understanding emotional intelligence
DESCRIPTION
A talk conducted for Karachi Grammar School's junior school parent body on October 20, 2012. Focus of talk is on Emotional Intelligence.TRANSCRIPT
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If you want to change the world, focus on leaders.
If you want to change leaders, focus on them when they’re young.
Understanding Emo/onal Intelligence
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Your Facilitator
• NarejoHR, – Established 2002 – Service Offerings, Growing Businesses Through People
• Rahila Narejo – Chief Executive & Lead HR Consultant, NarejoHR (Pvt.) Ltd. – Psychobiologist, Univ. California, Los Angeles – Psychometrician, British Psychological Society (Levels A + B) – Certified Balanced Scorecard Professional, Palladium Group – Columnist, DAWN Newspaper, Workplace Sanity – MSc. NeuroLeadership, Middlesex Univ. & NeuroLeadership Institute
Learning | Consulting | Assessment
!
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What is the Secret to Effectiveness/Success?
¡ THINK: of an effective/ successful person…Distinguishing characteristics?
¡ PAIR: Partner up
¡ SHARE: Discuss and agree on one characteristic.
¡ TIME: 5 MINUTES
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An individual’s success at work and life is 80%
dependent on EQ, and only 20% dependent on IQ
-Daniel Goleman
Author, Journalist and Psychologist
Fact:
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“Emotion”
E ________ + MOTE _______ ENERGY ACTION
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“EQ is the intelligent use of emotions:
you intentionally make your emotions work for you by using them to help guide your behavior and thinking in ways that enhance your results.”
-Emotional Intelligence at Work, Hendric Weisinger, Ph.D.
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THE 5 EQ COMPETENCIES
1. Self-Awareness 2. Social Awareness 3. Self-Management 4. Relationship Skills 5. Responsible Decision Making
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EMOTIONAL INTELLIGENCE COMPETENCIES
Self-Awarene
ss
Social Awarene
ss
Self-Managem
ent Relationship Skills
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SELF-A
WAR
ENESS
ACROSS DEVELOPMENT
Elementary Grades: Should be able to recognize and accurately label simple emotions such as sadness, anger, and happiness
Middle School: Should be able to analyze factors that trigger their stress reactions.
High School:
Are expected to analyze how various expressions of emotion affect other people.
¢ Accurately assessing one’s own thoughts, feelings, interests, values, and strengths
¢ Recognizing how they influence choices and actions
¢ Maintaining a well-grounded sense of self-confidence
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SO
CIAL AW
AREN
ESS
ACROSS DEVELOPMENT
Elementary Grades: Should be able to identify verbal, physical, and situational cues indicating how others feel.
Middle School: Should be able to predict others’ feelings and perspectives in various situations.
High School: Should be able to evaluate their ability to empathize with others.
¢ Taking others’ perspective and empathizing with them
¢ Recognizing and appreciating individual and group similarities and differences
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SELF-M
ANAG
EMEN
T
ACROSS DEVELOPMENT
Elementary Grades: Children are expected to describe the steps of setting and working toward goals.
Middle School: They should be able to set and make a plan to achieve a short-term personal or academic goal.
High School: Should be able to identify strategies to overcome obstacles in achieving a long-term goal.
¢ Regulating one’s emotions to handle stress, control impulses, and persevere in overcoming obstacles
¢ Setting and monitoring progress toward personal, academic and religious goals
¢ Expressing emotions appropriately
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RELATIO
NSH
IP SKILLS
ACROSS DEVELOPMENT
Elementary Grades: Should have an ability to describe approaches to making and keeping friends.
Middle School: Are expected to demonstrate co-operation and team-work to promote group goals.
High School: Are expected to evaluate uses of communication skills with peers, teachers, and family members.
¢ Establishing and maintaining healthy and rewarding relationships based on cooperation
¢ Resisting inappropriate social pressure; preventing, managing, and resolving interpersonal conflict
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RESPO
NSIBLE D
ECISION-M
AKING
ACROSS DEVELOPMENT
Elementary Grades: Should be able to identify a range of decisions they make at home and school.
Middle School: Should be able to evaluate strategies for resisting peer pressure to engage in unsafe or unethical activities.
High School: Should be able to analyze how their current decision-making affects their yeshiva, seminary, or college and career prospects
¢ Making decisions based on: ¢ Ethical standards ¢ Safety concerns ¢ Appropriate social
norms ¢ Respect for others ¢ Likely consequences
of various actions
� Applying decision-making skills to social and academic situations
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FAMILY LIFE Our first school for emotional learning
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MODELING
¢ This learning takes place: � In what parents say and do � In how adults treat each
other
¢ When parents are emotionally competent in their own relationships, they are more capable of helping their children work through their emotional challenges.
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TO CHANGE PERFORMANCE, THEN CHANGE…
19 What we do and achieve is driven by how we think....
Qustions guide thinking
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Rahila Narejo Lead Consultant, Chief Executive
Email: [email protected] Office: +92 21-‐3530-‐1060/61
Learning | Consulting | Assessment