The document discusses emotional intelligence, including definitions, models, and competencies. It defines EI as the ability to understand and manage one's own emotions and the emotions of others. Two models of EI are presented: the ability model involving identifying, using, understanding and managing emotions, and the competencies model involving interpersonal skills, stress management, adaptability, and intrapersonal skills. Research shows a relationship between EI and job performance.
10. EQ & IQ EQ ≠ IQ Emotional Experiential Cognitive Academic
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17. EI Model Intrapersonal Knowing and managing yourself Interpersonal People skills – the ability to interact and get along with others Stress Management Ability to tolerate stress and control impulses Adaptability Ability to be flexible and realistic, to solve a range of problems as they arise
50. Emotional intelligence is the ability to think constructively and act wisely! EI Cognitive Mind Emotional Mind Appropriate Behavior
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52. EQ & Internal Dialogue Activating Event Emotional or Behavioral Response Beliefs Thoughts Values Cognitive Structures The tools that each of us develop in order to modify our patterns of response. The Emotional Learning System (ELS) provides a model for changing our thoughts in order to learning to think more constructively and act more wisely. Change
53. Learn 4 Apply 5 Explore 1 Identify 2 Understand 3 The Emotional Learning System
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60. Is the person in the wrong job? An introvert, highly intuitive who doesn’t follow through administratively. Someone who wanted to with numbers; now is supervising people Does the job require the person to be difficult? Are they doing someone else’s dirty work? What about the group dynamic? Is someone a prima donna--strong minded, runs rough shod over everyone else?
61. Personal & Interpersonal “ loose cannon” needs to be able to control intimidated temper and fear; be overwhelmed confident & assertive diffident --useful tools are 360 o ; videotaping behavior, executive coach
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65. If we knew nothing about a store except that employee attitudes had improved 5%, we could predict that its revenue would rise .5% above what it otherwise would have been. --Sears executive, Harvard Business Review, January, 1998
66. Nine Strategies for Taking the time for mindfulness Recognizing and naming emotions Understanding the causes of feelings Differentiating between emotion and the need to take action Preventing depression through “learned optimism” Managing anger through learned behavior or distraction techniques Listening for the lessons of feelings Using “gut feelings” in decision making Developing listening skills Promoting Emotional Intelligence
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68. What is Training in EI Worth? Increases retention. Decreases absenteeism. Increases overall organizational growth. Could increase production as much as 20% Current estimates to American Business: Losing between $5.6 and $16.8 Billion annually
The nice personality is one of the dangers in creating an EQ instrument--empathy can be faked.
Don’t interpret “dysfunction” too clinically. Many of the items on the list represent our daily challenges. The message is, when any or several of these exceed our capacity for acceptable behavior we need help. At that point, too, we would be the last person to recognize the problem. It is therefore important for supervisors and trusted coworkers to recognize the behaviors associated with “going overboard”.
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 Available from www.eiconsortium.org First quote taken from Goleman, D. (1999). Guidelines for best practices for emotional intelligence training . American Society for Training and Development International Conference, Atlanta, GA, May 1999.
In “ differentiating between emotion and the need to take action” add two subcomponents: promoting action in response to sadness/depress inhibiting action in response to anger/hostility “ Gut feelings” are somatic markers. A neurobiological understanding of how unconscious and conscious use of “gut feelings” can effectively guide decisions. Could this be the essence of wisdom?
Daniel Goleman and several other authors are working on a test to measure and / or map an Emotional Quotient. As of Spring 1999, they were still running test populations. You will find several such sources on the Internet, offering for large amounts of money to test your emotional intelligence. Right now, I see such tests as a waste of money. Spend your efforts in getting people to understand and apply the concepts.
It takes hard work to unlearn an existing habit and propel yourself forward to learn a new habit and make it your own.
Mayer, J.D., and Salovey, P. (1995.) Emotional intelligence and the construction and regulation of feelings. Applied and Preventive Psychology , 4, 197-208.
In neurobiological terms also referred to as “somatic markers.”
Quickly relate the social relationships and managing emotions in others topic to Office of Personnel Management Executive Core Qualifications (ECQ’s) and to Army Values as exemplified by FM 22-100; leadership; duty; respect; selfless service; honesty; integrity; personal courage. This ground will be covered more thoroughly in a later slide dealing with organizations and EI.
Making criticism constructive is an example. See Weisinger, H. Ph.D. (1998.) Emotional intelligence at work. San Francisco: Jossey-Bass.
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 (75.) Teicher, M.H. (march 2002.) Scars that won’t heal: The neurobiology of child abuse . Scientific American. 68-75