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Emotional Intelligence

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Emotional Intelligence History and Significance Paradigm/Definition There is an intelligence based on emotion, and people who have this capacity are less depressed ... – PowerPoint PPT presentation

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Title: Emotional Intelligence


1
Emotional Intelligence
  • History and Significance

2
Paradigm/Definition
  • There is an intelligence based on emotion, and
    people who have this capacity are less depressed,
    healthier, more enjoyable, and have better
    relationships
  • A form of social intelligence that involves the
    ability to monitor ones own and others feelings
    and emotions, to discriminate among them, and to
    use this information to guide ones thinking and
    action

3
Paradigm/Definition
  • The ability to perceive emotions to access and
    generate emotions so as to assist thought to
    understand emotions and emotional knowledge and
    to reflectively regulate emotions so as to
    promote emotional and intellectual growth

4
Plato
  • 2,000 years when Plato wrote, All learning has
    an emotional base.

5
Contributors
  • David Wechsler, Edward Thorndike, Howard Gardner,
    Wayne Payne, Reuven Bar-On, MSC (Mayer, Salovey,
    Caruso), and Daniel Goleman.

6
Researchers/Writers
  • Daniel Goleman writer -Emotional Intelligence
  • John Mayer and Peter Salovey researchers
  • non-cognitive aspects of intelligence they
    defined emotional intelligence in 1990

7
Researchers/Writers
  • David Wechsler
  • The global capacity of the individual to act
    purposefully, to think rationally, and to deal
    effectively with his environment
  • intelligence was comprised of non-intellective
    and intellective elements.
  • 1943, he proposed that non-intellective
    elements were crucial for predicting a persons
    ability to succeed in life

8
Researchers/Writers
  • Edward Thorndike was a psychologist who developed
    an important distinction between three broad
    classes of intellectual functioning in the late
    1930s
  • abstract intelligence
  • mechanical intelligence
  • social intelligence

9
Researchers/Writers
  • Thorndike
  • abstract intelligence- measured by testing
  • mechanical intelligence-the ability to visualize
    relationships among objects and understand how
    the physical world work
  • social intelligence - the ability to successfully
    function in interpersonal situations

10
Researchers/Writers
  • Howard Gardner
  • Harvard Graduate School in Education developed a
    theory of multiple intelligences. He found seven
    types of intelligence that include logical,
    linguistic, musical, spatial, kinaesthetic,
    intrapersonal, and interpersonal

11
Researchers/Writers
  • Howard Gardner
  • seven types of intelligence that include
  • logical
  • linguistic
  • musical
  • spatial
  • kinaesthetic
  • intrapersonal
  • interpersonal

12
Researchers/Writers
  • Howard Gardner
  • 2 types that fit emotional intelligence
  • Intrapersonal intelligence - is the capacity to
    manage ourselves through knowing and
    understanding our feelings, wishes, needs, wants,
    and purpose
  • interpersonal intelligence- involves the ability
    to be sensitive to other peoples emotions and
    psychological states, and enables us to choose
    appropriate responses

13
Researchers/Writers
  • Wayne Payne 1985 doctoral student
  • coined the term emotional intelligencein the
    title of his dissertation.
  • A Study of Emotion Developing Emotional
    Intelligence Self-Integration Relating to Fear,
    Pain, and Desire

14
Researchers/Writers
  • Reuven Bar-On
  • developed the term EQ, or emotional quotient in
    1985 to describe his approach to estimating
    social and emotional competence
  • part of numerous research projects
  • Bar-On and several colleagues are writing a
    two-volume series on the assessment of emotional
    and social intelligence

15
Researchers/Writers
  • Mayer and Salovey
  • co-authored two academic papers in 1990
  • attempting to develop a method of scientifically
    measuring the difference between peoples ability
    in the area of emotion

16
Researchers/Writers
  • Mayer and Salovey
  • Developed four branches of mental ability
  • perception, appraisal, and expression of emotion
  • emotional facilitation of thinking
  • understanding and analyzing emotions
  • reflective regulation of emotion to promote
    emotional and intellectual growth

17
Mayer and Salovey
18
Mayer and Salovey
  • ability to stay open to feelings, both pleasant
    and unpleasant
  • to reflectively engage or detach from an emotion
    depending its judged utility
  • to reflectively monitor emotions in relation to
    oneself and others
  • to manage emotion in oneself and others by
    moderating negative emotions and enhancing
    positive emotions

19
Goleman
  • Aspects of Emotional Intelligence
  • Knowing ones emotions
  • Managing emotions
  • Motivating oneself
  • Recognizing emotion in others
  • Handling relationships

20
Goleman - Aspects of Emotional Intelligence
  • Knowing ones emotions - self-awareness and
    recognizing an emotion when it occurs
  • Managing emotions - handling emotions in a
    fashion to build on self-awareness
  • Motivating oneself - the ability to channel
    emotions in the service of a goal
  • Recognizing emotions in others, or empathy -the
    appreciation of the differences in people and the
    sensitivity to others feelings.
  • Handling relationships -managing emotions in
    others

21
Emotional Intelligence tests
  • Emotional Competence Inventory 360 (ECI 360)
  • Bar-On EQ-i
  • MSCEIT Mayer, Salovey and Caruso Emotional
    Intelligence Test
  • Work Profile Questionnaire (WPQei)

22
Emotional Intelligence tests
  • Emotional Competence Inventory 360 (ECI 360) -
    measures the twenty-five competencies outlined in
    Golemans 1998 book
  • Bar-On EQ-i - tested on over 48,000 people
    worldwide.
  • gives an overall EQ score and scores of five
    composite scales.
  • interpersonal, intrapersonal, adaptability,
    stress management, and general mood.

23
Emotional Intelligence tests
  • MSCEIT Mayer, Salovey and Caruso Emotional
    Intelligence Test - measures the four branches of
    mental ability outlined in Mayer and Saloveys
    model
  • Work Profile Questionnaire (WPQei) - tests the
    competencies and attributes as identified by
    Mayer, Salovey, and Goleman.
  • based on a model of emotional intelligence that
    is composed of seven intelligences

24
Importance to business
  • Leaders must understand followers
  • Followers must understand leaders

25
Importance of business
  • Emotional intelligence helps ones ability to
    communicate
  • Method
  • Style

26
Business Cases
  • Experienced partners in a multinational
    consulting firm were assessed on the EI
    competencies plus three others. Partners who
    scored above the median on 9 or more of the 20
    competencies delivered 1.2 million more profit
    from their accounts than did other partners a
    139 percent incremental gain (Boyatzis, 1999).

27
Business Cases
  • An analysis of more than 300 top-level executives
    from fifteen global companies showed that six
    emotional competencies distinguished stars from
    the average Influence, Team Leadership,
    Organizational Awareness, self-confidence,
    Achievement Drive, and Leadership (Spencer, L.
    M., Jr., 1997).

28
Business Cases
  • Salespeople selected on the basis of emotional
    competence also had 63 less turnover during the
    first year than those selected in the typical way
    (Spencer Spencer, 1993 Spencer, McClelland,
    Kelner, 1997).

29
Business Cases
  • Research by the Center for Creative Leadership
    has found that the primary causes of derailment
    in executives involve deficits in emotional
    competence. The three primary ones are difficulty
    in handling change, not being able to work well
    in a team, and poor interpersonal relations.

30
Paving the Way
  • Assess the organizations needs Determine the
    competencies that are most critical for effective
    job performance in a particular type of job.

31
Paving the Way
  • Assess the individual
  • This assessment should be based on the key
    competencies needed for a particular job

32
Paving the Way
  • Assess the individual
  • This assessment should be based on the key
    competencies needed for a particular job

33
Paving the Way
  • Deliver assessments with care
  • Maximize learner choice
  • Encourage people to participate
  • Link learning goals to personal values
  • Adjust expectations Build positive expectations
  • Gauge readiness for training

34
Paving the Way
  • Make change self-directed
  • Set clear goals
  • Break goals into manageable steps
  • Provide opportunities to practice
  • Give performance feedback
  • Rely on experiential methods Active, concrete,
    experiential methods tend to work best for
    learning social and emotional competencies.

35
Paving the Way
  • Build in support
  • Use models Use live or videotaped models that
    clearly show how the competency can be used in
    realistic situations.
  • Enhance insight
  • Prevent relapse
  • Encourage use of skills on the job

36
Paving the Way
  • Develop an organizational culture that supports
    learning
  • Evaluate - One-year follow-ups are desirable
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