Promote Education Emtional Intelligence

Zoaib Mirza PromoteEducation.com 1

Emotional Intelligence

Zoaib MirzaPromote Education

www.promoteeducation.com


Topic of Discussion

• What is Emotional Intelligence?• The Four-Branch Model of Emotional Intelligence• Another model • Who is Emotionally Intelligent - and how does it matter?• EI Competence Workshop 1• EI vs. IQ• Assessing and measuring Emotional Intelligence• Assessing and Measuring Emotional Intelligence –

Workshop 2• EI in reflection of Quran – Workshop 3• Guest


What is Emotional Intelligence?

• EI is defined as the capacity to reason about emotions, and of emotions to enhance thinking.

• It includes – the abilities to accurately perceive emotions– to access and generate emotions so as to assist

thought– to understand emotions and emotional knowledge– to reflectively regulate emotions so as to promote

emotional and intellectual growth 1


What is Emotional Intelligence?

• Emotion. In this model, emotion refers to a feeling state (including physiological responses and cognitions) that conveys information about relationships. For example, happiness is a feeling state that also conveys information about relationships -- typically, that one would like to join with others. Similarly, fear is a feeling state that corresponds to a relationship -- the urge to flee others.

• Intelligence. In this model, intelligence refers to the capacity to reason validly about information.This use of the term emotional intelligence in this fashion is consistent with scientific literature in the fields of intelligence, personality psychology, and emotions


The Four-Branch Model of Emotional Intelligence

• The four branch model of emotional intelligence describes four areas of capacities or skills that collectively describe many of areas of emotional intelligence (Mayer & Salovey, 1997). More specifically, this model defines emotional intelligence as involving the abilities to:– Self-awareness - the ability to read one's emotions and

recognize their impact while using gut feelings to guide decisions.

– Self-management - involves controlling one's emotions and impulses and adapting to changing circumstances.

– Social awareness - the ability to sense, understand, and react to other's emotions while comprehending social networks.

– Relationship management - the ability to inspire, influence, and develop others while managing conflict.



Another model

• Refer to the printout pages 26 and 27


Who is emotionally intelligent - and how does it matter?

A Description of the High EI Individual • Emotional intelligence improves an individual's social effectiveness • The higher the emotional intelligence, the better the social relations• The high EI individual, most centrally

– can better perceive emotions– use them in thought– understand their meanings– manage emotions, than others.

• Solving emotional problems likely requires less cognitive effort for this individual.

• The person also tends to be somewhat higher in verbal, social, and other intelligences, particularly if the individual scored higher in the understanding emotions portion of EI.

• The individual tends to be more open and agreeable than others. • The high EI person is drawn to occupations involving social interactions

such as teaching and counseling more so than to occupations involving clerical or administrative tasks.



• The high EI individual, relative to others, is less apt to engage – in problem behaviors– avoids self-destructive, negative behaviors such as

• smoking• excessive drinking• drug abuse• violent episodes with others.

• The high EI person is more likely to have possessions of sentimental attachment around the home and to have more positive social interactions

• Such individuals may also be more proficient at describing motivational goals, aims, and missions



EI Is Important • Emotional intelligence is an intelligence having to do with

discerning and understanding emotional information. • Emotional information is all around us. • Emotions communicate basic feeling states from one

individual to another -- they signal urgent messages such as "let's get together" or "I am hurting" or "I'm going to hurt you.“– What ability tests of emotional intelligence tell us is that only

some people can pick up and understand and appreciate the more subtle versions of those messages. That is, only the high EI individual understands the full richness and complexities of these communications.



• Emotional information is crucial. – It is one of the primary forms of information that

human beings process. That doesn't mean that everybody has to process it well. But it does mean that it is circulating around us, and certain people who can pick up on it can perform certain tasks very well that others cannot perform.

• We all need emotional intelligence to help us through our emotionally demanding days. Even if we are not emotionally intelligent in ourselves, we may rely on those higher in emotional intelligence to guide us.



• But guide us to what? • What is it that people high in emotional

intelligence can see that so many others are blind to?

• The key to this lies in what those high in emotional intelligence are particularly good at doing themselves.

• They're particularly good at establishing positive social relationships with others, and avoiding conflicts, fights, and other social altercations.



• They're particularly good at understanding psychologically healthy living and avoiding such problems as drugs and drug abuse.

• It seems likely that such individuals, by providing coaching advice to others, and by directly involving themselves in certain situations, assist other individuals and groups of people to live together with greater harmony and satisfaction.


EI Competence Workshop 1

• 5 groups

• Pick one of the following elements of EI– Self-Awareness– Self-Regulation– Motivation– Empathy– Social Skills

• Write one example of each competence


EI vs. IQ• An intelligence quotient or IQ is a score derived from one of several

different standardized tests attempting to measure intelligence. • First used in 1918 by American Army recruits.• Reasons of high IQ

– Better nutrition– More children completing more schooling– Computer games and puzzles– Smaller family size

• More IQ results in lower EI in children– More emotionally disturbed than the last– More lonely and depress– More angry and unruly– More nervous and prone to worry– More impulsive and aggressive


EI vs. IQ

• In a recent meta-analysis examining the correlation and predictive validity of EI when compared to IQ or general mental ability, Van Rooy and Viswesvaran (2004) found IQ to be a better predictor of work and academic performance than EI.

• However, when it comes to the question of whether a person will become a "star performer" (in the top ten percent, however such performance is appropriately assessed) within that role, or be an outstanding leader, IQ may be a less powerful predictor than emotional intelligence (Goleman 1998, 2001, 2002).


Assessing and Measuring Emotional Intelligence -

• Instruments used for measuring Emotional Intelligence– EQ-I (Bar-On, 1997): a self-report instrument to assess those

personal qualities that enabled some people to possess better emotional well-being than others.

– Multifactor Emotional Intelligence Scale (Mayer, Caruso, & Salovey, 1998): a test of ability where the test-taker performs a series of tasks that are designed to assess the persons ability to perceive, identify, understand, and work with emotion.

– Emotional Competence Inventory (ECI) (Goleman, 1998): a 360 degree instrument, where people evaluate the individuals within an organization (Individual Feedback Reports). Or the organization as a whole (Work Force Audits). These audits can provide an organizational profile for any size group within the company. The Emotional Competence Inventory works with the 19/21 competencies described above (See under Four Domains of EI).


Assessing and Measuring Emotional Intelligence –

Workshop 2• Take these test

– http://www.queendom.com/tests/access_page/index.htm?idRegTest=1121 by Queendom

– http://discoveryhealth.queendom.com/eiq_abridged_access.html by Discovery Health


EI in reflection of Quran – Workshop 3

• View the video clip

• Highlight EI competence


EI in reflection of Quran – Workshop 3

• ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Surah 42, Ayats 36-44• 36. So whatever you have

been given is but a passing enjoyment for this worldly life, but that which is with Allâh (Paradise) is better and more lasting for those who believe (in the Oneness of Allâh Islâmic Monotheism) and put their trust in their Lord (concerning all of their affairs).

• 37. And those who avoid the greater sins, and Al-Fawâhish (illegal sexual intercourse, etc.), and when they are angry, they forgive


EI in reflection of Quran• ________________________

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• 38. And those who answer the Call of their Lord [i.e. to believe that He is the only One Lord (Allâh), and to worship none but Him Alone], and perform As-Salât (Iqâmat-as-Salât), and who (conduct) their affairs by mutual consultation, and who spend of what We have bestowed on them;

• 39. And those who, when an oppressive wrong is done to them, they take revenge.



________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• 40. The recompense for an evil is an evil like thereof, but whoever forgives and makes reconciliation, his reward is due from Allâh. Verily, He likes not the Zâlimûn (oppressors, polytheists, and wrong-doers, etc.).

• 41. And indeed whosoever takes revenge after he has suffered wrong, for such there is no way (of blame) against them.



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• 42. The way (of blame) is only against those who oppress men and wrongly rebel in the earth, for such there will be a painful torment.

• 43. And verily, whosoever shows patience and forgives that would truly be from the things recommended by Allâh.



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• 44. And whomsoever Allâh sends astray, for him there is no Walî (protector) after Him. And you will see the Zâlimûn (polytheists, wrong-doers, oppressors, etc.) when they behold the torment, they will say: "Is there any way of return (to the world)?"


Bibliography and References1. http://en.wikipedia.org/wiki/Emotional_intelligence 2. http://www.unh.edu/emotional_intelligence/ei%20What%20is%20

EI/ei%20definition.htm

3. http://www.unh.edu/emotional_intelligence/index.html 4. http://www.selfgrowth.com/articles/Lonsdale1.html 5. http://www.12manage.com/

methods_goleman_emotional_intelligence.html 6. http://www.eiskills.com/ 7. Mayer, J. D., Caruso, D., & Salovey, P. (1999). Emotional

intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298.

8. Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.). Handbook of Intelligence (pp. 396-420). Cambridge, England: Cambridge University Press.

9. Daniel Goleman, (1998), Working with Emotional Intelligence

http://www.unh.edu/emotional_intelligence/ei%20What%20is%20EI/ei%20definition.htm

http://www.unh.edu/emotional_intelligence/ei%20What%20is%20EI/ei%20definition.htm

Date post:	11-May-2015
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