PSYCHOLOGY SEMINAR PRESENTATION

• Topic : Emotional IntelligenceConcept, competencies, assessing

emotional competencies and emotional quotient(EQ),

Role of education

• Presented by :Fr. Sunny P.JohnM.Ed studentSt. Ann’s college of Education

Guided by : Dr. Roopa Maria

Introduction• Emotional Intelligence is the product of

one’s heridity and its interaction with his environmental forces.

• Until recently, we have been led to believe that a persons general intelligence measured as IQ or intellegence quotient is the greatest predictor of success in any walks of life– academic, social,vocational or professional.

• Consequetely the IQ scores are often used

for selection, classification and promotion of individuals in various programme, courses and job placement etc.

• However reserches and experiments

conducted in the 90’ onwards have tried to challenge and its measure, emotional quotient

Definitions

• “Emotional intellegence may be defined as the capacity to reason with emotion in four areas to percieve emotion to integrate it in thought to understand it and to manage it”.__ John.D. Mayer and Peter Salovey ( 1995 )

CONCEPT

• Emotional intelligence is what gives a person a competitive edge

• Fear,lust, anger, affection, shame, disgust, surprise, sadness, and love in commom. These are emotions which directly affect our day today life.

• The lack of emotional intelligence explains why people who despite having a high IQ, have been such utter failures and disastrous in their personel and professional lives.

• Persons high on emotional intelligence are poised, outgoing, committed to other people and worthy causes, sympathetic and caring with a rich and fulfilling emotional life.

• They are comfortable with themselves, others and the social universe they inhabit

• Emotional intelligence skills are synergistic with cognitive one’s, top performers have both.

• EI has remifications for how people operate at the workplace in relation to others.

Emotional Competence

• Emotional competence is a learned capability that leads to outstanding performance at work.

• Our EI is what determines our potential for learning practical skills which are based on the five elements of self awareness, motivation, self regulation, empathy and adoptness in relashionships.

• Social and personal competencies are vital for a healthy and productive life.

Different emotional intelligence competencies

• 1. Independent: Every person makes a unique contribution to job performance.

• 2. Interdependent : Every person draws to a certain extent on others, and has many strong interactions.

• 3. Hierarchical : E I abilities build upon one onother.

• 4. Necessary but sufficient :Having the underlying emotional intelligence ability is no guarantee that a person will develop or display associated competencies such ascollaberation or leadership.

• 5. Generic : The generic list is to some extent applicable to all jobs. However, different jobs make deffering competence demands.

• 6. Self control : Successful managers were able to bear stress, remained calm, confident and dependable in the heat of crises

• 7. Conscientiousness : The successful one’s assumed responsibility by admitting their mistakes and failures took appropriate action to fix problems and moved on without ruminating about their lapses.

• 8. Trust worthiness: Successful managers and high integrity with a strong concern for the needs of their subordinates and colleagues and for the demands of the task on hand.

• 9. Building bonds and leveraging diversity : Successful man agers were more appreciative of diversity and were able to get along with all types of people.

• 10. Rigidity : Those who failed were unable to adopt their style to changes in the organizatio-nal culture or were unable to take in or respond to feedback regarding the traits they needed to change or improve. They could neither listen nor learn.

• 11. Poor Relationships : The single most frequently mentioned factor descriptive of those who failed was that they were too hars-hly critical, intensive or demanding & as a result they alienated those who worked with them.

• 12. Blind Ambition : These people have to win or appear “ right” at all costs, they complete instead of co-operate, they exaggerate their own value & contribution & are boastful & arrogant, they perceive people in terms of black & white.

• 13. Un Realistic goals : Such people set overly ambitious, unattainable goals for themselves, the group or the organization they are unrealistic about what it takes to get jobs done.

• 14. Relentless striving : such individuals are compulsively hard working at the cost of everything else in life.

• 15. Driving others : These people push others too hard, burning them out.

• 16. Power Hungry : Such people seek power for their own interest rather than that of the organization ; they push their agenda regardless of other perspective & are exploitative.

• 17. Insentiable need for recognition : These people are addicted to glory, they take credit for others efforts & blame them for mistakes.

• 18. Preoccupation with appearances : These individuals need to look good at all coasts & are overly concerned with public image.

• 19. Need to seem perfect : such persons are enraged by criticism, even if realistic. They blame others for their failures & cannot admit mistakes or personal weaknesses.

The Measurement of Emotional Intelligence

• For the measurement of one’s intelligence we make use of one or the other intelligence test (verbal or non verbal).

• Similarly for the measurement of one’s emotional intelligence we can make use of such measures called emotional intelligence tests or scales.

• These tests & measures are not available easily or in a sufficient quantity.

A few References of such well-known measures of emotional intelligence

• 1. Mayer Emotional Intelligence scale( MEIS) constructed & standardized by Dr. John Mayer of the university of New Hampshire.

• 2. Mayer, Salovey & Caruso Emotional Intelligence test (MSCEIT) constructed & standardized by Dr. John Mayer, Dr. Peter Salovey & Dr. David Caruso of USA.

• 3. Bar- on Emotional Quotient Inventory constructed & standardized by Dr. Reuven Bar on & published by Multi-Health system, USA for the first time in 1996. This test covers five areas; 1. intrapersonal , 2. interpersonal, 3. adaptibility, 4. stress management, 5. general mood.

Test items of a scale type measure

• 1. I find myself using my feelings to help make big decisions in my life.

• Always- usually- sometimes- rarely- never

• 2. People donot have to tell me what they feel- I can sense it.

• Always- usually sometimes – Rarely -Never

Emotional Quotient (EQ)• Emotional Quotient represents the relative

measures of a persons emotional intelligence similar to intelligence quotient.

• We know that one’s intelligence is an innate as well as acquired intellectual potential.

• Every child is born with some intellectual potential which grows and develops with the help of maturity & experiences.

• Similarly one is also born with some innate emotional intelligence in terms of one’s level of emotional sensitivity, emotional memory, emotional processing and emotional learning ability.

• The difference here is between the

development pattern of innate imotional inte –lligence and general intelligence as a result of maturity and experiences.

• Where general intelligence is generally not subjected to decline or damage with life exp- riences.

• The EI can be either developed or destroyed depending upon the type of starts with a certain level of innate mathematical abilities.

• He has generally almost no chance of getting his potential lowered through training or experiences.

• Since no teacher, parents or television programmes teach him that 2+2 = 5 or 3

• However, here are enough chances that unhealthy environmental influences or lessons taught by the parents, teachers and other models may lead to the declining or damaging of one’s innate emotional intelligence.

• Consequently, the term emotional quotient may be defined as a relative.

• Measure of one’s emotional intelligence possessed by him at a particular period of his life.

Conclusion• A new concept emotional intelligence with its

significance even more than one’s general intelligence has emerged on the educational scene.

• It may be defined as one’s unitary ability to know, feel and judge emotions in co-operation with a persons thinking process for behaving in a proper way with the ultimate realization of happiness in himself and others.