Emotional Intelligence workshop that I had given

1. By: Moustafa EL-hadidi
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2.  What is EI
 What is IQ
 EI vs IQ
 EI Tests
 EI Tests cross reference matrix.
 Fifteen Components of EI
 Building up your EI
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3.  Is the capacity for understanding our own
feelings and the feelings of others, for
motivating ourselves, and for managing our
emotions effectively in our relationships.
 Involves the “abilities to perceive, appraise,
and express emotion; to access and/or
generate feelings when they facilitate thought;
to understand emotion and emotional
knowledge; and to regulate emotions to
promote emotional and intellectual growth”
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4. EI Clusters
Self-
Awareness
Self-
Management
Social
Awareness
Social Skills
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5.  Kindly solve the test handed to you.
 Allowed Time is 10min
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6. 1. The turbulent airplane:
[A] 10
[B] 10 Points
[C] 10 Points
[D] 0 Points
D - that answer reflects a lack of awareness of your
habitual responses under stress. Actively
acknowledging your stress and finding ways to calm
yourself (i.e. engage in a book or read the emergency
card) are healthier responses.
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7. 2. The credit stealing colleague
[A] 0 Points
[B] 5 Points
[C] 0 Points
[D] 10 Points
D. By demonstrating an awareness of work-place dynamics,
and an ability to control your emotional responses, publicly
recognizing your own accomplishments in a non-
threatening manner will disarm your colleague as well as
puts you in a better light with your manager and peers
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8. 3. The angry client:
[A] 0 Points
[B] 5 Points
[C] 0 Points
[D] 10 Points
D. Empathizing with the customer will help calm him down
and focusing back on a solution will ultimately help the
customer attain his needs. Confronting a customer or
becoming defensive tends to anger the customer even more.
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9. 4. The 'C' Midterm:
[A] 10 Points
[B] 0 Points
[C] 5 Points
[D] 0 Points
A. A key indicator of self-motivation, also known as
achievement motivation, is your ability to form a plan
for overcoming obstacles to achieve long-term goals.
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10. 5. The racist joke:
[A] 0 Points
[B] 5 Points
[C] 10 Points
[D] 5 Points
C. The most effective way to create an atmosphere that
welcomes diversity is to make clear in public that the social
norms of your organization do not tolerate such expressions.
Confronting the behavior privately lets the individual know the
behavior is unacceptable, but does not communicate it to the
team.
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11. 6. The setback of a salesman:
[A] 0 Points
[B] 10 Points
[C] 5 Points
[D] 0 Points
B. Optimism and taking the initiative, both indicators of
emotional intelligence, lead people to see setbacks as
challenges they can learn from, and to persist, trying out
new approaches rather than giving up, blaming themselves
or getting demoralized.
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12. 7. The Road-Rage colleague:
[A] 0 Points
[B] 0 Points
[C] 5 Points
[D] 10 Points
D. All research shows that anger and rage seriously affect
one's ability to perform effectively. Your ability to avoid or
control this emotional reaction in yourself and others is a
key indicator of emotional intelligence.
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13. 8. The shouting match:
[A] 10 Points
[B] 0 Points
[C] 0 Points
[D] 0 Points
A. In these circumstances, the most appropriate behavior is
to take a 20-minute break. As the argument has intensified,
so have the physiological responses in your nervous system,
to the point at which it will take at least 20 minutes to clear
your body of these emotions of anger and arousal
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14. 9. The uninspired team:
[A] 0 Points
[B] 10 Points
[C] 0 Points
[D] 5 Points
B. As a leader of a group of individuals charged with developing
a creative solution, your success will depend on the climate that
you can create in your project team. Creativity is likely to by
stifled by structure and formality; instead, creative groups
perform at their peaks when rapport, harmony and comfort
levels are most high.
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15. 10. The indecisive young manager:
[A] 0 Points
[B] 5 Points
[C] 0 Points
[D] 10 Points
D. Managing others requires high levels of emotional
intelligence, particularly if you are going to be successful in
maximizing the performance of your team. Often, this means
that you need to tailor your approach to meets the specific needs
of the individual, and provide them with support and feedback to
help them grow in confidence and capability.
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16.  IQ measures the intelligence of persons.
 Intelligence is The ability to learn or
understand or to deal with new or trying
situations.
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17. 17
IQ
The ability to learn
from experience
The ability to adapt
to the surrounding
environment.

18.  Verbal Comprehension - vocabulary, verbal analogies
 Number -- mathematical operations
 Space - visual-spatial and mental transformation
 Associative Memory -- rote memory
 Perceptual Speed -- quickness in noticing similarities
and differences
 Reasoning - skill in inductive, deductive, and math
problems
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19.  Predict School Grades.
 Predicts 6% of job success
 Peaks in late teens.
 Racial controversies.
 Statics
 Can help in getting hired.
 Contributes only about 20% to success in life.
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20. High IQ High EI
Critical Poised
Condescending
having or showing a feeling of patronizing
superiority
Outgoing
Inhibited
unable to act in a relaxed and natural way
Committed to people and causes
Uncomfortable with sensuality Sympathetic and caring
Emotionally bland
lacking strong features or characteristics and
therefore uninteresting
Comfortable with themselves
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21.  There are only 4 standardized tests that
measure your EI which are applied worldwide
by global company's such as P&G.
 Bar-On’s EQ-i® and EQ-360
 Goleman and Boyatzis’ ECI 360
 Mayer, Salovey, and Caruso’s MSCEIT
 Orioli and Cooper’s EQ Map
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22.  Self-report measure of social and emotional
intelligence capabilities.
 Utilize a 1 -5 -15 method of scoring in which there is
a single overall emotional intelligence score called
the “Total EQ.”
 This is broken down into the five composite scales:
1. Intrapersonal.
2. Interpersonal.
3. Stress Management.
4. Adaptability.
5. General Mood.
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23.  Intrapersonal EQ
o Self-Regard
o Emotional Self-Awareness
o Assertiveness
o Independence
o Self-Actualization
 Interpersonal EQ
o Empathy
o Social Responsibility
o Interpersonal Relationships
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24.  Stress Management EQ
o Stress Tolerance
o Impulse Control
 Adaptability EQ
o Reality Testing
o Flexibility
o Problem Solving
 General Mood EQ
o Optimism
o Happiness
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25.  The Intrapersonal scale: are the capabilities
that are necessary to develop, maintain, and
assert one’s self effectively within a social
context.
 The Interpersonal scale: looks at how
effectively we interface and engage those five
competencies within the social milieu.
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26.  The Stress Management scale: measures how well we
feel we do at coping with the tension,
disappointment, and pain that come from living in a
less-than perfect world. It is that discrepancy
between what we desire and what we are able to
obtain that constitutes the essence of stress.
 Stress Management is composed of two factors:
 Stress Tolerance, which looks at how well we protect
ourselves from the injurious effects of stress.
 Impulse Control, which looks at how likely we are to
project it as anger toward others or attempt to self-
medicate with tobacco, food, alcohol, and other
drugs, or to distract ourselves with sex, shopping,
television, and so on.
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27.  The Adaptability scale: is composed of three factors
that explore our relationships with reality and
change.
 The Reality Testing subscale tells us how well we are
in touch with objective consensus reality.
 Flexibility tells us how resiliently we adapt when that
reality changes—especially when it does so
unexpectedly.
 Problem Solving evaluates how effective we are at
causing that reality to change when we want
something new or different.
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28.  General Mood Scale: includes the factors of
Optimism and Happiness.
 Optimism shows us how hopeful we are
about the quality of the future we expect.
 Happiness shows how satisfied we feel in the
present moment.
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29.  Advantages of using EQ-I and EQ-360 are:
 Simple.
 Straightforward.
 Score can be normed for age and gender.
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30.  is a seventy-two-question multi-rater
assessment that includes input from:
 Self.
 Manager.
 Direct reports.
 Peers.
 Customers/Clients.
 Its purpose is to measure the key competencies
that contribute to outstanding performance in
the workplace.
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31.  The assessment measures :
 Personal competence (how people manage
themselves).
 Social competence (how people manage
relationships).
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32.  Was originally composed of five domains and
twenty-five competencies.
 Now streamlined to include four domains and
eighteen competencies.
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33.  Personal Competence:
A. A. Self-Awareness:
 Emotional self-awareness
 Accurate self-assessment
 Self-confidence
B. Self-Management
 Emotional self-control
 Transparency
 Adaptability
 Achievement
 Initiative
 Optimism
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34. C. Social Awareness
 Empathy
 Organizational awareness
 Service
D. Relationship Management
 Inspirational leadership
 Influence
 Developing others
 Change catalyst
 Conflict management
 Teamwork and collaboration
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35.  Unique in that it undertakes to measure actual intelligence
rather than the behavioural competencies and social skills
that are associated with individual workplace success.
 Test is designed as an ability measure with objective “right
and wrong” answers in contrast with the more subjective
competency measures that rely on self-report.
 Include the ability to label emotions and understand the
relationships between words and feelings, the ability to
distinguish between authentic emotional expressions and
those that are inauthentic or feigned, and the ability to
manage emotions by strengthening positive ones and
reducing negative ones.
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36. 36

37.  Multidimensional guide, [which] helps you
discover the many facets that make up your
personal emotional intelligence and its
relationship to your performance, creativity, and
success. This landscape is about you and your
life experiences, plotting the various twists and
turns that symbolize your life events, unique
strengths, work passions, pressures, and
challenges
 It is designed strictly for developmental purposes
and not for hiring or selection.
38

38.  The EQ Map is composed of two Current
Environmental Scales, fourteen EQ Dimensions,
and four Outcomes.
 Part 1: Current Environment:
 Scale 1: Life Pressures
 Scale 2: Life Satisfactions
 Part 2: Emotional Awareness:
 Scale 3: Emotional Self-Awareness
 Scale 4: Emotional Expression
 Scale 5: Emotional Awareness of Others
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39.  Part 3: EQ Competencies:
 Scale 6: Intentionality
 Scale 7: Creativity
 Scale 8: Resilience
 Scale 9: Interpersonal Connections
 Scale 10: Constructive Discontent
40

40.  Part 4: EQ Values and Attitudes:
 Scale 11: Outlook
 Scale 12: Compassion
 Scale 13: Intuition
 Scale 14: Trust Radius
 Scale 15: Personal Power
 Scale 16: Integrated Self
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41. 42

42. 1. Self-Regard.
2. Emotional Self-Awareness.
3. Assertiveness.
4. Independence.
5. Self-Actualization.
6. Empathy.
7. Social Responsibility.
8. Interpersonal Relationships.
9. Stress Tolerance.
10. Impulse Control.
11. Reality Testing.
12. Flexibility.
13. Problem Solving.
14. Optimism.
15. Happiness
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43.  Indicates how good we feel about ourselves.
 Also reflects our ability to accept ourselves warts
and all.
 Why should we care about self-regard?
 Self-regard is a critical competency because,
without a well-integrated identity that allows you
to know and respect yourself, there is no way you
can ever participate authentically in life.
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44.  How can we build self-regard?
1. Stand in front of the mirror.
2. Look deep in your eyes.
3. Call your name out loud with authority three
times.
4. be silent and feel yourself show up.
5. Now clap wildly and bow.
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45.  It is the ability to understand what we are
feeling and why, as well as to understand
what caused those feelings.
 It enables us to connect with our underlying
beliefs, assumptions, and values and to know
what drives us.
 Enables us to be more strategic and effective
in interacting with our environment.
46

46.  Why should we care about emotional self-
awareness?
 Allows us to know how we are responding to
our environment and what we are feeling.
 It is important for us to know when we feel
happy, sad, loving, angry, ambivalent,
apathetic, or impassioned.
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47.  How can we build Emotional Self-Awareness?
1. Check to see whether your moods shift during
the course of a day.
2. Every half hour write a sentence or a phrase
about how or what you are feeling.
3. At the end of the day or early the next day
analyse what you recorded.
4. Identify points at which your moods shifted.
5. Recall what happened to cause the shift and
how it impacted your thoughts and behaviour.
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48.  The ability to express feelings, beliefs, and
thoughts and defend one’s rights in a non-
destructive manner.
 Why should i care about assertiveness?
 Our ability to interact with our environment
and make our voices heard.
 Assertiveness empowers us and helps us
define ourselves to others.
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49.  Identify where you are on the assertiveness
continuum.
 Can shift from squirming inside because you did not
speak up to stating your point of view factually and
forthrightly and feeling good about it.
 Stop trying to overpower or intimidate others into
bending to your will and move to stating your case
factually and calmly.
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50.  The ability to think for oneself and not be unduly
influenced by the thoughts, desires, and
emotions of others.
 It does not mean that one is completely
insensitive to the needs of other people or to
societal mores.
 It means a person is able to sift through others’
input and expectations, access his or her own
beliefs and values, then reach conclusions and
take actions that make sense for his or her own
life.
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51.  Why should we care about independence?
 The ability to stand on one’s own two feet and
trust one’s own judgment.
 Reflects self-confidence and the willingness to
take risks.
 A key leadership trait that can enhance
effectiveness whether one is the leader of a
global company, supervisor of a small team, a
parent, volunteer with a community organization,
or the leader of his or her life.
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52.  How can we build independence ?
1. Explore what it is that makes you uncomfortable
asserting your independence.
2. Ask yourself the following questions :
a. Are you concerned that people will not think you’re
“nice”?
b. Will others be angry?
c. Will someone challenge your position or conclusion?
4. Assess the risk of acting independently. If there is
more to be gained (self-respect, confidence, and
improved teamwork)
53

53.  The process of striving to actualize one’s potential
capacity, abilities, and talents.
 The best predictors of self-actualization are the
following eight EI factors, listed in order of
importance:
1. Happiness.
2. Optimism
3. Self-regard
4. Independence.
5. Problem solving
6. Social responsibility
7. Assertiveness
8. Emotional self-awareness
54

54.  Key questions are to help achieve Self-
Actualization:
1. How am I doing on this journey?
2. How am I being on this journey?
3. Am I happy about where am I now?
4. Am I pacing myself on this journey?
5. Am I motivated to be the best I can be?
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55.  Self-actualization is an evolutionary journey.
 Be motivated to be the best you can be today.
 Don’t get depressed that you haven’t
accomplished everything by today.
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56.  Is the ability to understand, be aware of, be
sensitive to, and vicariously experience the
feelings, thoughts, and experiences of another.
 Healthy empathy is vital to the ability to develop
and maintain deep and lasting interpersonal
relationships.
 The heart of a well-functioning workplace,
community, and family. When we engage
empathically, we are motivated to pay attention
to other people.
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57.  How can we build empathy?
1. Learn to read body language.
2. Attend to a person’s facial expressions
breathing, posture, and tonality.
3. Match his or her physical state in your own
body and see how it feels to you.
4. Seek to understand the duties of others and the
demands they face.
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58.  Recognizing and assuming responsibility for the well-
being of the larger group and for the other
individuals who live and operate within it.
 How can we build social responsibility?
1. learn to value it in a new way relative to our self-
interest.
2. communicating honestly and working together
toward common goals that will genuinely benefit all
of us.
3. developing more relationships that explore and
express our interdependency and strengthen our
appreciation of that connection.
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59.  The ability to establish and maintain mutually
satisfying relationships that are characterized
by intimacy and by giving and receiving
affection.
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60.  How can we build interpersonal relationships?
1. Examine honestly the level of satisfaction you
currently experience.
2. Consider the relationships that are central to your
life and think about the most and least satisfying
aspects.
3. Recognize that if you want to make new friends or
improve the quality of an existing relationship, it
will be you who does the changing.
4. Start working on specific behaviours, such as
improving your listening, introducing yourself to
others, finding areas of common interest, reading
non-verbal cues, and ending conversations in a way
that encourages more contact in the future.
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61.  The ability to withstand adverse events and
stressful situations without ‘falling apart’ by
actively and positively coping with stress.
 Is based on :
1. a capacity to choose courses of action for
coping with stress.
2. an optimistic disposition toward new
experiences and change in general and toward
one’s ability to successfully overcome the
specific problem at hand.
3. feeling that one can control or influence the
stressful situation.
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62.  How can we build stress tolerance?
 Structured breathing, visualization, and
affirmations.
 Get more exercise!
 Reprioritizing activities and involvement.
 Enhance communication skills and muster
some courage.
 Maintain a sense of humour during difficult
situations.
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63.  Urges that compel action that spring from our
subconscious minds with persistence and
intensity.
 Impulses can be helpful or harmful to us.
64

64.  How can we build impulse control?
1. Identifying, analysing, and changing
unproductive behaviour.
2. Must clarify the WIIFM (“What’s in it for
me?”).
3. Create alternative solutions that also answer
the question, “What’s in it for others?!”
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65.  Determines how clearly we discern what is
actually happening in the world around us.
 We only see it through our own perceptions.
 Our perceptions are learned from our
experience and our society, and they give us
a map of our reality, but no matter how
accurate that map may be, it is never the
whole territory.
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66.  How can we build reality testing?
1. Be a little bit sceptical.
1. What evidence am I relying on when I
believe this is as it appears to be?
2. Who wants me to believe this is reality?
What are his or her motives.
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67.  Example:
 How is my body feeling now? Hot? Warm?
Cool? Cantered? Upset? Out of balance?” What
does that information tell you?
 What kinds of sounds am I hearing around
me? Soothing? Abrasive? Scary? Angry?
Seductive? Supportive? Challenging? How
accurately am I seeing the situation in which I
find myself?
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68.  The ability to adjust one’s feelings, thoughts, and
behaviour to changing situations and conditions.
 Flexible people are not dogmatic, nor always
convinced they are right.
 Happiness and flexibility often influence one another.
 “Would you rather be happy, or would you rather be
right?”
 Flexible people are on the right track to choosing
happiness.
69

69.  How can we build flexibility?
1. Apply brainstorming strategies when faced
with a challenge.
2. Give yourself ten minutes just to think of
possibilities before you begin to look for
answers.
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70.  The ability to identify and define problems as
well as to generate and implement potentially
effective solutions.
 How can we build our problem solving
competencies?
1. Properly defined the issue.
2. Gathered all the facts.
3. Brainstormed all the possibilities.
4. Incorporated all this into a timely solution.
 You can use The Collaborative Growth Master
Solve© Problem-Solving Model
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71. 1. Construct your best understanding of the
problem:
 Decide what specifically you want to have
happen.
 Observe in detail what is happening instead.
 Notice at what point(s) in the sequence
does/did the problem appear.
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72. 2. Concretize the solution in sensory based
descriptions:
 When the problem is completely resolved,
what difference will people :
- See.
- Hear.
- Feel
- Know
73

73. 3. Determine what is preventing the desired
result from occurring now.
4. Brainstorm and record as many possible
solutions as you can in an appropriately
limited amount of time.
5. Analyse and test options to find the best
one and rank order them, noting possible
advantages and drawbacks for each one.
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74. 6. Confirm that the best one will produce the
sensory-based results generated in Step 2;
if not, make whatever adjustments are
needed.
7. Enact the chosen solution and carefully
monitor what happens.
8. Re-enter the new data into this process and
run it again if the desired result hasn’t yet
been achieved.
75

75.  The ability to look at the brighter side of life
and to maintain a positive attitude even in the
face of adversity.
 Optimism assumes a measure of hope in
one’s approach to life.
76

76.  How can we build optimism?
 have a choice about your attitude.
 Focus on the possibilities and the answer rather
than on the problem.
 Expand gratitude.
 Take a breath, and name five things you are
grateful for. Right now
77

77.  The ability to feel satisfied with one’s life, to
enjoy oneself and others, and to have fun.
 Combines self-satisfaction, general contentment,
and the ability to enjoy life.
 Three types of happiness:
 Pleasant Life: Simple pleasures, often physical
ones.
 The Good Life: quest for knowledge and career
advancement.
 Meaningful Life: Making the world a better place
for others.
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78.  How can we build happiness?
1. What kind of happiness do you want?
2. What is your purpose?
3. Paying attention to your “wanting.” How will you
know when you have enough?
4. Sharing what you have with others in need.
5. Every day for a month notice whenever it seems like
you have to be right in order to be happy. Choose
to be happy and forget being right. See what
happens.
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84. 85

85. 86

86. 87

87.  58% Showed very large improvement in
Influence.
 72% did show improvement in Decision
Making
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89. 90

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