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:    info@narejohr.com  Office:    +92  21-­‐3530-­‐1060/61  

Learning | Consulting | Assessment