Emotional intelligence

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QUESTION

Emotional intelligence    

7/02/2016

1

ACTB 1

_ This course is a practical course and very

“interactive” – ask questions

_ Respect, Confidentiality, Practice

_ Ground Rules:

◦ Smile

◦ Be on time

◦ Be Patient with others

◦ Support other learners

◦ Speak to trainer if any concerns

◦ Get involved with group discussions

◦ Do not have private conversations

ACTB 2

_ What is Intelligence?

_ What are emotions?

_ Emotions and the circuitry of the human brain

_ What is Emotional Intelligence?

_ Why is EI important

_ Models of EI

_ Goleman’s EI Framework

_ How to improve your EI

_ How to improve EI in the workplace

_ When is the last time you were really angry,

upset or sad?

◦ What happened?- facts

◦ What was the sensation in your body?

◦ What were you thinking?

◦ What did you do as a reaction?

We’ll come back to this later…

ACTB 4

ACTB 5

IIIIQ Percenttttage offff tttthe popullllattttiiiion wiiiitttth tttthiiiis IIIIQ IIIIntttterprettttattttiiiion

> 130 2.1 Very gifted

121-130 6.4 Gifted

111-120 15.7 Above average intelligence

90-110 51.6 Average intelligence

80-89 15.7 Below average intelligence

70-79 6.4 Cognitively impaired

About 2% of the population has an IQ score lower than 69

Is a high EQ enough for success?

_ “A feeling and its distinctive…

◦ thoughts,

◦ physiological and biological states, and

◦ range of propensities to act

_ Emotions are different from ‘moods’.

Emotions are not the same as moods

Emotion tends to be . . .

“specific and affect‐goal directed in its effect,”

Mood tends to be . . .

“pervasive, global, generalized, affective components or

states that influence seemingly non‐affect‐related

events”

‐ Isen (1984)

7/02/2016

2

_ Primary emotions:

1. Happiness (Gain something of value; things work

out)

2. Anger (blocked from getting something/ someone

is getting in my way)

3. Sadness (Lose something of value)
4. Fear (possible threat- physical or psychological)
5. Surprise (Something unexpected is happening)
6. Disgust (Rules are violated; something/ someone

is offensive to me)

_ A range of blends, transitions

ACTB 8

_ Purpose and potency of emotions (eleven year

old daughter with cerebral palsy- train crash)-

significant role of altruistic love and other

emotions in human life

_ Heart over head: the power of the heart to propel

action. Our emotions are a guide to facing

predicaments and tasks to important to leave to

the intellect alone- e.g sensing danger, dealing

with painful loss, persisting towards a goal

despite frustrations, bonding with a mate,

building a family

_ Feeling counts as much, and often more that

intellect alone. Emotions are important

ACTB 9

_ Social laws have attempted to constrain our emotions

so that we can act with reason

_ However, passion overwhelms reason again and again

(e.g Matilda playing a practical joke on her father)

_ The biological design for the basic neural circuitry of

emotion has developed over a million years

_ Our appraisal of every personal encounter and our

response is shaped not just by our rational

judgments or personal history, but also by our

distant ancestral past.

◦ Sometimes fear can lead to tragedy (Matilda example)

◦ At other times it can lead to an instinct that saves our life

(e.g sensing there is a snake in the closet)- can help with

survival

ACTB 10

_ The rational mind (one that thinks)- that allows

us to ponder, reflect, think

_ the emotional mind (one that feels)- a system

that is impulsive and powerful, sometimes

illogical

_ Sometimes ‘what you know in your heart’ is

stronger and has more conviction, than thinking

with your rational mind

_ These two minds usually work in harmony,

intertwined and coordinated. But when passions

surge, the emotional mind captures the upper

hand, swamping the rational mind

ACTB 11

_ Over millions of years, the brain has grown bottom up, with the

higher centers developing as an elaboration of lower, more

ancient parts. Human brain triple the size of closest primates

_ The most primitive part of the brain is the brainstem, shared

with all species that have more than a minimal nervous system.

_ This root brain regulates basic life functions like breathing and

controlling stereotyped reactions and movements. This primitive

brain cannot be said to think or learn; rather it is a set of preprogrammed

regulators that keep the body running

_ From this most primitive root, emerged the emotional centres.

From these emotional centres, millions of years later evolved the

‘thinking brain’- the neocortex

_ This means there was an ‘emotional brain’ long before the

‘rational brain’

ACTB 12

7/02/2016

3

_ Most ancient root of our emotional life, is the sense of smell- the

olfactory lobe. These were thin layers of neurons gathered to

analyse smell.

◦ One layer of cells sorted it into categories- edible or toxic, sexually

available, enemy or meal.

◦ A second layer of cells sent reflexive messages throughout the nervous

system telling the body what to do: Bite, spit, approach, flee or chase

_ With the first mammals came the new, key layers of the

emotional brain. These looked like a bagel with a bite taken out

of the bottom, where the brainstem nestles into them. This part

of the brain is like a ring around the brainstem, it was called the

‘limbic system’, from ‘limbus’, the Latin word for ring. The

limbic system refined two powerful tools: learning and memory,

allowing the animal to be much smarter in its choices for

survival, based on memory of past experience. When we are in

the grip of craving or fury, head-over-heels in love, we are in

control of our limbic system

ACTB 13

_ About 100 million years ago, several new brain cells

were added to form the neocortex, offering an

extraordinary intellectual edge (strategising, longterm

planning, ability to survive adversity, the

triumphs of art and culture, are all fruits of the

neocortex)

_ This new addition of the neocortex allowed additional

nuances of emotional life. (Example: Take love:

Limbic structure s generate feelings of pleasure and

sexual desire. But the addition of the neocortex

enabled the mother-child bond that makes human

life possible)

_ Human brain highly advanced due to its

neurocircuitry. Complex emotional lives; ability to

have feelings about feelings

ACTB 14

_ It is important to understand that the ‘higher’ centers

“do not govern all emotional life: in crucial matters

of the heart- and most especially in emotional

emergencies- they can be said to defer to the limbic

system.

_ Because so many of the brain’s higher centers

sprouted from or extended the scope of the limbic

area, the emotional brain plays a crucial role in neural

architecture.

_ As the root from which the newer brain grew, the

emotional areas are intertwined via myriad

connecting circuits to all parts of the neocortex. This

gives the emotional centers immense power to

influence the functioning of the rest of the brainincluding

its centers of thought.

ACTB 15

_ Think of moments when you have ‘lost it’- it is

your limbic brain that has taken control and

hijacked your capacity to rationalise and think

before exploding.

_ Such hijackings happen to us quite frequently.

Moments of impassioned action- the question is

how easily we become so irrational. However, if

we reflect on our reactions later, we could

sometimes feel that they were over the top, or

irrational.

_ This hijacking in the brain originates in the

‘amygdala’, which is a centre in the limbic brain.

ACTB 16

ACTB 17

_ “Information entering through the eyes or ears goes

first to the thalamus, which acts as a sort of mail

sorter, deciding which parts of the brain to send the

information to.

_ If the incoming information, for instance, is

emotional, the thalamus sends out two signals — the

first to the amygdala and the second to the

neocortex.

_ What this means is that the emotional brain has the

information first, and in the event of a crisis can react

before the thinking brain has even received the

information and had a chance to weigh the options.

Goleman calls this an emotional hijacking, and it is

apparently a quite common phenomenon”.

ACTB 18

7/02/2016

4

_ Therefore, in extreme situations, the amygdala will trigger a

neural alarm and a corresponding response very quickly, without

allowing time for the neocortex to think rationally and moderate

the reaction.

_ While this ability of the amygdala to respond urgently to stimuli

(and stored associations) serves as well in responding to

immediate danger, it may not always be the best or most desired

reaction in other situations that need a more considered

emotional response.

_ The amygdala can utilise memories and response repertoires

that we automatically follow without consciously realising why we

do it. This emotional repertoire (memory of past emotional

incidents stored in the hippocampus) that trigger instinctive

emotional reactions to new events may not be the best reactions

in new situations.

_ They may be emotional mistakes governed by feeling, prior to

thought.

ACTB 19

_ Emotional hijackings of our brain involve two sets of actions,

◦ one is the triggering of the amygdala, and

◦ the second is a failure of the activation of the neo cortex process

that usually keep emotional response in balance.

_ The left prefrontal lobe of the brain is the key ‘off switch’ for

distressing emotion. It acts as a neural thermostat, regulating

unpleasant emotions. The right prefrontal lobes are a seat of

negative feelings, like fear and aggression, while the left

lobes keep those emotions in check.

_ If the amygdala often acts as the emergency trigger, the

prefrontal lobe acts as the off switch for disturbing emotion.

_ These prefrontal- limbic connections are crucial to our mental

life far beyond fine-tuning emotion; they are essential for

navigating us through our most important decisions in life.

ACTB 20

_ Next time an unpleasant incident causes your

amygdala to ‘emotionally hijack’ your brain

and trigger an instant uncalled for angry

reaction from you, hold back and observe the

hijacking unfold.

_ As you observe or evaluate your own

reactions, you will notice that self-awareness

of your own emotions can help you regulate

your emotional responses and increase your

emotional intelligence.

ACTB 21

Complete Assessment 1

Questions 1-4

22 ACTB

_ The term ‘emotional intelligence’ was first

introduced by W. L. Payne in 1986

_ The first formal definition was published by

Salovey and Mayer who defined ‘the construct as

an ability, specifically an ability to perceive

emotions in self and others, to use emotions,

understand emotions, and ultimately to manage

emotions.

_ EI is the ability to understand, recognise and

control one’s own emotions and to recognise the

emotions of other individuals in the

surroundings. – Daniel Goleman, 1995

ACTB 23

_ Ability to perceive emotion in self and others

(e.g., correctly identifying a perceived emotional

expression as fear)

_ Ability to use emotion to facilitate cognitive

activities like thinking and problem solving (e.g.,

knowing how to capitalize on a happy mood

swing to engage in a creative task)

_ Ability to understand emotional information (e.g.

understanding how two emotions can blend into

a third emotion)

_ Ability to manage emotion in self and others (e.g.

detaching from anger states that interfere with

one’s functioning).

ACTB 24

7/02/2016

5

_ Goleman (2006) emphasises that EI includes “abilities such as:

◦ being able to motivate oneself and persist in the face of frustrations;

◦ to control impulse and delay gratification;

◦ to regulate one's moods and keep distress from swamping the ability to

think;

◦ to empathize; and

◦ to hope”.

_ If this statement is evaluated, it can be inferred that emotional

intelligence is directly related to being highly reflective and selfaware.

_ Only a highly self-aware individual will be able to remain

motivated and persistent in the face of frustrations.

_ Thus, EI can be acquired by enhancing self-awareness and by

understanding the situation completely before exhibiting any

emotional response.

ACTB 25

2000 years ago –

Socrates and

Plato

1990 – Mayer and Salovey

ACTB 26

1920s- Thorndike- “social intelligence’

1990- Goleman

ACTB 27

_ In 1995, Mayer, Salovey and Caruso developed the

Mayer-Salovey-Caruso Emotional Intelligence Test

(MSCEIT), which is an ability-based test This test

remains the most empirically evaluated test that

actually measures emotional intelligence as an

‘ability’.

_ In contrast, the Bar-On EQi measure defines

emotional intelligence in terms of intra- and

interpersonal self-awareness, stress management,

adaptability, and general mood (Bar-On, 2006). The

Emotional Quotient Inventory (EQ-i), EQ-360 and EQi:

YV were developed to assess the Bar-On model of

emotional-social intelligence. The EQ-i is a selfreport

measure designed to measure a number of

constructs related to EI.

ACTB 28

ACTB 29 ACTB 30

7/02/2016

6

_ While both IQ and EQ are important, there is evidence that IQ

only accounts for a small percentage of reason for success.

◦ Only around 10 to 25 percent of the equation in fact,

◦ EQ responsible for an incredible 75 percent or more of a person’s ability

to succeed.

_ For this reason, many companies have started giving applicants

EQ tests before hiring them. Other companies have instituted EQ

training programs in the workplace.

_ Simply put, a person with a high EQ is better to work with in a

team environment. They can relate to others and are more

approachable.

_ People with high EQ scores perform better in the workplace,

make better leaders, are more self confident, are trustworthy,

and are just more likeable than those with low scores. All of

these factors lead to an increase in productivity and sales across

the board.

ACTB 31

ABILITY-BASED MODEL:

_ Mayer and Salovey proposed the ‘ability’ approach, by proposing that

human beings have an innate emotional intelligence, an ability that can

be measured and improved.

◦ Mayer and Salovey's four branch model of EI emphasises emotional perception,

emotional assimilation, understanding and management (Mayer, Salovey, & Caruso,

2004), whereas

MIXED MODELS:

_ Bar-on (1997) and Goleman (1998) proposed that EI requires both

cognitive ability and personality elements.

◦ Reuven Bar-On (2002) focuses on emotional self-awareness, self-actualization,

interpersonal relationship, reality testing, stress tolerance, optimism, happiness, etc.

as traits that determine the emotional intelligence of a person.

◦ Goleman (1998) on the other hand focuses on emotional self-awareness, selfcontrol,

empathy, problem solving, conflict management, leadership, etc. as the

characteristics of an emotionally intelligent person.

◦ The mixed model proposed by Reuven Bar-On emphasizes on how the personality

traits influence a person's general well-being and Goleman's model focuses on

workplace success.

ACTB 32

Complete Assessment 1

Questions 5-8

33 ACTB ACTB 34

GOLEMAN’s FRAMEWORK OF EMOTIONAL COMPETENCIES (1998)

Self

Personal Competence

Other

Social competence

Recognition

1. Self-Awareness

‐ Emotional self‐awareness

‐ Accurate self‐assessment

‐ Self‐confidence

4.Empathy

‐ Understanding others

‐ Developing others

‐ Service orientation

‐ Leveraging diversity

‐ Political awareness

Regulation

2. Self-Management

・ Self‐control

・ Trustworthiness

・ Conscientiousness

・ Innovation

‐ Adaptability

3. Self Motivation

・ Achievement drive

・ Commitment

・ Initiative

・ Optimism

5. Social Skills (Handling relationships)

・ Influence

・ Communication

・ Conflict management

・ Leadership/ Developing others

・ Change catalyst

・ Building bonds

・ Collaboration and cooperation

・ Teamwork

_ Self-awareness means being “aware of both

our mood and our thoughts about the mood”.

_ This awareness could be non-judgemental

and nonreactive to our inner state of mind,

but on the other hand it could trigger a

conscious action to act on our feeling, or NOT

act on our feeling, or even letting go of our

feeling

ACTB 35

Mayer (1997) identifies three distinctive styles of

people in terms of how they attend to, or deal with

their emotions:

_ Self-aware: These people have a good

understanding about their own emotional lives.

This clarity of emotion may underpin other

personality traits, whereby such people would

come across as independent, autonomous,

confident of their own boundaries, positive about

life and in good psychological health. They don’t

obsess about bad moods, but rather they figure a

way out of them. Their mindfulness helps them

to manage their emotions well

ACTB 36

7/02/2016

7

_ Engulfed: Such people often drown in their emotions

and are unable to escape them. They have mercurial

temperaments and are not aware of their feelings.

They have limited control over their emotional lives.

They feel overwhelmed and emotionally out of

control.

_ Accepting: These people may be clear about what

they are feeling, but they don’t take any action to try

and change their moods. There are two types of the

accepting type of people.

◦ The first types are those who are usually in a good mood

and have little reason to change themselves.

◦ The second type are those who recognise their bad moods,

but accept them despite their distress (e.g depressed

people who are resigned to their despair)

ACTB 37

Self-awareness is the vital foundation for three

emotional competencies (EC) (Goleman, 1998):

1. EMOTIONAL AWARENESS: Recognizing one’s

emotions and their effects. People with this

competence:

_ Know which emotions they are feeling and why

_ Realize the links between their feelings and what

they think, do, and say

_ Recognize how their feelings affect their

performance

_ Have a guiding awareness of their values and goals

ACTB 38

2. ACCURATE SELF-ASSESSMENT: Knowing one’s strengths

and limits. People with this competence are:

◦ Aware of their strengths and weaknesses

◦ Reflective, learning from experience

◦ Open to candid feedback, new perspectives, continuous learning,

and self-development

◦ Able to show a sense of humor and perspective about themselves.

3. SELF-CONFIDENCE: Sureness about one’s self-worth and

capabilities. People with this competence:

◦ Present themselves with self-assurance; have "presence"

◦ Can voice views that are unpopular and go out on a limb for what

is right

◦ Are decisive, able to make sound decisions despite uncertainties

and pressures

ACTB 39

_ Carry out intra-personal communication and reflective self-assessment at all

times. (- understand the Johari Window)

_ Reflect on your emotions and think about whether you are:

◦ Being too influenced by other people’s moods or opinions

◦ Predicting negative outcomes because of your predisposition to think negatively about

others or about your fate

◦ Seeking to blame others (not assigning any blame or responsibility for the outcome on

yourself)

◦ Being overcritical

◦ Dwelling on isolated events instead of the big picture

◦ Thinking in absolutes, such as ‘always’ or ‘never’

◦ Trying to be a perfectionist or expecting perfection from others

_ Study your own behaviour in different situations.

_ Observe the patterns in your behaviour.

_ Determine whether you respond in similar ways to different situations.

_ Develop relationships between your responses and the nature of different

situations.

_ Label your feelings and emotions.

_ Carry out reflective exercises at all times and remain self-observant.

ACTB 40

ACTB 41

Complete Assessment 1

Questions 9-10

42 ACTB

7/02/2016

8

Who do you admire?

◦ Angry people

◦ People who are always complaining

◦ People who are miserable most of the time

◦ Worried and anxious most of the time?

◦ Calm and controlled people?

_ Which one would you rather be?

ACTB 43

_ Individuals who are unable to manage their

emotions and feelings are consumed by

feelings of anxiety, gloom, and stress. They

continuously battle these feelings as they

affect their whole lives.

_ Contrarily, people who are better at

managing their emotions drive such feelings

away from them while maintaining a high

quality of life

ACTB 44

_ Emotional states can range from extreme distress to

extreme ecstasy. The emotions themselves are not a bad

thing.

_ What is needed is ‘appropriate emotion’, feeling

proportionate to circumstance.

_ “When emotions are too muted they create dullness and

distance; when out of control, too extreme and persistent,

they become pathological, as in immobilising depression,

overwhelming anxiety, raging anger, manic agitation….

Indeed, keeping our emotions in check is the key to

emotional well-being; extremes that wax too intensely or

for too long- undermine our stability… [both sad and

happy emotions are normal]….In the calculus of the heart

it is the ratio of positive to negative emotions that

determines the sense of well being” (Goleman, 1995).

ACTB 45

_ What competencies do you think a person

would show if they manage their emotions

well?

ACTB 46

People with strong competencies in this area demonstrate

(Goleman, 1998):

1. SELF-CONTROL: Managing disruptive emotions and

impulses. People with this competence:

◦ Manage their impulsive feelings and distressing emotions well

◦ Stay composed, positive, and unflappable even in trying moments

◦ Think clearly and stay focused under pressure

2. TRUSTWORTHINESS: Diplaying honesty and integrity.

People with this competence:

◦ Act ethically and are above reproach

◦ Build trust through their reliability and authenticity

◦ Admit their own mistakes and confront unethical actions in others

◦ Take tough, principled stands even if they are unpopular

ACTB 47

3. CONSCIENTIOUSNESS: Dependability and responsibility in

fulfilling obligations. People with this competence:

◦ Meet commitments and keep promises

◦ Hold themselves accountable for meeting their objectives

◦ Are organized and careful in their work

4. INNOVATION: Being open to novel ideas, new approaches and

new information. People with this competence:

◦ Seek out fresh ideas from a wide variety of sources

◦ Entertain original solutions to problems

◦ Generate new ideas

◦ Take fresh perspectives and risks in their thinking

5. ADAPTABILITY: Flexibility in handling change and challenges.

People with this competence:

◦ Smoothly handle multiple demands, shifting priorities, and rapid change

◦ Adapt their responses and tactics to fit fluid circumstances

◦ Are flexible in how they see events

ACTB 48

7/02/2016

9

_ For managing your own emotions, you may

do the following:

◦ Always know complete facts of a situation before

you react.

◦ Consider the impact of your reaction on yourself

and others in your surroundings.

◦ Rationalise your behaviour by evaluating the

appropriateness of your emotions.

◦ Observe how emotions influence your decisions and

your behaviour.

◦ In case of being unable to manage chronic agitation

of emotional brain, consider getting

pharmacological help

ACTB 49

_ The specific emotion of rage or anger can be

dissipated by de-escalating it and by cooling

down and seeking out distractions (e.g going

for a long walk, exercising, deep breathing).

_ However, a more potent strategy to manage

anger is to use self-awareness to catch angry

thoughts as they arise and write them down.

This way, you can challenge and criticise the

thought by a rational explanation of the

cause and trigger of anger.

ACTB 50

_ 1. Think 1... Thiiink before you speak

◦ In the heat of the moment, it's easy to say something you'll later regret. Take a few

moments to collect your thoughts before saying anything — and allow others

involved in the situation to do the same.

_ 2.... Once you''''re callllm,,,, express your anger

◦ As soon as you're thinking clearly, express your frustration in an assertive but nonconfrontational

way. State your concerns and needs clearly and directly, without

hurting others or trying to control them.

_ 3.... Get some exerciiiise

◦ Physical activity can help reduce stress that can cause you to become angry. If you

feel your anger escalating, go for a brisk walk or run, or spend some time doing

other enjoyable physical activities.

_ 4.... Take a tiiiimeout

◦ Timeouts aren't just for kids. Give yourself short breaks during times of the day that

tend to be stressful. A few moments of quiet time might help you feel better prepared

to handle what's ahead without getting irritated or angry.

_ 5.... IIIIdentiiiify possiiiiblllle sollllutiiiions

◦ Instead of focusing on what made you mad, work on resolving the issue at hand.

Does your child's messy room drive you crazy? Close the door. Is your partner late for

dinner every night? Schedule meals later in the evening — or agree to eat on your

own a few times a week. Remind yourself that anger won't fix anything and might

only make it worse.

ACTB 51

_ 6.... Stiiiick wiiiith ''''IIII'''' statements

◦ To avoid criticizing or placing blame — which might only increase tension — use "I" statements to

describe the problem. Be respectful and specific. For example, say, "I'm upset that you left the table

without offering to help with the dishes," instead of, "You never do any housework."

_ 7.... Don''''t holllld a grudge

◦ Forgiveness is a powerful tool. If you allow anger and other negative feelings to crowd out positive

feelings, you might find yourself swallowed up by your own bitterness or sense of injustice. But if

you can forgive someone who angered you, you might both learn from the situation. It's unrealistic

to expect everyone to behave exactly as you want at all times.

_ 8.... Use humor to rellllease tensiiiion

◦ Lightening up can help diffuse tension. Use humor to help you face what's making you angry and,

possibly, any unrealistic expectations you have for how things should go. Avoid sarcasm, though —

it can hurt feelings and make things worse.

_ 9.... Practiiiice rellllaxatiiiion skiiiilllllllls

◦ When your temper flares, put relaxation skills to work. Practice deep-breathing exercises, imagine a

relaxing scene, or repeat a calming word or phrase, such as, "Take it easy." You might also listen to

music, write in a journal or do a few yoga poses — whatever it takes to encourage relaxation.

_ 10.... Know when to seek hellllp

◦ Learning to control anger is a challenge for everyone at times. Consider seeking help for anger

issues if your anger seems out of control, causes you to do things you regret or hurts those around

you.

(Source: http://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/anger-management/art-20045434?pg=1)

ACTB 52

_ Anxiety, is a culmination of worrying incessantly

about one thing or another without reaching a

positive solution.

_ Chronic worry has all the symptoms of the brain

being emotionally hijacked by uncontrolled

thoughts and feelings. Worrying can be

controlled by self-awareness and by catching the

worry at the very beginning of the thought

pattern or the physical reactions to worrying.

_ While you can use relaxation methods to stop

worrying, actively challenging and questioning

the factual evidence related to the worries better

control the negative thoughts.

ACTB 53

_ Learn what triggers your anxiety: Is it work, family,

school, or something else you can identify? Write in a

journal when you’re feeling stressed or anxious, and look

for a pattern.

_ Take a time-out: Practice yoga, listen to music, meditate,

get a massage, or learn relaxation techniques. Stepping

back from the problem helps clear your head.

_ Eat well-balanced meals: Do not skip any meals. Do keep

healthful, energy-boosting snacks on hand.

_ Limit alcohol and caffeine, which can aggravate anxiety

and trigger panic attacks.

_ Get enough sleep: When stressed, your body needs

additional sleep and rest.

_ Exercise daily to help you feel good and maintain your

health. Take deep breaths. Inhale and exhale slowly. Count

to 10 slowly. Repeat, and count to 20 if necessary.

ACTB 54

7/02/2016

10

_ Do your best. Instead of aiming for perfection, which isn't

possible, be proud of however close you get.

_ Accept that you cannot control everything. Put your stress

in perspective: Is it really as bad as you think?

_ Welcome humor. A good laugh goes a long way.

_ Maintain a positive attitude. Make an effort to replace

negative thoughts with positive ones.

_ Get involved. Volunteer or find another way to be active in

your community, which creates a support network and

gives you a break from everyday stress.

_ Talk to someone. Tell friends and family you’re feeling

overwhelmed, and let them know how they can help you.

_ Talk to a physician or therapist for professional help. Get

help

ACTB 55

_ For managing melancholy, people can use

distractions such as aerobic exercise or special

treats for themselves or completing easy tasks

that lift their mood.

_ Another potent strategy for countering

melancholy is ‘cognitive reframing’ or seeing

things differently in a more positive light.

◦ A marriage breakdown, for example, can trigger severe

melancholy, however, if the person intensely scrutinises

the relationship more rationally, they may discover that

there were lots of problems and unhappiness during the

marriage, so the break-up is actually positive.

ACTB 56

Complete

Assessment 1: Questions 11-12 and

Assessment 2, Q 2

57 ACTB

The following four motivational competencies typify outstanding

performers: (Goleman, 1998)

1. ACHIEVEMENT DRIVE: Striving to improve or meet a standard of

excellence. 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

2. COMMITMENT: Aligning with the goals of the group or organization.

People with this competence:

◦ Readily make personal or group sacrifices to meet a larger organizational goal

◦ Find a sense of purpose in the larger mission

◦ Use the group’s core values in making decisions and clarifying choices

◦ Actively seek out opportunities to fulfill the group’s mission

ACTB 58

3. INITIATIVE: Readiness to act on opportunities.

People with this competence:

◦ Are ready to seize opportunities

◦ Pursue goals beyond what’s required or expected of them

◦ Cut through red tape and bend the rules when necessary to

get the job done

◦ Mobilize others through unusual, enterprising efforts

4. OPTIMISM: Persistence in pursuing goals despite

obstacles and setbacks. People with this

competence:

◦ Persist in seeking goals despite obstacles and setbacks

◦ Operate from hope of success rather than fear of failure

◦ See setbacks as due to manageable circumstance rather

than a personal flaw

ACTB 59

_ In order to develop self-motivation, you may carry out the

following practices:

◦ Set SMART objectives for yourself. These are objectives, which are

specific, measurable, attainable, relevant, and time-bound.

◦ Aim for excellence, but not for perfection, as it can be elusive and

impossible to attain without losing out on reasonable efficiency

and productivity measures

◦ Set rewards for yourself at the attainment of each milestone.

◦ Exercise delayed gratification and resist impulsiveness.

◦ Use your anxiety to drive you towards your goals. Utilise the

relationship between anxiety and performance, and use your

anxiety to fuel your motivation for attainment of your goals.

◦ De-stress yourself periodically by indulging in activities that

enhance your mood, such as, watching a funny video.

◦ Stay optimistic and think positively.

◦ Find and enter the flow of performing efficiently and effectively.

ACTB 60

7/02/2016

11

Complete Assessment 1

Questions 13

61 ACTB ACTB 62

GOLEMAN’s FRAMEWORK OF EMOTIONAL COMPETENCIES (1998)

Self

Personal Competence

Other

Social competence

Recognition

1. Self-Awareness

‐ Emotional self‐awareness

‐ Accurate self‐assessment

‐ Self‐confidence

4.Empathy

‐ Understanding others

‐ Developing others

‐ Service orientation

‐ Leveraging diversity

‐ Political awareness

Regulation

2. Self-Management

・ Self‐control

・ Trustworthiness

・ Conscientiousness

・ Innovation

‐ Adaptability

3. Self Motivation

・ Achievement drive

・ Commitment

・ Initiative

・ Optimism

5. Social Skills (Handling relationships)

・ Influence

・ Communication

・ Conflict management

・ Leadership/ Developing others

・ Change catalyst

・ Building bonds

・ Collaboration and cooperation

・ Teamwork

_ Being emotionally intelligent does not only mean identifying and

managing one’s own emotions. It also includes being able to

recognise the emotions of others. This attribute requires

‘empathy’ which is the ability of putting oneself in another

person’s situation and understanding how the other person

feels.

_ This is a very important skill as it helps individuals navigate

themselves in difficult social situations.

_ People who have high degree of empathy are capable of

acknowledging cues that show the needs and requirements of

other individuals.

_ Leaders with this capability are better at understanding the

requirements and feelings of their followers and therefore they

are capable of navigating their own behaviour in a manner that

responds to the true feelings of their followers

(Goleman, Boyatzis and McKee, 2013).

ACTB 63

According to Goleman (1998), people with high emotional

competencies in this area demonstrate empathy, a strong

awareness of others’ feelings and perspective, taking an active

interest in their concerns.

In particular, they demonstrate the following competencies:

_ UNDERSTANDING OTHERS

◦ Are attentive to emotional cues and listen well

◦ Show sensitivity and understand others’ perspectives

◦ Help out based on understanding other people’s needs and feelings

_ DEVELOPING OTHERS: Sensing what others need in order to

develop, and bolstering their abilities. People with this

competence:

◦ Acknowledge and reward people’s strengths, accomplishments, and

development

◦ Offer useful feedback and identify people’s needs for development

◦ Mentor, give timely coaching, and offer assignments that challenge and

grow a person’s skill

ACTB 64

_ SERVICE ORIENTATION: Anticipating, recognizing, and meeting

customers’ needs. People with this competence:

◦ Understand customers’ needs and match them to services or products

◦ Seek ways to increase customers’ satisfaction and loyalty

◦ Gladly offer appropriate assistance

◦ Grasp a customer’s perspective, acting as a trusted advisor

_ LEVERAGING DIVERSITY: Cultivating opportunities through diverse

people. People with this competence:

◦ Respect and relate well to people from varied backgrounds

◦ Understand diverse worldviews and are sensitive to group differences

◦ See diversity as opportunity, creating an environment where diverse people can thrive

◦ Challenge bias and intolerance

_ POLITICAL AWARENESS: Reading a group’s emotional currents and power

relationships. People with this competence:

◦ Accurately read key power relationships

◦ Detect crucial social networks

◦ Understand the forces that shape views and actions of clients, customers, or

competitors

◦ Accurately read situations and organizational and external realities

ACTB 65

_ In order to develop the skill of empathy, or

recognising others’ emotions, you may carry out

the following exercises:

◦ Be highly self-aware as the knowledge of understanding

one’s own emotions enable the individual to read others.

◦ Practice empathy by regularly imagining yourself in the

situation of others in your surroundings and attempt to

think the way they would.

◦ Calculate the impact of your actions on others by putting

yourself in their position.

◦ Attempt to understand how an individual would react

emotionally in any given situation.

◦ Do not react before giving a thought to the way the

other person must be feeling.

ACTB 66

7/02/2016

12

According to Caruso & Salovey (2004), in order to read your

own and others’ emotions accurately, you need to do the

following:

◦ Pay attention: attend to and accurately identify your emotions and moods,

and look and listen to the person

◦ Process the verbal information:

_ Emotion words used

_ Tone used

_ Speed and pitch of words

◦ Process the non-verbal information

_ Facial expressions

_ Eyes and mouth

_ Posture

_ Gestures

_ Words, tone, and situation

◦ Look for consistency and inconsistency

_ Match between words and tone

_ Match between expression, words and tone

ACTB 67

Complete Assessment 1

Questions 14

68 ACTB

◦ Analyse discrepancies, but be aware of the misleading nature

of discrepancies

_ People laugh when grieving

_ People may not wish to admit feelings

◦ Become self-aware of:

_ Your own emotional reactions

_ Your personal reaction

_ Your feelings

_ We sometimes mimic others’ emotions

_ We may feel uncomfortable around certain emotional

displays

◦ Check it out

_ Use language such as, “You seem” to confirm others’

feelings

_ Determine your awareness of feelings

_ Provide an offer of encouragement to open up

ACTB 69

_ Some individuals are great at handling relationships while

others are not.

_ Have you ever wondered, what are the factors that make

some individuals great at handling relationships? The

answer lies in emotional intelligence.

_ People who are good at handling relationships are great at

managing emotional responses in other individuals. This

capability is directly related to social competence and

interpersonal effectiveness.

_ An individual with these skills will be able to interact very

smoothly with others in any given social situation.

_ Since successful individuals and leaders are required to

undergo numerous challenging social situations, this skill

can help them navigate these situations smoothly and

effectively.

ACTB 70

The following social competencies typify people who have strong competencies in

this area (Goleman, 1998):

1. INFLUENCE: Wielding effective tactics for persuasion. People with this competence:

_ Are skilled at persuasion

_ Fine-tune presentations to appeal to the listener

_ Use complex strategies like indirect influence to build consensus and support

_ Orchestrate dramatic events to effectively make a point

2. COMMUNICATION: Sending clear and convincing messages. People with this

competence:

◦ Are effective in give-and-take, registering emotional cues in attuning their message

◦ Deal with difficult issues straightforwardly

◦ Listen well, seek mutual understanding, and welcome sharing of information fully

◦ Foster open communication and stay receptive to bad news as well as good

3. CONFLICT MANAGEMENT: Negotiating and resolving disagreements. People with

this competence:

_ Handle difficult people and tense situations with diplomacy and tact

_ Spot potential conflict, bring disagreements into the open, and help deescalate

_ Encourage debate and open discussion

_ Orchestrate win-win solutions

ACTB 71

4. LEADERSHIP: Inspiring and guiding groups and people. People with this

competence:

◦ Articulate and arouse enthusiasm for a shared vision and mission

◦ Step forward to lead as needed, regardless of position

◦ Guide the performance of others while holding them accountable

◦ Lead by example

5. CHANGE CATALYST: Initiating or managing change. People with this

competence:

◦ Recognize the need for change and remove barriers

◦ Challenge the status quo to acknowledge the need for change

◦ Champion the change and enlist others in its pursuit

◦ Model the change expected of others

6. BUILDING BONDS: Nurturing instrumental relationships. People with this

competence:

◦ Cultivate and maintain extensive informal networks

◦ Seek out relationships that are mutually beneficial

◦ Build rapport and keep others in the loop

◦ Make and maintain personal friendships among work associates

ACTB 72

7/02/2016

13

7. COLLABORATION AND COOPERATION: Working with

others toward shared goals. People with this competence:

◦ Balance a focus on task with attention to relationships

◦ Collaborate, sharing plans, information, and resources

◦ Promote a friendly, cooperative climate

◦ Spot and nurture opportunities for collaboration

8. TEAM CAPABILITIES: Creating group synergy in

pursuing collective goals. People with this competence:

◦ Model team qualities like respect, helpfulness, and cooperation

◦ Draw all members into active and enthusiastic participation

◦ Build team identity, esprit de corps, and commitment

◦ Protect the group and its reputation; share credit

ACTB 73

_ In order to develop this skill, you could carry

out the following exercises:

◦ Strengthen self-management and empathy.

◦ Develop social competence by exhibiting the right

emotions to the right people at the right time.

◦ Express your emotions as this expression

influences the expression of emotions by the other

person.

◦ Develop interpersonal intelligence by: organising

groups, negotiating solutions, developing personal

connection, and carrying out social analysis.

◦ Connect with other persons emotionally by talking

about common interests.

ACTB 74

Research indicates:

_ How managers ‘feel’ is a useful indicator and predictor of organisational

performance

_ How a management team feels has a direct impact on a company’s

earnings

_ A team’s mood can change dramatically based on ‘emotional contagion’

and therefore directly impact performance. Emotional contagion in itself

is neither intelligent or unintelligent. It is the strategic application of

emotional contagion that makes it a part of the repertoire of an

‘emotionally intelligent’ manager

_ Sad moods help people think in a more bottom-up, systematic manner.

Happy moods help generate creative and original arguments. Emotions

at work influence judgment, job satisfaction, helping behaviour, critical

problem solving and decision making. An emotionally intelligent

manager uses the knowledge about emotions intelligently to suit the

needs of the task at hand

_ People with high EI are more effective at leading teams, achieving goals

and improving overall performance

ACTB 75

_ Success in achieving the firm’s objectives cannot

be realized without systematically studying and

understanding the cultural environment within

which they operate- (improving your EI in terms

of ‘empathy’ towards the other cultures)

_ Global leaders should attempt to match their

leadership styles to the various cultural

conditions by using the appropriate behavior in

the corresponding cultural environment

_ EI, particularly social competence is critical in

leaders working in global environments

ACTB 76

Complete Assessment 1

Questions 15-18

77 ACTB

Complete Assessment 2

Questions 1 and 3

78 ACTB

7/02/2016

14

_ Read ‘Bringing EI to the Workplace’

_ Think about:

◦ Can Social Competence and Emotional Competence

in adults be improved? Why or why not?

◦ What is the difference between:

_ Cognitive learning

_ Emotional learning

ACTB 79

Complete Assessment 3- CASE STUDY

Questions 1 and 2

80 ACTB

_ Identify the specific problems at MICA

_ Go through the 22 guidelines and think about

how you will use each step at MICA

◦ DON’T COPY AND WRITE THE STEPS IN YOUR

ANSWER (This will be marked X)

◦ You need to apply the guidelines to MICA’s specific

situation. So you need to keep referring to MICA

and its staff in each step in your answer. So make

sure you mention the engineers and the other staff

throughout your answer

ACTB 81

Complete Assessment 3- Case Study

Question 3

82 ACTB

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