Situation: Your boss has assigned you your first big project, and the success or failure of the project could make or break your career.

1
Situation Your boss has assigned you your first
big project, and the success or failure of the
project could make or break your career.

• Your Response
• A. You push it aside, you'll get to it later.
• B. You spend the next week planning
• the project out in careful detail before
• telling anybody.
• C. You take a few minutes to relax,
• give yourself time to think, bounce ideas
• off a colleague, and decide to pursue the
• idea that makes you feel most confident.
• D. You get nervous and pace.
• Nervous energy helps fuel the process.
• http//quiz.ivillage.co.uk/cgi-bin/uk_work/tes
  ts/eqtest.cgi

2
. Situation You find out that the promotion you
were hoping for was given to someone else.

• Your Response
• You forget about it. You didn't want the job that
  much anyway.
• You lock yourself in your office and cry.
• You obsess over what the other person had that
  you didn't and compare yourself to him or her
  unmercifully.
• You continue to do your best you know the next
  promotion is yours.
• http//quiz.ivillage.co.uk/cgi-bin/uk_work/tes
  ts/eqtest.cgi

3
Emotional Intelligence What Is It?

• Win May, Pediatrics
• Lawford Anderson, Earth Sciences
• Frank Manis, Psychology
• All faculty fellows of the Center for Excellence
  in Teaching

4
Objectives

• At the end of the workshop, you will be able to
• define emotional intelligence
• be aware of the different models of emotional
  intelligence.
• describe the relationship between EI and job
  performance
• use emotions to achieve your objectives

5
Simple Definition

• Ability to manage emotions in ones self and in
  others in order to reach desired outcomes.

6
The "New Yardstick"

• On how we handle ourselves and each other
• Goes beyond intellectual ability and technical
  skills
• Focuses on personal qualities such as
  initiative, empathy, adaptability, persuasiveness

7
Emotional Intelligence

• Seen as the fundamental key to success and
  leadership - and it can be learned!
• Working with people
• Not just about being nice
• Managing ones own emotions
• Ability to handle encounters
• Teamwork
• Leadership

8
Job Success, not Survival

• Today's great growth and prosperity is running
  parallel to some of the highest rates of job
  turnovers.
• Just because you work hard does not mean you will
  rise to the top or that the job is secure.

9
Common employer complaints

• Lack of social skills, motivation to keep
  learning, and inability to take criticism
• Leads to plateaued or derailed careers because of
  crucial gaps in EQ (EI)

10
The Two Sides of Emotional Intelligence

• Personal Competence how we manage ourselves
• Self Awareness knowing your strengths and
  weaknesses
• Self Regulation - trustworthiness,
  responsibility, adaptability,
• Motivation - drive, commitment, initiative,
  optimism, charisma
•  
• Social Competence - how we handle relationships
•   Empathy - awareness of others feelings and
  concerns
• Social skills - adeptness a inducing desirable
  responses, such as communication, conflict
  management, cooperation, and leadership

11

• The more complex the job, the more EQ (EI)
  matters!!

12
Golemans Competencies Model
13
Mayer Saloveys Ability Model

• 4 inter-related abilities
• Perceiving,
• Using,
• Understanding, and
• Managing emotions

14
Identify emotions

• Identify how you feel
• Identify how others feel
• Sense emotions in music
• Sense emotions in art
• Detect real vs fake emotions - accuracy

15
Basic emotions with very clear facial signals

• Anger
• Sadness
• Fear
• Surprise
• Disgust
• Happiness
• 
  Ekman, 2003

16
(No Transcript)
17
Understand Emotions

• Recognizes what events are likely to trigger
  different emotions
• Knows that emotions can combine to form complex
  blends of feelings
• Realizes that emotions can progress over time and
  transition from one to another
• Provides a rich emotional vocabulary for greater
  precision in describing feelings and blends of
  feelings

18
(No Transcript)
19
What Does Use Emotion Entail?

• The capacity to generate and feel an emotion in
  order to focus attention, reason, and
  communicate.
• The capacity to use emotion to influence
  cognitive processes such as decision making,
  deductive reasoning, creativity, and problem
  solving.

20
Happiness

• Up-side
• Generate new ideas
• Think in new ways
• Be creative
• Enhance big-picture thinking
• Enhance decision-making abilities
• Downside
• More problem-solving errors

21
Manage Emotions

• Stay open to feelings
• Blend emotions with thinking
• Reflectively monitor emotions

22
Manage Emotions

• Research findings
• Significant relationship between managing
  emotions ability and burnout and mental health
• Teams with higher scores for managing emotions
  received higher performance rankings

23
You are in a meeting when a colleague takes
credit for the work you have done. What do you do?

• A. Immediately confront the colleague saying that
  you did the research?
• B. After the meeting, take the colleague aside
  tell him/her that in the future you would
  appreciate credit for the work you did.
• C. Nothing. Its best not to embarrass colleagues
  in public.
• D. After the colleague speaks, publicly thank
  him/her for referencing your work provide
  additional details about the work.

24
Why do people with high IQs not always succeed?
25
(No Transcript)
26
Illustrative Example of EQ and IQ

• Suppose you are brilliant in a particular domain
  of study.
• Or suppose you happen to have a great idea for a
  project (or both).
• What kinds of emotional and cognitive
  intelligence are needed to see the project
  through to completion?

27
All I Need to Know I Learned in Kindergarten

• Four of the five skills educators (NRC, 2000)
  emphasize for school readiness are
  socio-emotional
• - mastery of educational building blocks
• - motivation to succeed in school
• - ability to get along make friends
• - ability to function in a group
• - capacity to manage emotions

28
Lifespan Development Roots in Childhood

• Childhood studies find both genetic and
  environmental components of EQ (temperament,
  social competence) and IQ.
• Emotional, social and cognitive processes
  constantly influence each other during
  development.
• Its not either/or but both the marshmallow
  study (Shoda, Mischel Peake, 1990) found both
  impulse control verbal ability contributed to
  later SAT and grades.

29
Lifespan Development Moving into adulthood

• Adolescence early adulthood frontal lobe
  maturation emotional vs. rational reasoning
  (emotions are a two-edged sword).
• Middle to later adulthood what are the
  components of wisdom?

30
In Essence

• Being intelligent about emotions means that we
  can perceive and use emotions to create optimal
  relationships and produce desired outcomes.