationship
Management
empathy
service orientation
developing others
leveraging diversity
political awareness

126. 126Reference: Freshman and Rubino (2004)

127. What EI trait/traits are not being shown here…
127

128. Emotional development
Recent research explores abuse-driven brain changes. In
the relation between early abuse and dysfunction of the
limbic system; Patients with abuse scored higher on a
temporal lob epilepsy-related symptoms checklist;
patients with sexual abuse scored significantly higher yet.
Maltreatment before age 18 has more impact than later
abuse; males and females were similarly affected.
Researchers hypothesize that adequate nurturing and the
absence of intense early stress permits brains to develop
in a manner that is less aggressive and more emotionally
stable, social, empathic and hemispherically integrated .

129. The development of EI
• A genetic contribution
is likely
• They are not destiny
(timidity)
• Early expression of
emotion by parents
helps learning
• Early abuse hinders
learning
• Poor ability to read
others’ emotion may
lead to the
development of poor
social skills.
129

130. Value of taking time for self-
awareness requires abilities
• to recognize appropriate body cues and emotions
• to label cues and emotions accurately
• to stay open to unpleasant as well as pleasant
emotions
• includes the capacity for experiencing and
recognizing multiple and conflicting emotions
130

131. Using emotions to maximize intellectual
processing and decision making
• Self Awareness is the foundation for EI development
in everybody
• “Gut feeling” can be used to effectively guide
decisions- a neurological understanding of how
unconscious and conscious gut feelings guide
decisions, e.g., when prioritizing, emotions help move
the decisions.
• Harness emotions to promote or hinder motivation.
(Anxiety, hostility, sadness)
131

132. Developing empathy
• Empathy is a feeling different from sympathy. When one is sympathetic,
one implies pity but maintains distance from another person’s feelings.
Empathy is more a sense that one can truly understand or imagine the
depth of another person’s feelings. It implies feeling with a person, rather
than feeling sorry for a person.
• Empathy is a translation of the German term Einfühlung, meaning to feel
at one with. It implies sharing the load, or “walking a mile in someone
else’s shoes,” in order to appropriately understand that person’s
perspective.
• In research on married couples, empathy appears to include matching the
physiological changes of the other person.
132
social
awareness

133. Developing empathy links to
• Greater emotional
stability
• Greater interpersonal
sensitivity
• Greater affiliation.
133Developing empathy

134. The danger of the nice
personality
• Have you ever met a nice
person, but the “ alarm bells
have gone off?”
• Charisma draws in but not
always to desired ends, e.g.,
Hitler, Jim Jones.
• Empathy can be faked; so can
other emotions.
134

135. The art of social relationships--
managing emotions in others
• To excel at people skills means having and using the competencies to be
an effective friend, negotiator, and leader. One should be able to guide an
interaction, inspire others, make others comfortable in social situations,
and influence and persuade others.
135
social
skills

136. The subtle and complex abilities which
underlie people skills
• Being attuned to others’
emotions
• Promoting comfort in
others through the
proper use of display
rules
• Using own emotional
display to establish a
sense of rapport
136

137. Emotion related dysfunction
• all or nothing thinking
• overgeneralization
• excessive worrying
• worrying as magical thinking
• disqualifying the position
• jumping to negative
conclusions
• “should” statements
• labeling & mislabeling
• personalization
• stonewalling
• criticism; contempt
• Impacts on physical health
– cardiovascular disease
– progression of diabetes
– progression of cancer
– onset of hypertension
– Stress related illness
• Impacts on relationships
• Impacts on mental health
137

138. What EI trait/traits are not being shown here…

139. What is this EI Cluster and trait is this guy displaying?

140. There are instruments to measure EI...
• Take time for mindfulness
• Recognize and name emotions
• ID the causes of feelings
• Differentiate having the emotion and
doing something about it
• Learn optimism to challenge
distortion
• Learn distraction techniques
• Listen to voice of experience
• Develop Listening skills

141. My “Unique Ability” exercise
• This is a Self Awareness exercise
• Based on the principle that you are
particularly skilled at something that
adds value to both your professional
(current or future) and personal life.
• “Delegation is the key to
Management” – its not outsourcing
your job!
• Trends emerge, these are the areas
to reflect on, discuss with close
friends/relatives.
141

142. Don’t forget…”The Goal”
142
Emotional Intelligence
Thinking
Part
Feeling
Part

143. 143
THANK YOU !!!