Download - EMOTIONAL INTELLIGENCE. Emotional Intelligence E - IQ.

EMOTIONAL INTELLIGENCEEMOTIONAL INTELLIGENCE

Emotional Emotional IntelligenceIntelligence

E - IQE - IQ

Industry - BusinessIndustry - Business

High IQHigh IQ

CriticalCritical CondescendingCondescending InhibitedInhibited Uncomfortable Uncomfortable

with sensualitywith sensuality Emotionally Emotionally

blandbland

High High Emotional Emotional

IQIQ PoisedPoised OutgoingOutgoing Committed to Committed to

people and people and causescauses

Sympathetic Sympathetic and caringand caring

Comfortable Comfortable with with themselvesthemselves

IQ contributes only about IQ contributes only about 20% to success in life20% to success in life

Other forces contribute to Other forces contribute to successsuccess

Emotional IntelligenceEmotional Intelligence

LuckLuck

Social ClassSocial Class

Emotional IQ has 5 Emotional IQ has 5 componentscomponents

Self awarenessSelf awarenessManaging emotionsManaging emotionsMotivating ourselvesMotivating ourselvesEmpathyEmpathyResolving conflicts/handling Resolving conflicts/handling

relationshipsrelationships

EI TESTEI TEST1. You are on an airplane that suddenly hits extremely bad turbulence and begins 1. You are on an airplane that suddenly hits extremely bad turbulence and begins

rocking from side to side. What do you do?rocking from side to side. What do you do?A.A. Continue to read your book or magazine, or watch the movie, trying to pay little Continue to read your book or magazine, or watch the movie, trying to pay little

attention to the turbulence.attention to the turbulence.B.B. Become vigilant for an emergency, carefully monitoring the stewardesses and Become vigilant for an emergency, carefully monitoring the stewardesses and

reading the emergency instructions card.reading the emergency instructions card.C.C. A little of both a and b.A little of both a and b.D.D. Not sure - never noticed.Not sure - never noticed.

2. You are in a meeting when a colleague takes credit for work that you have done. 2. You are in a meeting when a colleague takes credit for work that you have done. What do you do?What do you do?

A.A. Immediately and publicly confront the colleague over the ownership of your work.Immediately and publicly confront the colleague over the ownership of your work.B.B. After the meeting, take the colleague aside and tell her that you would appreciate in After the meeting, take the colleague aside and tell her that you would appreciate in

the future that she credits you when speaking about your work.the future that she credits you when speaking about your work.C.C. Nothing, it's not a good idea to embarrass colleagues in public.Nothing, it's not a good idea to embarrass colleagues in public.D.D. After the colleague speaks, publicly thank her for referencing your work and give the After the colleague speaks, publicly thank her for referencing your work and give the

group more specific detail about what you were trying to accomplish.group more specific detail about what you were trying to accomplish.

Note: Note: The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI). The The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI). The results you get from this quiz are NOT a comprehensive picture of your EI and the quiz is NOT representative of Hay results you get from this quiz are NOT a comprehensive picture of your EI and the quiz is NOT representative of Hay Group surveys. If you are interested in testing and developing your EI, you should contact us at 617 425 4500 for Group surveys. If you are interested in testing and developing your EI, you should contact us at 617 425 4500 for information on our information on our Emotional Competence Inventory, a tool designed to be administered by accredited users only. , a tool designed to be administered by accredited users only. http://ei.haygroup.com/resources/default_ieitest.htmhttp://ei.haygroup.com/resources/default_ieitest.htm

3. You are a customer service representative and have just gotten an 3. You are a customer service representative and have just gotten an extremely angry client on the phone. What do you do?extremely angry client on the phone. What do you do?

A.A. Hang-up. It doesn't pay to take abuse from anyone.Hang-up. It doesn't pay to take abuse from anyone.B.B. Listen to the client and rephrase what you gather he is feeling.Listen to the client and rephrase what you gather he is feeling.C.C. Explain to the client that he is being unfair, that you are only trying to do Explain to the client that he is being unfair, that you are only trying to do

your job, and you would appreciate it if he wouldn't get in the way of this.your job, and you would appreciate it if he wouldn't get in the way of this.D.D. Tell the client you understand how frustrating this must be for him, and offer Tell the client you understand how frustrating this must be for him, and offer

a specific thing you can do to help him get his problem resolved.a specific thing you can do to help him get his problem resolved.

4. You are a college student who had hoped to get an A in a course that 4. You are a college student who had hoped to get an A in a course that was important for your future career aspirations. You have just found was important for your future career aspirations. You have just found out you got a C- on the midterm. What do you do?out you got a C- on the midterm. What do you do?

A.A. Sketch out a specific plan for ways to improve your grade and resolve to Sketch out a specific plan for ways to improve your grade and resolve to follow through.follow through.

B.B. Decide you do not have what it takes to make it in that career.Decide you do not have what it takes to make it in that career.C.C. Tell yourself it really doesn't matter how much you do in the course, Tell yourself it really doesn't matter how much you do in the course,

concentrate instead on other classes where your grades are higher.concentrate instead on other classes where your grades are higher.D.D. Go see the professor and try to talk her into giving you a better grade.Go see the professor and try to talk her into giving you a better grade.

http://ei.haygroup.com/resources/default_ieitest.htmhttp://ei.haygroup.com/resources/default_ieitest.htm

5. You are a manager in an organization that is trying to encourage 5. You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity. You overhear someone telling a respect for racial and ethnic diversity. You overhear someone telling a racist joke. What do you do?racist joke. What do you do?

A.A. Ignore it - the best way to deal with these things is not to react.Ignore it - the best way to deal with these things is not to react.B.B. Call the person into your office and explain that their behavior is Call the person into your office and explain that their behavior is

inappropriate and is grounds for disciplinary action if repeated.inappropriate and is grounds for disciplinary action if repeated.C.C. Speak up on the spot, saying that such jokes are inappropriate and will not Speak up on the spot, saying that such jokes are inappropriate and will not

be tolerated in your organization.be tolerated in your organization.D.D. Suggest to the person telling the joke he go through a diversity training Suggest to the person telling the joke he go through a diversity training

program.program.

6. You are an insurance salesman calling on prospective clients. You 6. You are an insurance salesman calling on prospective clients. You have left the last 15 clients empty-handed. What do you do?have left the last 15 clients empty-handed. What do you do?

A.A. Call it a day and go home early to miss rush-hour traffic.Call it a day and go home early to miss rush-hour traffic.B.B. Try something new in the next call, and keep plugging awayTry something new in the next call, and keep plugging awayC.C. .List your strengths and weaknesses to identify what may be undermining .List your strengths and weaknesses to identify what may be undermining

your ability to sell.your ability to sell.D.D. Sharpen up your resume.Sharpen up your resume.


7. You are trying to calm down a colleague who has worked herself into a 7. You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cut dangerously close in fury because the driver of another car has cut dangerously close in front of her. What do you do?front of her. What do you do?

A.A. Tell her to forget about it-she's OK now and it is no big deal.Tell her to forget about it-she's OK now and it is no big deal.B.B. Put on one of her favorite tapes and try to distract her.Put on one of her favorite tapes and try to distract her.C.C. Join her in criticizing the other driver. Join her in criticizing the other driver. D.D. Tell her about a time something like this happened to you, and how angry Tell her about a time something like this happened to you, and how angry

you felt, until you saw the other driver was on the way to the hospital.you felt, until you saw the other driver was on the way to the hospital.

8. A discussion between you and your partner has escalated into a 8. A discussion between you and your partner has escalated into a shouting match. You are both upset and in the heat of the argument, shouting match. You are both upset and in the heat of the argument, start making personal attacks which neither of you really mean. What start making personal attacks which neither of you really mean. What is the best thing to do?is the best thing to do?

Agree to take a 20-minute break before continuing the discussion.Agree to take a 20-minute break before continuing the discussion. Go silent, regardless of what your partner says.Go silent, regardless of what your partner says. Say you are sorry, and ask your partner to apologize too.Say you are sorry, and ask your partner to apologize too. Stop for a moment, collect your thoughts, then restate your side of the case Stop for a moment, collect your thoughts, then restate your side of the case

as precisely as possible.as precisely as possible.


9. You have been given the task of managing a team that has been unable 9. You have been given the task of managing a team that has been unable to come up with a creative solution to a work problem. What is the to come up with a creative solution to a work problem. What is the first thing that you do?first thing that you do?

A.A. Draw up an agenda, call a meeting and allot a specific period of time to Draw up an agenda, call a meeting and allot a specific period of time to discuss each item.discuss each item.

B.B. Organize an off-site meeting aimed specifically at encouraging the team to Organize an off-site meeting aimed specifically at encouraging the team to get to know each other better.get to know each other better.

C.C. Begin by asking each person individually for ideas about how to solve the Begin by asking each person individually for ideas about how to solve the problem.problem.

D.D. Start out with a brainstorming session, encouraging each person to say Start out with a brainstorming session, encouraging each person to say whatever comes to mind, no matter how wild.whatever comes to mind, no matter how wild.

10. You have recently been assigned a young manager in your team, and 10. You have recently been assigned a young manager in your team, and have noticed that he appears to be unable to make the simplest of have noticed that he appears to be unable to make the simplest of decisions without seeking advice from you. What do you do?decisions without seeking advice from you. What do you do?

A.A. Accept that he "does not have what it take to succeed around here" and Accept that he "does not have what it take to succeed around here" and find others in your team to take on his tasks.find others in your team to take on his tasks.

B.B. Get an HR manager to talk to him about where he sees his future in the Get an HR manager to talk to him about where he sees his future in the organization.organization.

C.C. Purposely give him lots of complex decisions to make so that he will Purposely give him lots of complex decisions to make so that he will become more confident in the role.become more confident in the role.

D.D. Engineer an ongoing series of challenging but manageable experiences for Engineer an ongoing series of challenging but manageable experiences for him, and make yourself available to act as his mentor.him, and make yourself available to act as his mentor.


Answers to QuizAnswers to Quiz1.1. Not D, 10 pts. for ABCNot D, 10 pts. for ABC2.2. B – 5 pts. D – 10 pts.B – 5 pts. D – 10 pts.3.3. B – 5 pts. D – 10 pts.B – 5 pts. D – 10 pts.4.4. A – 10 pts. C – 5 pts.A – 10 pts. C – 5 pts.5.5. B – 5 pts. C – 10 pts. D – 5 pts.B – 5 pts. C – 10 pts. D – 5 pts.6.6. B – 10 pts. C – 5 pts.B – 10 pts. C – 5 pts.7.7. C – 5 pts. D – 10 pts.C – 5 pts. D – 10 pts.8.8. A – 10 pts. A – 10 pts. 9.9. B – 10 pts. D 5 pts.B – 10 pts. D 5 pts.10.10. B – 5 pts. D – 10 pts. B – 5 pts. D – 10 pts.


Children are not born with Children are not born with social skills; they must learn social skills; they must learn

them.them.

IF CHILDREN ARE NOT BORN WITH IF CHILDREN ARE NOT BORN WITH SOCIAL AND EMOTIONAL SKILLSSOCIAL AND EMOTIONAL SKILLS

IF CHILDREN ARE NOT BORN WITH IF CHILDREN ARE NOT BORN WITH SOCIAL AND EMOTIONAL SKILLSSOCIAL AND EMOTIONAL SKILLS

WHAT CAN EDUCATORS DO TO STIMULATE WHAT CAN EDUCATORS DO TO STIMULATE THESE SKILLS IN THE CHILDREN IN OUR THESE SKILLS IN THE CHILDREN IN OUR

SETTING?SETTING?

ADDING THE TOOLS TO THE TOOLBOX

• CLEAR COMMUNICATION

• EMPATHY• SELF AWARENESS• DECISION MAKING• PROBLEM SOLVING• SHARING• PATIENCE• LISTENING

• CARING• GETTING ALONG WITH

OTHERS• GENTLENESS• PERSEVERANCE• SELF MOTIVATION • SELF CONTROL

EDUCATING THE HEART IS AS IMPORTANT AS

EDUCATING THE MIND

• EACH MORNING HAVE A COMMUNITY/FEELING CIRCLE-how do you feel and why?

• READ STORIES TO EMPHASIZE THE TOOLS

• TELL YOUR OWN STORIES TO ENHANCE THE TOOLS

• CHILDREN ROLE PLAY CHARACTERS IN THE STORIES

CHILDREN NEED THE E.I. TOOLS TO BE

SUCCESSFUL IN LIFE

• USE MUSIC TO BUILD SELF-ESTEEM, ENHANCE EXPRESSION, SPUR MOTOR DEVELOPMENT, STIMULATE LISTENING & RECEPTIVE LANGUAGE

MORE CLASSROOM STRATEGIES

• PEER MEDIATION

• DEEP BREATHING—EXHALE, HOLD 2 SECONDS-INHALE

• YOGA

E.I. IS THE SET OF ABILITIES THAT HELPS US GET ALONG IN LIFE WITH OTHER

PEOPLE IN ALL KINDS OF SITUATIONS—Maurice Elias, Rutgers U.

• Lessons on hurtfulness of “put downs” followed by discussion of “put ups”

• Classroom plan on handling feelings—think rather than react aggressively

MORE CLASSROOM STRATEGIES

• Community service

• Care of classroom pets

• Cooperative learning groups

OUR THOUGHTFUL TEACHING, CONVERSATION, MODELING & PRACTICE CAN DEVELOP & NURTURE E.I. IN OUR

CHILDREN

• CHILDREN WHO ARE AROUND ADULTS WHO MODEL GENTLENESS,PERSERVERANCE, LISTENING, TEAMWORK & APPRECIATION OF DIFFERENCES SET HIGHER STANDARDS FOR THEMSELVES

• EDUCATORS NEED TO PROVIDE WORKSHOPS FOR PARENTS ON DEVELOPING THE EMOTIONAL AND SOCIAL INTELLIGENCE IN CHILDREN.

ADULTS NEED TO MODEL GENTLENESS

• Sometimes nonverbal, supportive actions are all that is needed in the situation

• Don’t say – “it’s not as bad as that”– “big girls don’t cry”– “boys don’t cry”– “it didn’t hurt”

THE BEST HOPE OF A NATION LIES IN THE PROPER EDUCATION OF ITS

CHILDREN--Erasmus

• SOBERING REALITY OF COLUMBINE AND OTHER SCHOOLS HIGHLIGHT THE NEED FOR EDUATION OF THE EMOTIONS—the answer does not lie in metal detectors

• DO YOU AGREE SELF CONTROL, GETTING ALONG WITH OTHERS, PERSEVERANCE, & SELF-MOTIVATION ARE AS IMPORTANT AS IQ IN DETERMING OVERALL LIFELONG SUCCESS?

• WHAT ARE YOU DOING IN YOUR EDUCATION SETTING TO ENHANCE THE E.I. OF THE CHILDREN?