 EMOTIONAL INTELLIGENCE

What is Emotion?
Emotion refers to a feeling with its distinctive thoughts, psychological &
biological states and ranges of propensities to act.Emotions are how a person
feels about something.
Positive Primary Emotions- Love/ Affection, Happiness/Joy, Surprise
Negative Primary Emotions- Fear, Sadness, Anger, Disgust, Shame

 Emotions comprise of-

 Physiological Changes within the body
 Subjective cognitive state
 Expressive behaviour, outward signs of these internal reactions

 EMOTIONAL PROCESSING
 Mood states interact with individual differences in emotion-relevant
personality traits to influence emotional processing and/or
 Personality traits predispose individuals to certain mood states, which in turn
influence emotional processing

 WHAT IS INTELLIGENCE?
 A general term referring to the overall capacity of learning and problem
solving.
 The first intelligence test was developed by Alfred Binet in the 1890s.
 IQ (Intelligent Quotient)= (Mental Age/ Chronological Age)* 100
 IQ tests usually comprised of Logical/ Mathematical Ability, Verbal/
Linguistic Ability, Visual/ Spatial Ability

 WHAT IS INTELLIGENCE?
 IQ was assumed to be fixed at birth and went largely unchallenged as a
predictor of school, job and life success.
 MULTIPLE INTELLIGENCE
 Howard Gardener developed the concept of Multiple Intelligence in 1983.
 He found that intelligence was not entirely genetic & fixed at birth, but instead
it can be nurtured and grown.
 MULTIPLE INTELLIGENCE
 Logical/Mathematical
 Verbal/ Linguistic
 Interpersonal
 Intrapersonal
 Processes analytically, calculates, quantifies
 Related to words
 Understand others, empathy, humour
 Thinks in quiet, likes to be alone, goal oriented, independent, perseveres

 MULTIPLE INTELLIGENCE
 Visual/ Spatial
 Musical
 Bodily/ Kinesthetic
 Uses mental models, thinks three dimensionally,
 Sensitivity to pitch, melody, rhythm
 Physical movement, involves whole body, processes by jumping and dancing

 ROLE OF ABILITY IN THE WORKPLACE

 In workplace, ability refers to the aptitude and learned capabilities- needed to
successfully accomplish a task.
 Both physical and cognitive abilities
 Most jobs require General Mental Ability (GMA).
 ROLE OF ABILITY IN THE WORKPLACE
 Highest validity for predicting job performance were-
 GMA plus a work sample test
 GMA plus a structured interview
 GMA plus an integrity test
 EMOTIONAL INTELLIGENCE
 In the late 1980s, two American Psychologists, Peter Salovy of Yale and John
Mayer of the university of New Hampshire coined the term- Emotional
Intelligence.The psychologist/journalist Daniel Goalman popularised the term.

 WHAT IS EMOTIONAL INTELLIGENCE?

 It is the subset of social intelligence that involves the ability to monitor one’s
own & other’s feelings and emotions, to discriminate among them & to use
this information to guide one’s thinking and action (Salovey & Mayer). The
capacity for recognizing our own feelings and those of others, for motivating
ourselves, and for managing emotions well in ourselves and in our
relationships ( Daniel Goleman, 1995)
 DISTINTION BETWEEN EI & IQ
 IQ is largely inherited and fixed
 Like in case of IQ, brain pathways help process EI but learning also plays an
important role.
 EI seems to be largely learned, and it continues to develop as we go through
life and learn from experience

 GOLEMAN’S DIMENSIONS OF EMOTIONAL INTELLIGENCE

 Self-awareness : Self understanding, Knowledge of true feeling at that
moment
 Self- management: Handle one’s emotions to facilitate rather than hinder the
task at hand; shake off negative emotions & get back on constructive track for
problem solutions
 Self-motivation: Stay the course toward desired goal, overcome negative
emotional impulses and delay gratification to attain the desired outcome
 Empathy : Understand & be sensitive to the feelings of others; being able
to sense what others feel and want
 Social skill: The ability to read social situations, smooth in interacting
with others and forming networks; able to guide others’ emotions & the
way they act

 THE WAY EMOTIONS MOTIVATE US

 Fear: Act now to avoid negative consequences
 Anger: Fight against wrong & injustice
 Sadness: Ask others for their help and support
 Disgust: Shows that you cannot accept something
 Interest: Excite others to explore and learn

 RESEARCHES ON EI
 EI is a better predictor of life success, including occupational attainment, than
IQ.
 Derailed executives fail because of EI problems.
 EI is a great contributor behind Leadership success.

 DEVELOP YOUR EMOTIONAL SKILL

 FOUR STEPS OF EI DEVELOPMENT
1. Identify Emotions: Get complete and accurate data
2. Use Emotions: have feelings help guide your thinking
3. Understand Emotions: Evaluate possible emotional scenario
4. Manage emotion: Determine underlying root cause and take action to solve the
problem
 STEP-1 IDENTIFY EMOTION
A SKILLFUL MANAGER-
 Knows what people feel
 Will talk about feelings
 Expresses feelings when upset
 Smiles when happy or pleased
 Reads people accurately
 Good at recognizing own feelings
 STEP-1 Identify Emotions
Objective: Stay open to your emotions and those of others around you
What to do: Observe, listen, ask questions, confirm understanding
❿ Be aware of your own feelings and emotions & your emotional expression
❿ Be aware of the feelings and emotions of others : Study facial expression,
Listen to voice, pitch and tones, Observe body language

 STEP-2 USING EMOTIONS

 A SKILLFUL MANAGER
 Is a creative thinker
 Inspires people
 Focuses on what is important when emotions are strong
 Uses emotions to improve thinking
 Feelings help to inform and change beliefs and opinions

 STEP-2 USING EMOTIONS

Objective : Reflect on the emotions and consider their influence on thinking
What to do : Determine how these feelings influence thinking. Change the tone if
necessary
Get into the right mood : Relax
and then Enhance your imagination to generate various moods and emotions

 STEP 3 UNDERSTAND EMOTIONS

A SKILLFUL MANAGER
- Makes correct assumptions about people
- Knows the right thing to say
- Makes good predictions about what people may feel
- Has rich emotional vocabulary
- Understand that one can feel conflicting emotions
- Has sophisticated emotional knowledge
 STEP 3 UNDERSTAND EMOTIONS
Objective: Examine the causes of feelings and what may happen next
What to do: Consider the reasons for the feelings and how they will likely change
if various events occur
How to do : Enhance your Emotional vocabulary, Watch emotional progression,
Predict the emotional future – What is going to happen to us and to others
emotionally

 STEP 4 MANAGE EMOTIONS

A SKILLFUL MANAGER
- Can maintain a mood as desirable
- Can cheer others up, calm others down, or manage others’ feelings
appropriately
- Is open to one’s feelings and the feelings for others
- Inspires other people
- Emotions focus attention, inform decision making, and energize adaptive
behavior

 STEP 4: MANAGE EMOTIONS

Objective: Don’t minimise the feelings and don’t blow the feelings out of
proportion
What to do: Tackle unwanted emotion first, Include rational, logical information
with emotional data for an optimal decision,
Techniques used: Exercise, Write about emotions

 DEVELOPING EMOTIONAL INTELLIGENCE IN ORGANISATION

 It is possible to help employees at any age to become more emotionally
intelligent at work.
 Emotional incompetence is often due to deeply ingrained habits learned early
in life.
 Neural connections that supports this become dominant pathways for nerve
impulses.
 Unused connections become weak.
 Phase 1: Preparation for Change
 Step-I Assessing the Organizational need
 Careful assessment of the work situation, identify the emotional
competencies required for success.
 Step-II Assessing Personal Strengths & Limitations
 People are less aware of skill weaknesses in the social & emotional
domain.
 Multiple ratings
 Step-III Providing Feedback with care
 Constructive and supportive feedback from persons whom the employee can
trust
 Step-IV Maximising Learner Choice: encourage participation, Link learning
goals to personal values
 Phase-II:Training
 Set specific and clear goals
 Break goals into manageable steps
 Maximise opportunities to practice
 Provide frequent feedback on practice
 Relying on Experiential methods: Role Play, Simulation Technique,
Sensitivity Training
 Phase-III
 Transfer and maintenance focuses on what happens following the formal
training experience.
 Encouraging the use of skills on the job
 Providing an organisational culture that supports learning
 Phase-IV
 Evaluation: Conduct ongoing evaluation research