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PSYCHOLOGY SEMINAR PRESENTATION Topic : Topic : Emotional Intelligence Concept, competencies, assessing emotional competencies and emotional quotient(EQ),

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Presentation on theme: "PSYCHOLOGY SEMINAR PRESENTATION Topic : Topic : Emotional Intelligence Concept, competencies, assessing emotional competencies and emotional quotient(EQ),"— Presentation transcript:

1 PSYCHOLOGY SEMINAR PRESENTATION Topic : Topic : Emotional Intelligence Concept, competencies, assessing emotional competencies and emotional quotient(EQ), Role of education

2 Presented by : Fr. Sunny P.John M.Ed student St. Anns college of Education Guided by : Dr. Roopa Maria

3 Introduction Emotional Intelligence is the product of ones 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.

4 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

5 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 )

6 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.

7 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 ones, top performers have both. EI has remifications for how people operate at the workplace in relation to others.

8 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.

9 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.

10 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 ones assumed responsibility by admitting their mistakes and failures took appropriate action to fix problems and moved on without ruminating about their lapses.

11 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.

12 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.

13 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 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.

15 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.

16 The Measurement of Emotional Intelligence For the measurement of ones intelligence we make use of one or the other intelligence test (verbal or non verbal). Similarly for the measurement of ones 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.

17 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.

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

19 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

20 Emotional Quotient (EQ) Emotional Quotient represents the relative measures of a persons emotional intelligence similar to intelligence quotient. We know that ones 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.

21 Similarly one is also born with some innate emotional intelligence in terms of ones 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.

22 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

23 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 ones innate emotional intelligence. Consequently, the term emotional quotient may be defined as a relative. Measure of ones emotional intelligence possessed by him at a particular period of his life.

24 Conclusion A new concept emotional intelligence with its significance even more than ones general intelligence has emerged on the educational scene. It may be defined as ones 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.

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