...KOMAL RIAZ Author is student of LLB (II). She is an active member of study circle. EMOTIONAL QUOTIENT (EQ) The concept of Intelligence Quotient (IQ) which relates to the determination of level of intellect or sharpness of mind of a person is very common. We normally use in our daily conversation that the IQ of a specific person is high or low. However the concept of Emotional Intelligence or Emotional Quotient is relatively new in the field of Psychological Research. Emotional Quotient (EQ) relates to the ability or skill to understand, evaluate and manage the emotions of one’s self and others. This concept got familiarity with the publication of book titled 'Emotional Intelligence' by Daniel Goleman's in 1995. However, the first use of the term "Emotional Intelligence" is usually attributed to Wayne Payne's doctoral thesis, A study of emotion: Developing emotional intelligence from 1985. If we go into the background history, we find that early Emotional Intelligence theory was originally developed during the 1970's and 80's by the work and writings of psychologists Howard Gardner, Peter Salovey and John Mayer. Emotional Intelligence is increasingly relevant to organizational development and developing people, because the EQ principles provide a new way to understand and assess people's behaviors, management styles, attitudes, interpersonal skills, and potentials. Emotional Intelligence is an important consideration in human resources planning, job profiling, recruitment interviewing...
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...Emotional Intelligence (1 of 2) Of the qualities commonly associated with emotional intelligence, which one(s) do you most relate to as being a strength of yours? Provide a specific example that applies to a work setting. What is a limitation for you? Provide a specific example. From Wood Chapter 7, “Emotional intelligence”, qualities that are included in emotional intelligence are as follows: • Being aware of your feelings • Dealing with emotions without being overcome by them • Not letting setbacks and disappointments derail you • Channeling your feelings to assist you in achieving your goals • Being able to understand how others feel without their spelling it out • Listening to your feelings and those of others so you can learn from them • Having a strong yet realistic sense of optimism I believe my most evident emotional intelligence qualities are dealing with emotions without being overcome by them and not letting setbacks and disappointments derail me. If I think about a work-setting example, I had a particular employee that during our performance review broke down and was very upset. She proceeded to tell me a heartbreaking story about her sister having a very bad accident and being in a critical condition in hospital. Her performance review was not going very well before this news broke to me but I knew there was something not quite right. Once we had discussed the situation, I cancelled the review and told her not to worry as...
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...especially hard and different than many of the others in the story. Throughout the book O’Brien uses many techniques to describe all of his characters such as the emotional traits and how the characters reacts and talks to others. Cross has a very unique physique and mental state that proved to make him more and less capable to perform difficult tasks. O’Brien uses his emotional traits as a strong indicator as to how Cross acts. In part of the story one of Cross’s men die and O’Brien states “Lieutenant Cross felt the pain. He blames himself” (O’Brien 6). This symbolizes how Cross emotionally isn’t suited for war. Cross isn’t meant for such an environment. O’Brien describes Cross as a man who wants to be confident and able to be a leader, but just can’t be one because he isn’t all...
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...Emotional Intelligence for teens ages 13-18 Revised as of 28 January 03 Note to Parents Emotional Intelligence is a wide range of skills that children of all ages can develop and improve. These skills are critical for emotional well-being and life success. This section of the Youth Deployment Activity Guide is designed to give you additional age appropriate resources that are helpful in teaching your child about emotions. The emotional and social skills that are presented were written in order to help you grow your child. The sections include Intrapersonal Skills, Interpersonal Skills, Adaptability, Stress Management and General Mood. Each section is further divided into sub-skills that address such things as Problem Solving, Happiness, Flexibility and other critical emotional and social competencies. We encourage you to use these activities throughout the deployment process and beyond. Revised as of 28 January 03 Emotional Intelligence Activities Ages 13-18 InTRApersonal Scale Self Regard.............................................. Lay It On The Line Emotional Self-Awareness ......................Today I Feel Name Game I Am Assertiveness ..........................................Am I Assertive? Get A Grip On Anger Independence ..........................................Setting Goals To Do List Self-Actualization ...................................Teen Spotlight Confidence Exam InTERpersonal Scale Empathy...................................................
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...History of Emotional Intelligence The earliest roots of emotional intelligence can be traced to Charles Darwin's work on the importance of emotional expression for survival and, second, adaptation.[2] In the 1900s, even though traditional definitions of intelligence emphasized cognitive aspects such as memory and problem-solving, several influential researchers in the intelligence field of study had begun to recognize the importance of the non-cognitive aspects. For instance, as early as 1920, E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people.[3] Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that our models of intelligence would not be complete until we could adequately describe these factors.[2] In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences[4] introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability.[5] Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence were lacking in ability to...
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...and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations. The first use of the term "emotional intelligence" is usually attributed to Wayne Payne's doctoralthesis, A Study of Emotion: Developing Emotional Intelligence from 1985. The first published use of 'EQ' (Emotional Quotient) seems to be by Keith Beasley in 1987 in an article in the British Mensa magazine. However, prior to this, the term "emotional intelligence" had appeared in Beldoch (1964),] Leuner (1966) Stanley Greenspan (1989) also put forward an EI model, followed by Peter Salovey and John Mayer (1989). The distinction between trait emotional intelligence and ability emotional intelligence was introduced in 2000. However, the term became widely-known with the publication of Goleman's Emotional Intelligence - Why it can matter more than IQ(1995). It is to this book's best-selling status that the term can attribute its popularity Goleman has followed up with several further popular publications of a similar theme that reinforce use of the term Goleman's publications are self helf books that are non-academic in nature. To date, tests measuring EI have not replaced IQ tests as a standard metric of intelligence. DEFINITION A Definition to the term emotional intelligence was officially coined in 1990by Salovey and Mayer Emotional Intelligence/Quotient is “the capacity forrecognizing our own feelings and those of others, formotivating ourselves, and for...
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...April 22, 2012 The Emotional Intelligence of Leaders by Daniel Goleman Goleman’s “The Emotional Intelligence of Leaders” discusses a leader’s emotional intelligence and its effects on an organization. He began by explaining the qualities an effective leader should possess and the significant role that one’s emotions play. The way in which one expresses and deal with their emotions are crucial in a leadership role. Our emotion influence what we do, how we do it and shapes that in which we are. The feelings we feel, whether happiness, sadness, or anger is are all wired in our brain and all emotional memories are stored. He explains that having great credentials alone is not enough when it comes to leading an organization. A true Leader as explained by Goleman, is someone with a high level of emotional intelligence. He stated that the five competencies needed to achieve this level of ‘’emotional intelligence’’ are self-awareness, managing emotions, motivation others, showing empathy and staying connected. Being self aware as a leader is very important as it allows you to know your strengths so you can continue to build on it and also aware of your weakness to know where development is needed. Self-awareness also builds confidence, which is essential in every leader. The second competency is managing emotions. As an effective leader, it is imperative to master the art of controlling one’s impulses and is able to comb through feelings rationally without acting on pure emotions...
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...Intelligence as we all know, is the key factor for preforming most of society's learning and daily functioning. However, if someone were to merely ask “What is Intelligence?” could most American's give an accurate answer? The definition for intelligence has long been a term of context for many decades with no individual really understanding the true meaning behind it. Many studies have been conducted to form the conclusion that intelligence encompasses three different sub-sets of Intelligence: I.Q., E.Q., and personality. One of the earliest people to study the literal measurement of an individual's intelligence was British psychologist Sir Francis Galton. Galton's early studies in hereditary improvement led him to believe that intelligence was something that was inherited and could not be changed. He was convinced that by selective parenthood he could create genius' at will, this theory came to be known as “Eugenics.” According to Galton's Eugenics intelligence encompassed things such as reaction time, eyesight, cognitive ability, etc (Psychology History). However, early studies failed to show any validity to Galton's findings and soon enough they fell out of favor. (What is Psychology? p.287) In the decades after Galton's research many psychologist's began to focus heavily on the cognitive aspects of intelligence instead of trying to link it with physical functions such as reaction time and eyesight. During this period researchers nearly debunked Galton's belief that intelligence...
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...nursery school. B is a 6 year old child with a diagnosis of ASD [Autism] he also has EBD [emotional and behavioural difficulties] with Attachment issues. B is now in Year 2 . B is academically able but exhibiting severe behavioural difficulties and displaying severe aggression toward both peers and adults with obsessive demand avoidance behaviour and impulsivity. These behaviours severely inhibit both his learning and social interaction. B is an only child . The time scale is over a nine month period, June 2010 to February 2011. B was chosen as he was not only requiring two to one support and isolation from the group to uphold the safety of his peers and of staff but was also attending for a reduced timetable of mornings only. Evidently work was required in order to go some way to improve the situation. The impact of the interventions and strategies on the child will form the main thrust of the case study. There are two main aims in undertaking the child study : * To monitor the progress of B and in particular his response to behaviour modification strategies – embarked upon through research study, discussion with other professionals, staff, child and parents. * To enhance the understanding and develop the provision for EBD students and SEN in the whole school community. The decision to focus on this particular child is indicative of the considerable impact a child with severe emotional and behavioural difficulties has on all participants, learners and staff alike. The wellbeing...
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...sociable, unavoidably drawn into a neurological connection whenever we interact with another person. This two-way connection allows us to affect everyone we interact with both physically and mentally. The new science of social intelligence should be thought of in terms of being intelligent not just about our personal and professional relationships, but also in them. Goleman explains that this involves expanding our focus in a way that looks beyond the individual to understand what really occurs when people interact, and to look beyond narrow self-interest to the best interests of others as well. Emotional Economy The realization that one person can trigger an emotion in another person or vice versa represents the powerful mechanism by which feelings are disseminated to others. Goleman classifies this as emotional contagion which is the emphasis of emotional economy. Emotional contagion comes in two forms; low road and high road. The low road is mental circuitry that operates in our subconscious at a very fast rate and tends to involve impulsive decision-making. The high road consists of mental circuitry that operates at the conscious level and is more structured, requires deliberate effort and tends to involve rational decision-making. Rapport Goleman conveys that one of the most basic, but important aspects of relationships involves rapport. He explains that rapport only exists between people and we see it when an interaction with another feels pleasant, engaged...
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...IQ (intelligence quotient) is the most influential determiner of achievement in life, especially in business life. Yet it has been recently discussed other factors like EQ (emotional quotient) seems to be more effective in work places. IQ tests measure a person's cognitive ability compared to the population at large. While IQ tests can be quite predictive of general intelligence, it's important to remember that they don't purport to tell the whole story of a person's abilities. 2 IQ claims to measure pure brainpower while EQ embraces a lot more important factors such as sociability, optimism and empathy that have gained significance in workplaces since 1990s. “If you are lucky, your looks, the right contacts and a presentable set of qualifications might get you on the first step of the career ladder. However, it’s some other qualifications that will lift you to the top. Your EQ is the level of your ability to understand others, what motivates them and how to work cooperatively with others.”, says Daniel Goleman in his book Emotional Intelligence, which became a best seller in just two weeks after being published in 1999. 3 According to Howard Gardner, a researcher on EQ, EQ embraces two aspects of intelligence: understanding yourself and others. He also identified five domains of emotional intelligence skills. The first two are self-awareness and self-regulation. Although these two terms are often confused, they are quite different indeed. While self-awareness...
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...I think that Goleman's thesis- that EI is more important than IQ AND that it can be taught- has rippling effects into how we might think about teaching and assessing students. That being said, this is only a summary of his ideas: Goleman states that while IQ gets you in the door, it is emotional intelligence, EI, that is the greatest factor for leadership. IQ and technical skills "are the entry level requirements for positions.... [whereas] EI is the sine qua non of leadership. "(p.1) He breaks down EI into 5 categories: Self-Awareness, Self-Regulation, Motivation, Empathy and Social Skills. While EI is important for all levels, it becomes increasingly important at higher levels of management. Most importantly, Goleman believes that EI, through deliberate practice and feedback, can be learned. Being mindful, we can view "on-the-job interactions as opportunities to practice. (p.9)" 5 components: 1. SELF-AWARENESS. -You know your limits but challenge yourself -"The decisions of self-aware people mesh with their values; consequently, they often find work to be energizing." (p.10) -"frank in admitting to failure... [often possessing a] self-deprecating sense of humor." (p. 10) -because "they have a firm grasp of their capabilities... they know...when to ask for help. And the risks they take on the job are calculated." (p.11) 2. SELF-REGULATION -'People who are in control of their feelings and impulses- that is, people who are reasonable- are able to create an environment...
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...Work Life Balance for Women [Name of the Writer] [Name of the Institution] Table of Contents Abstract iii Introduction 2 Problems in Work Life Balance 4 Demographic Variables and Work Life Balance 4 Achieving the Balanced Life 6 Self Efficacy 6 Emotional Intelligence 7 Employer Efforts 7 Conclusion 10 References 11 Abstract Work-life balance describes the practices at work place that create an equilibrium in demands of employees to maintain a healthy family life and work activities. The demands and pressure is a greater challenge for female workforce to balance work life activities. The conflicts in such situation also has significant impact in career advancements of women. Organisations also play their part by creating a healthy work place culture that reflects cornerns for needs of employees during work and after work. Organisations should periodically review their contemprorary work processes and practices. They should determine the inefficiencies and reasons of stress that negatively effect motivation and commitment of female employees. This research study aims to undertake the factors that can affect the career women work-life balance. Work Life Balance for Women Introduction Work Life balance is a term that suggests the individuals how much control they have on the situations like when to work and how to work. It describes those practices that an individual aims to achieve equilibrium between family demands...
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...EMOTIONAL QUOTIENT “A TOOL FOR INDIVIDUAL AND ORGANISATIONAL EFFECTIVENESS ” M.Badmapriya , School Of Management Hindustan University, Chennai, Tamil Nadu, India ABSTRACT Emotional Quotient is a concept, which comprises Emotional Competency, Emotional Maturity, and Emotional Sensitivity. Emotional Competency constitutes the capacity to responding tactfully for various situations, Emotional Maturity constitutes evaluating emotions of oneself and others, and Emotional Sensitivity constitutes managing immediate environments, Maintaining rapport, harmony, and comfort with others. Emotional Quotient is considered as the subset of social Intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions. This research work makes an attempt to establish the magnitude of emotional quotient among the management executives of the Manufacturing Industry. The research is restricted to management executives who will be key decision makers in terms of both long and short-term goals. INTRODUCTION Happiness, fear, anger, affection, shame, disgust, surprise, lust, sadness are emotions, which directly affect our day-to-day life. For long, it has been believed that success at the workplace depends on our level of Intelligence quotient (IQ) as reflected in our academic achievements, exams passed, marks obtained, etc. All these are instances of intelligence...
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...for Teaching 1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers about the big ideas and key understanding that students should take away after completing this task. Big Ideas and Key Understandings: * Students should work through the idea that different levels of intelligence, emotional and intellectual, lead to different types of interactions with people and society. * Students should evaluate moral/ethical decisions of characters. Synopsis A mentally challenged man is presented with an opportunity to have an operation that will triple his intelligence. The story chronicles the journey that he takes as his intelligence progresses and regresses. 2. Read the entire selection, keeping in mind the Big Ideas and Key Understandings. 3. Re-read the text while noting the stopping points for the Text Dependent Questions and teaching Tier II/academic vocabulary. During Teaching 1. Anticipatory Set: Discuss the following questions with students to guide deeper understanding of the main themes of the story: What is intelligence? Can a person ever be too smart? What is meant by the saying “ignorance is bliss”? 2. Students read the entire selection independently. 3. Teacher reads the text aloud while students follow along or students take turns reading aloud to each other in pairs or small groups. Depending on the text length and student need, the teacher may choose...
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