Emotional Intelligence: What Is It? Win May*, Pediatrics Lawford Anderson*, Earth Sciences

Emotional Intelligence:
What Is It?
Win May*, Pediatrics
Lawford Anderson*, Earth Sciences
Frank Manis*, Psychology
*All faculty fellows of the Center for Excellence in Teaching
Objectives
At the end of the workshop, you will be
able to:
 define emotional intelligence
 be aware of the different models of
emotional intelligence.
 describe the relationship between EI and
job performance
 use emotions to achieve your objectives
Simple Definition
Ability to manage emotions in
one’s self and in others in order
to reach desired outcomes.
The "New Yardstick"
 On how we handle ourselves and each other
 Goes beyond intellectual ability and
technical skills
 Focuses on personal qualities such as
initiative, empathy, adaptability,
persuasiveness
Emotional Intelligence
Seen as the fundamental key to success and
leadership - and it can be learned!
Working with people
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Not just about being nice
Managing one’s own emotions
Ability to handle encounters
Teamwork
Leadership
Job Success, not Survival
Today's great growth and prosperity is
running parallel to some of the highest
rates of job turnovers.
Just because you work hard does not
mean you will rise to the top or that the
job is secure.
Common employer complaints
Lack of social skills, motivation to keep
learning, and inability to take criticism
Leads to plateaued or derailed careers
because of crucial gaps in EQ (EI)
The Two Sides of Emotional
Intelligence
Personal Competence – how we manage ourselves
Self Awareness – knowing your strengths and weaknesses
Self Regulation - trustworthiness, responsibility, adaptability,
Motivation - drive, commitment, initiative, optimism, charisma
Social Competence - how we handle relationships
Empathy - awareness of other’s feelings and concerns
Social skills - adeptness a inducing desirable responses, such
as communication, conflict management, cooperation, and
leadership
The more complex
the job, the more EQ
(EI) matters!!
Goleman’s Competencies Model
Mayer & Salovey’s
Ability Model
4 inter-related abilities
Perceiving,
Using,
Understanding, and
Managing emotions
Identify emotions
Identify how you feel
Identify how others feel
Sense emotions in music
Sense emotions in art
Detect real vs fake emotions - accuracy
Basic emotions with very
clear facial signals
Anger
Sadness
Fear
Surprise
Disgust
Happiness
Ekman, 2003
Understand Emotions
 Recognizes what events are likely to trigger different
emotions
 Knows that emotions can combine to form complex
blends of feelings
 Realizes that emotions can progress over time and
transition from one to another
 Provides a rich emotional vocabulary for greater
precision in describing feelings and blends of feelings
What Does “Use Emotion” Entail?
The capacity to generate and feel an
emotion in order to focus attention,
reason, and communicate.
The capacity to use emotion to
influence cognitive processes such as
decision making, deductive reasoning,
creativity, and problem solving.
Happiness
Up-side
 Generate new ideas
 Think in new ways
 Be creative
 Enhance “big-picture” thinking
 Enhance decision-making abilities
Downside
 More problem-solving errors
Manage Emotions
Stay open to feelings
Blend emotions with thinking
Reflectively monitor emotions
Manage Emotions
Research findings:
Significant relationship between
managing emotions ability and burnout
and mental health
Teams with higher scores for managing
emotions received higher performance
rankings
You are in a meeting when a colleague
takes credit for the work you have
done. What do you do?
 A. Immediately confront the colleague saying that
you did the research?
 B. After the meeting, take the colleague aside & tell
him/her that in the future you would appreciate credit
for the work you did.
 C. Nothing. It’s best not to embarrass colleagues in
public.
 D. After the colleague speaks, publicly thank him/her
for referencing your work & provide additional details
about the work.
Why do people with high
IQs not always succeed?
Illustrative Example of EQ and IQ
Suppose you are brilliant in a particular
domain of study.
Or suppose you happen to have a great
idea for a project (or both).
What kinds of emotional and cognitive
intelligence are needed to see the
project through to completion?
“All I Need to Know I Learned in
Kindergarten”
Four of the five skills educators (NRC,
2000) emphasize for school readiness
are socio-emotional:
- mastery of educational building blocks
- motivation to succeed in school
- ability to get along & make friends
- ability to function in a group
- capacity to manage emotions
Lifespan Development: Roots
in Childhood
Childhood studies find both genetic and
environmental components of EQ
(temperament, social competence) and IQ.
Emotional, social and cognitive processes
constantly influence each other during
development.
It’s not either/or but both: the marshmallow
study (Shoda, Mischel & Peake, 1990) found
both impulse control & verbal ability
contributed to later SAT and grades.
Lifespan Development:
Moving into adulthood
Adolescence & early adulthood – frontal
lobe maturation: emotional vs. rational
reasoning (emotions are a two-edged
sword).
Middle to later adulthood: what are the
components of wisdom?
In Essence
Being intelligent about emotions means
that we can perceive and use emotions
to create optimal relationships and
produce desired outcomes.