Bs 101 module 5a - emotional intelligence (ei)

Emotional Intelligence 1

Moumita Moumita Moumita Moumita MukherjeeMukherjeeMukherjeeMukherjee

Emotional Intelligence

One of the major missing parts in the success equation is emotional intelligence, a concept made

popular by the groundbreaking book by Daniel Goleman, which is based on years of research by

numerous scientists such as Peter Salovey, John Meyer, Howard Gardner, Robert Sternberg and Jack

Block, just to name a few. Emotional Intelligence, as a psychological theory, was developed by Peter

Salovey and John Mayer. DANIEL GOLEMAN is the author of the international bestsellers ‘Emotional

Intelligence’, ‘Working with Emotional Intelligence’, and ‘Social Intelligence’, and the co-author of

the acclaimed business bestseller ‘Primal Leadership’.

Emotional intelligence (EI) is the ability to identify, use, understand, and manage emotions in

positive ways to relieve stress, communicate effectively, empathize with others, overcome

challenges, and defuse conflict.

Emotional Quotient (EQ), a term used almost interchangeably with Emotional Intelligence, is

basically the measurement

Daniel Goleman's FIVE (5) COMPONENTS of Emotional Intelligence

Emotional Intelligence, as a psychological theory, was developed by Peter Salovey and John Mayer.

"Emotional intelligence is 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." (Mayer & Salovey, 1997).

The following steps describe the five components of emotional intelligence at work, as developed by

Daniel Goleman. Goleman is a science journalist who brought "emotional intelligence" on the

bestseller list and has authored a number of books on the subject, including "Emotional

Intelligence," "Working With Emotional Intelligence," and, lately, of "Social Intelligence: The New

Science of Human Relationships."

An article on the relation between Goleman and the psychological research communitiy appeared in

Salon, on June 28, 1999.

The Five Components of Emotional Intelligence

1. Self-awareness. The ability to recognize and understand personal moods and emotions and

drives, as well as their effect on others. Hallmarks* of self-awareness include self-

confidence, realistic self-assessment, and a self-deprecating sense of humor. Self-awareness

depend on one's ability to monitor one's own emotion state and to correctly identify and

name one's emotions.

[*A hallmark is a sure sign: since self-awareness is necessary for, say, realistic self-

assessment, that is, without self-awareness no realistic self-assessment, the presence of of

realistic self-assessment is a sure sign (sufficient to conclude that there is) self-awareness.]

2. Self-regulation.The ability to control or redirect disruptive impulses and moods, and the

propensity to suspend judgment and to think before acting. Hallmarks include

trustworthiness and integrity; comfort with ambiguity; and openness to change.

3. Internal motivation. A passion to work for internal reasons that go beyond money and

status -which are external rewards, - such as an inner vision of what is important in life, a joy

in doing something, curiosity in learning, a flow that comes with being immersed in an

activity. A propensity to pursue goals with energy and persistence. Hallmarks include a



strong drive to achieve, optimism even in the face of failure, and organizational

commitment.

4. Empathy. The ability to understand the emotional makeup of other people. A skill in treating

people according to their emotional reactions. Hallmarks include expertise in building and

retaining talent, cross-cultural sensitivity, and service to clients and customers. (In an

educational context, empathy is often thought to include, or lead to, sympathy, which

implies concern, or care or a wish to soften negative emotions or experiences in others.) See

also Mirror Neurons. It is important to note that empathy does not necessarily imply

compassion. Empathy can be 'used' for compassionate or cruel behavior. Serial killers who

marry and kill many partners in a row tend to have great emphatic skills!

5. Social skills. Proficiency in managing relationships and building networks, and an ability to

find common ground and build rapport. Hallmarks of social skills include effectiveness in

leading change, persuasiveness, and expertise building and leading teams.

Emotional Competence (Goleman, D. (2000). An EI Theory)

In 1998, in Working with Emotional Intelligence, Goleman set out a framework of emotional

intelligence (EI) that reflects how an individual's potential for mastering the skills of Self-Awareness,

Self-Management, Social Awareness, and Relationship Management translates into on-the-job

success. This model is based on EI competencies that have been identified in internal research at

hundreds of corporations and organizations as distinguishing outstanding performers. Focusing on EI

as a theory of performance, this section presents a new version of that model, looks at the

physiological evidence underlying EI theory, and reviews a number of studies of the drivers of

workplace performance and the factors that distinguish the best individuals from the average ones.

Emotional Intelligence and Emotional Competence:

This generic competence framework distills findings from: MOSAIC competencies for professional

and administrative occupations (U.S. Office of Personnel Management); Spencer and Spencer,

Competence at Work; and top performance and leadership competence studies published in Richard

H. Rosier (ed.), The Competency Model Handbook, Volumes One and Two (Boston : Linkage, 1994

and 1995), especially those from Cigna, Sprint, American Express, Sandoz Pharmaceuticals;

Wisconsin Power and Light; and Blue Cross and Blue Shield of Maryland. Much of the material that

follows comes from Working with Emotional Intelligence by Daniel Goleman (1998).

An emotional competence is "a learned capability based on emotional intelligence that results in

outstanding performance at work" (Goleman, 1998). To be adept at an emotional competence like

Customer Service or Conflict Management requires an underlying ability in EI fundamentals,

specifically, Social Awareness and Relationship Management. However, emotional competencies are

learned abilities: having Social Awareness or skill at managing relationship does not guarantee we

have mastered the additional learning required to handle a customer adeptly or to resolve a conflict-

just that we have the potential to become skilled at these competencies.

Emotional competencies are job skills that can, and indeed must, be learned. An underlying EI

ability is necessary, though not sufficient, to manifest competence in any one of the four EI domains,

or clusters. Consider the IQ corollary that a student can have excellent spatial abilities yet never

learn geometry. So too can a person be highly empathic yet poor at handling customers if he or she

has not learned competence in customer service. Although our emotional intelligence determines

our potential for learning the practical skills that underlie the four EI clusters, our emotional

competence shows how much of that potential we have realized by learning and mastering skills and

translating intelligence into on-the-job capabilities.



The figure below presents the current (year: 2000) version of Goleman’s EI framework. Twenty

competencies nest in four clusters of general EI abilities. The framework illustrates, for example, that

we cannot demonstrate the competencies of trustworthiness and conscientiousness without

mastery of the fundamental ability of Self-Management or the Competencies of Influence,

Communication, Conflict Management, and so on without a handle on Managing Relationships.

A Framework of Emotional Competencies

Self (Personal Competence) Other (Social Competence)

Recognition Self-Awareness

- Emotional Self-Awareness

- Accurate Self-Assessment

- Self-Confidence

Social Awareness

- Empathy

- Service Orientation

- Organizational Awareness

Regulation

Self-Management

· Self-Control

· Trustworthiness

· Conscientiousness

· Adaptability

· Achievement drive

· Initiative

Relationship Management

· Developing others

· Influence

· Communication

· Conflict Management

· Leadership

· Change catalyst

· Building bonds

· Teamwork & Collaboration

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.

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 feedback,

new perspectives, continuous learning, and self-development

Self-Confidence: Sureness about one’s self-worth and capabilities. People with this competence: Are

decisive, able to make sound decisions despite uncertainties and pressures

SELF-REGULATION

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

Trustworthiness: Maintaining standards of 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



Conscientiousness: Taking responsibility for personal performance. People with this competence:

Meet commitments and keep promises, Hold themselves accountable for meeting their objectives,

Are organized and careful in their work

Adaptability: Flexibility in handling change. People with this competence: Smoothly handle multiple

demands, shifting priorities, and rapid change, Adapt their responses and tactics to fit fluid

circumstances

Innovativeness: Being comfortable with and open to novel ideas 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

SELF-MOTIVATION

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.

Initiative: Readiness to act on opportunities.

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.

SOCIAL AWARENESS

EMPATHY:

Sensing others’ feelings and perspective, and taking an active interest in their concerns. People with

this competence: 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.

SOCIAL SKILLS

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

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

Change Catalyst: Initiating or managing change. People with this competence: Recognize the need

for change and remove barriers.



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.

Building Bonds: Nurturing instrumental relationships. People with this competence: Cultivate and

maintain extensive informal networks, Seek out relationships that are mutually beneficial.

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.

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, etc.

Importance of EI in workplace

Emotional intelligence at work is about how people and relationships function:

• relationships between colleagues, between directors and staff;

• relationships between the organisation and its customers, stakeholders, suppliers,

competitors, networking contacts, … everyone.

It is about leadership, teamwork, management skills and partnership. Founded on excellent practice

and understanding of communication, the emotionally intelligent business consistently excels in all

these areas and has insight into how this happens.

An organisation which is emotionally intelligent has staff who are:

• motivated, productive, efficient, aligned with the business, and committed;

• effective, confident, likable, happy, and rewarded.

Emotional intelligence is applicable to every human interaction in business: from staff motivation to

customer service, from brainstorming to company presentations. But the subject is far deeper and

wider than these examples, and emotional intelligence must be able to understand and deal with:

• how we assess people

• how relationships develop

• how our beliefs generate our experience

• as well as resistance to change, power struggles, judgment, competition, vision, leadership,

success, and much more.

A business in which the staffs are emotionally intelligent is one which enables them to work together

to maximum effectiveness. This can only increase the organization’s success, however measured.

Emotional intelligence is essential for excellence.

EQ, SQ, IQ

Intelligence or IQ: Reading a road map upside-down and generating synonyms for the word

"brilliant" are two very different skills. But each is a measurable indicator of general intelligence, a

construct that includes problem solving abilities, spatial manipulation and language acquisition.



Scientists generally agree that intelligence can be captured by psychometric tests. But the study of

intelligence is dogged by questions of just how much IQ contributes to an individual's success and

well-being, how genes and environment interact to generate smarts and why the average IQ score

rose throughout the world during the twentieth century.

Intelligence, or IQ, is largely what you are born with. Genetics play a large part. Whereas, Social

intelligence (SQ) on the other hand, is mostly learned. SQ develops from experience with people and

learning from success and failures in social settings. It is more commonly referred to as “tact,”

“common sense,” or “street smarts.”

The 6 KEY ELEMENTS of SOCIAL INTELLIGENCE are:

1. Verbal Fluency and Conversational Skills. You can easily spot someone with lots of SI at a party or

social gathering because he or she knows how to “work the room.” The highly socially intelligent

person can carry on conversations with a wide variety of people, and is tactful and appropriate in

what is said. Combined, these represent what are called “social expressiveness skills.”

2. Knowledge of Social Roles, Rules, and Scripts. Socially intelligent individuals learn how to play

various social roles. They are also well versed in the informal rules, or “norms,” that govern social

interaction. In other words, they “know how to play the game” of social interaction. As a result, they

come off as socially sophisticated and wise.

3. Effective Listening Skills. Socially intelligent persons are great listeners. As a result, others come

away from an interaction with an SI person feeling as if they had a good “connection” with him or

her.

4. Understanding What Makes Other People Tick. Great people watchers, individuals high in social

intelligence attune themselves to what others are saying, and how they are behaving, in order to try

to “read” what the other person is thinking or feeling. Understanding emotions is part of Emotional

Intelligence, and Social Intelligence and Emotional Intelligence are correlated – people who are

especially skilled are high on both.

5. Role Playing and Social Self-Efficacy. The socially intelligent person knows how to play different

social roles – allowing him or her to feel comfortable with all types of people. As a result, the SI

individual feels socially self-confident and effective – what psychologists call “social self-efficacy.”

6. Impression Management Skills. Persons with SI are concerned with the impression they are

making on others. They engage in what I call the “Dangerous Art of Impression Management,” which

is a delicate balance between managing and controlling the image you portray to others and being

reasonably “authentic” and letting others see the true self. This is perhaps the most complex

element of social intelligence.

To recap: Emotional intelligence (EI) or emotional quotient (EQ) is the ability of individuals to

recognize their own and other people's emotions, to discriminate between different feelings and

label them appropriately, and to use emotional information to guide thinking and behavior. The

term gained prominence in the 1995 book by that title, written by the author, psychologist, and

science journalist Daniel Goleman.

Education

Bs 101 module 5a - emotional intelligence (ei)