EMOTIONS

What are emotions? Ans: Any of the particular feelings that characterize such a state of mind, such as joy, anger, love, hate, horror, etc.

Why do we need emotions? Why do we emote?

HOW EMOTIONS OCCUR?

DIFFERENT EMOTIONS

HOW EMOTIONS OCCUR

IS IT GENDER BASED?
MALE
More willing to compromise social connectedness for independence Have a narrow range of emotions FEMALE

Greater need for connectedness

Have a wider range of emotions

Bad at reading emotions

Extremely good at reading emotions

Relatively less adept at developing social strategies More physiologically overwhelmed by marital conflicts

Better at developing social strategies

Perhaps more engaged in marital conflicts

DEFINITION OF EQ:

Emotional quotient is the potential to feel, use, communicate, recognize, remember, describe, identify, learn from, manage, understand and explain emotions.

IN OTHER WORDS

WHY DO WE NEED A HEALTHY EQ?

Like a smoke alarm Doesnt predict but indicates We have a tremendous individual variability in degree to which we can consciously limit the duration of unpleasant emotions Thus have an influence over our behavior

RESULTS OF EQ

We first develop external strategies Then we develop social strategies

Try to avoid a similar situation if its dicey to handle

Women are better at it than men

ELEMENTS OF EQ

SELF AWARENESS

The ability to recognize your own emotions. How they affect your thoughts and behaviour? Know your strengths and weaknesses. Have self-confidence.

SELF-REGULATION

Self-control of ones own emotions

Trustworthiness-maintaining standard of honesty and integrity Taking responsibility for ones on performance

Adaptability to change Always innovative

SELF-MOTIVATION

Achievement drive-striving to improve

Commitment-Aligning with the goals of the group Initiative-readiness to act on opportunities Optimism-persistence in pursuing goals despite obstacles and setbacks.

EMPATHY
Understanding others-seeing others feeling and perspectives Developing others-taking active interest in others needs Service orientation-recognizing customers needs Political awareness-reading a groups emotion current and power relationship

SOCIAL SKILLS/EFFECTIVE RELATIONSHIPS

Conflict management-Negotiating and resolving disputes Leadership-inspiring and guiding others Building bonds-nurturing good relationship Collaboration and cooperation-initiating or managing change and working with others towards shared goals Team capabilities-group synergy in group goals

Measurability of Emotional Intelligence

REUVEN BAR-ON MODEL

A test designed to measure competencies like: Awareness Stress tolerance Problem solving Happiness

According to Bar-On, Emotional intelligence is an array of non cognitive capabilities, competencies, and skills that influence ones ability to succeed in coping with environmental demands and pressures.

ABILITY TESTS
An Emotional Intelligence ability test may have questions such as: Example: A manager gives an employee unexpected negative feedback in front of other team Not at All A Little members. How is the employee likelyAto feel?
Angry Sad Accepting Happy Lot Not at All Lot Not at All Lot Not at All Lot A Little A Little A Little A A A

 Frequency with which other people select each of the rating responses looked at. The results for the example given above, listing the number of people who selected each of the ratings:
Not at All A Little A Lot

Angry Sad Acceptin g Happy

0 10 65 90

25 50 25 10

75 40 10 0

How to score the test:

Compare your responses on the test to those of the hundreds and hundreds of people in the database.
If you said that the person was feeling Angry "A Lot" then you would get 75 points. If you said "Not At All" you would get 0 points, and so on.

Mayer Salovey Caruso Emotional Intelligence Test(MSCEIT)

Study one's adjustment to the social norms which surround them (17yrs and above). Normative data are from a sample of 5,000 individuals. 141 items yield a total emotional intelligence score, two Area scores, and four Branch scores.

The MSCEIT asks test takers to:

Identify the emotions expressed by a face or in designs. Generate mood and solve problems with that mood.

Define the causes of different emotions. Understand the progression of emotions. Determine how to best include emotion in our thinking in situations that involve ourselves or other people.

Scoring the MSCEIT

The MSCEIT is objectively scored. Consensus Scoring Consensus scoring is based upon the agreement of a large number of people. For example, if 70 percent of people felt that a photo was of a very happy person, then the best answer for the photo would be "happiness". Consensus scoring "works" because of the evolutionary basis of emotion and its expression. A low score on such a test would be achieved by those people who are "off" or whose perceptions of emotion are so unique as to cause them interpersonal problems.

NG An alternative scoring method that relies upon expert judgment. In the expert method, emotions experts determine which test answers are better, and which are worse.

EQ V/S IQ

EQ - is a measure of your emotional intelligence, or your ability to use both emotions and cognitive skills in your life.

IQ - a number used to express the apparent relative intelligence of a person that is the ratio multiplied by 100 of the mental age as reported on a standardized test to the chronological age.

EQ

IQ

Gets you through life. Appealing to reason and emotions to convince someone Using your emotions as well as your cognitive abilities to function more effectively

Gets you through school.

Trying to convince someone by facts alone.

Relying solely on your cognitive skills

RELATED DISTINCTIONS

Knowing how and why. Knowing how to motivate each person

Knowing what. Treating everything as if they operated the same way which they don't Being at the mercy of emotions because you don't understand them or know how to work with them.

Managing emotions and using them for good results.

EXAMPLE: HIGH IQ
Samuel had a high IQ. He could reason, was analytical and logical, and had a steel-trap focus on tasks. He learned new things quickly. However, he ignored how he was feeling and how others were feeling. If things didn't do the way he expected them to, he would lose his temper and lash out at others. He was unable to relate to people who weren't as smart as he was and lacked empathy. This limited his ability to be effective in team situations even though his IQ was very high.

Example: HIGH EQ Jose had a high EQ. He got along well with people, and managed his own emotions well. This made him highly effective in his work, even though there were others in the firm with higher IQs. Jose was able to consider the emotional component of interactions, using both his cognitive abilities and his understanding of emotions. He was able to influence and motivate people because he understood what mattered to them and was an excellent communicator. His authenticity and integrity made him a natural leader. He was flexible and creative when faced with a challenge, and resilient in the face of temporary defeats. He was well-liked and well-respected.

USES OF EQI
Recruitment

and selection activities Organisational benchmarking Assessment of organisational climate / dynamics of interpersonal relationships within teams Performance appraisal

Training and development of individual and group interpersonal skills Succession planning Reduction of staff absenteeism and turnover

Leadership development
Development of sales and customer service skills Outplacement activities.

5/4/2012

EI CASE STUDY: VINAYS PREDICAMENT

Vinay is a native of Kerala Married Poonam against parents wishes and Living with in-laws in Delhi Working as an Accountant

Not able to adjust neither with his in-laws nor with his colleagues
Over-ambitious, Dissatisfied with his salary One day, an unfortunate incident occurs and he is sacked.

5/4/2012

VINAYS BEHAVIOUR

5/4/2012

SOURCES OF EMOTIONS
Anger and excitement

PERSONALITY

Not an able decision maker

Decisiveness

STRESS

Fear of failure in life, insecurities

Young, passionate and impatient AGE

5/4/2012

VINAYS EMOTIONAL INTELLIGENCE

Personal Competence
SELF AWARENESS No Clarity in his goals Not very decisive.

No self monitoring Type A personality

SELF MANAGEMENT

SELF MOTIVATION

Impulsive No Self control

5/4/2012

VINAYS EMOTIONAL INTELLIGENCE

Social Competence
Lacks interpersonal skills

EMPATHY

Bimal Roy

Inability to handle relationships With wife With colleagues With in-laws

SOCIAL SKILLS

5/4/2012

IF VINAY HAD HIGH EI..!!

1. Instance - With MD Actual Reaction- Walked into his room and asked for salary hike Proposed reaction- Should have waited for the formal announcement

2. Instance - With Bimal Roy Actual reaction- Lost temper, talked rudely and asked him to go away Proposed reaction- Should have listened patiently and admitted his mistake as he was wrong

5/4/2012

IF VINAY HAD HIGH EI..!!

3. Instance - Let out companys financial secrets Actual reaction- Spoke with colleagues about the upswing in the company and invoked them to ask for a salary hike. Proposed reaction- Was trusted by MD, so should never have talked about such things with anyone.

4. Instance - Lying to his wife

Actual reaction- Started coming late from office for no reason Proposed reaction- Should have shared his feelings with his wife

about missing his parents. He would have felt lighter.

5/4/2012

RECOMMENDATIONS
He needs to analyze where he went wrong and apologize to MD
o

He has responsibilities and is also dependent on his inlaws He doesnt have any other job in his hand He wants to become independent in his plans for future

o o

Vinay should improve his EQ:o o o

By being observant and reflective

Learn from his mistakes

Take the feedback positively

CRITICISM OF EMOTIONAL QUOTIENT

Three key criticisms that have been leveled at emotional intelligence include:

EI is poorly defined and poorly measured EI is a new name for familiar constructs that have been studied for decades Relationship between IQ and EI have not been adequately understood Claims about EI are overblown

Most Claims are about relationship between EI and success at school No major findings on how EI is related to success at work and life

CRITICISM OF EMOTIONAL QUOTIENT

Hans Eysenck on Golemans work: "[he] exemplifies more clearly than most the fundamental absurdity of the tendency to class almost any type of behaviour as an 'intelligence'If these five 'abilities' define 'emotional intelligence', we would expect some evidence that they are highly correlated Goleman admits that they might be quite uncorrelated, and in any case if we cannot measure them, how do we know they are related? Critics claim that the whole theory is built on quicksand; there is no sound scientific basis.