Understanding Personality & Emotional Intelligence Connections
Understanding Emotional Intelligence
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Transcript of Understanding Emotional Intelligence
If you want to change the world, focus on leaders.
If you want to change leaders, focus on them when they’re young.
Understanding Emo/onal Intelligence
Your Facilitator
• NarejoHR, – Established 2002 – Service Offerings, Growing Businesses Through People
• Rahila Narejo – Chief Executive & Lead HR Consultant, NarejoHR (Pvt.) Ltd. – Psychobiologist, Univ. California, Los Angeles – Psychometrician, British Psychological Society (Levels A + B) – Certified Balanced Scorecard Professional, Palladium Group – Columnist, DAWN Newspaper, Workplace Sanity – MSc. NeuroLeadership, Middlesex Univ. & NeuroLeadership Institute
Learning | Consulting | Assessment
!
What is the Secret to Effectiveness/Success?
¡ THINK: of an effective/ successful person…Distinguishing characteristics?
¡ PAIR: Partner up
¡ SHARE: Discuss and agree on one characteristic.
¡ TIME: 5 MINUTES
An individual’s success at work and life is 80%
dependent on EQ, and only 20% dependent on IQ
-Daniel Goleman
Author, Journalist and Psychologist
Fact:
“Emotion”
E ________ + MOTE _______ ENERGY ACTION
“EQ is the intelligent use of emotions:
you intentionally make your emotions work for you by using them to help guide your behavior and thinking in ways that enhance your results.”
-Emotional Intelligence at Work, Hendric Weisinger, Ph.D.
THE 5 EQ COMPETENCIES
1. Self-Awareness 2. Social Awareness 3. Self-Management 4. Relationship Skills 5. Responsible Decision Making
EMOTIONAL INTELLIGENCE COMPETENCIES
Self-Awarene
ss
Social Awarene
ss
Self-Managem
ent Relationship Skills
SELF-A
WAR
ENESS
ACROSS DEVELOPMENT
Elementary Grades: Should be able to recognize and accurately label simple emotions such as sadness, anger, and happiness
Middle School: Should be able to analyze factors that trigger their stress reactions.
High School:
Are expected to analyze how various expressions of emotion affect other people.
¢ Accurately assessing one’s own thoughts, feelings, interests, values, and strengths
¢ Recognizing how they influence choices and actions
¢ Maintaining a well-grounded sense of self-confidence
SO
CIAL AW
AREN
ESS
ACROSS DEVELOPMENT
Elementary Grades: Should be able to identify verbal, physical, and situational cues indicating how others feel.
Middle School: Should be able to predict others’ feelings and perspectives in various situations.
High School: Should be able to evaluate their ability to empathize with others.
¢ Taking others’ perspective and empathizing with them
¢ Recognizing and appreciating individual and group similarities and differences
SELF-M
ANAG
EMEN
T
ACROSS DEVELOPMENT
Elementary Grades: Children are expected to describe the steps of setting and working toward goals.
Middle School: They should be able to set and make a plan to achieve a short-term personal or academic goal.
High School: Should be able to identify strategies to overcome obstacles in achieving a long-term goal.
¢ Regulating one’s emotions to handle stress, control impulses, and persevere in overcoming obstacles
¢ Setting and monitoring progress toward personal, academic and religious goals
¢ Expressing emotions appropriately
RELATIO
NSH
IP SKILLS
ACROSS DEVELOPMENT
Elementary Grades: Should have an ability to describe approaches to making and keeping friends.
Middle School: Are expected to demonstrate co-operation and team-work to promote group goals.
High School: Are expected to evaluate uses of communication skills with peers, teachers, and family members.
¢ Establishing and maintaining healthy and rewarding relationships based on cooperation
¢ Resisting inappropriate social pressure; preventing, managing, and resolving interpersonal conflict
RESPO
NSIBLE D
ECISION-M
AKING
ACROSS DEVELOPMENT
Elementary Grades: Should be able to identify a range of decisions they make at home and school.
Middle School: Should be able to evaluate strategies for resisting peer pressure to engage in unsafe or unethical activities.
High School: Should be able to analyze how their current decision-making affects their yeshiva, seminary, or college and career prospects
¢ Making decisions based on: ¢ Ethical standards ¢ Safety concerns ¢ Appropriate social
norms ¢ Respect for others ¢ Likely consequences
of various actions
� Applying decision-making skills to social and academic situations
FAMILY LIFE Our first school for emotional learning
MODELING
¢ This learning takes place: � In what parents say and do � In how adults treat each
other
¢ When parents are emotionally competent in their own relationships, they are more capable of helping their children work through their emotional challenges.
TO CHANGE PERFORMANCE, THEN CHANGE…
19 What we do and achieve is driven by how we think....
Qustions guide thinking
Rahila Narejo Lead Consultant, Chief Executive
Email: [email protected] Office: +92 21-‐3530-‐1060/61
Learning | Consulting | Assessment