Emotional Intelligence: What Is It? Win May*, Pediatrics Lawford Anderson*, Earth Sciences Frank Manis*, Psychology *All faculty fellows of the Center for Excellence in Teaching Objectives At the end of the workshop, you will be able to:  define emotional intelligence  be aware of the different models of emotional intelligence.  describe the relationship between EI and job performance  use emotions to achieve your objectives Simple Definition Ability to manage emotions in one’s self and in others in order to reach desired outcomes. The "New Yardstick"  On how we handle ourselves and each other  Goes beyond intellectual ability and technical skills  Focuses on personal qualities such as initiative, empathy, adaptability, persuasiveness Emotional Intelligence Seen as the fundamental key to success and leadership - and it can be learned! Working with people      Not just about being nice Managing one’s own emotions Ability to handle encounters Teamwork Leadership Job Success, not Survival Today's great growth and prosperity is running parallel to some of the highest rates of job turnovers. Just because you work hard does not mean you will rise to the top or that the job is secure. Common employer complaints Lack of social skills, motivation to keep learning, and inability to take criticism Leads to plateaued or derailed careers because of crucial gaps in EQ (EI) The Two Sides of Emotional Intelligence Personal Competence – how we manage ourselves Self Awareness – knowing your strengths and weaknesses Self Regulation - trustworthiness, responsibility, adaptability, Motivation - drive, commitment, initiative, optimism, charisma Social Competence - how we handle relationships Empathy - awareness of other’s feelings and concerns Social skills - adeptness a inducing desirable responses, such as communication, conflict management, cooperation, and leadership The more complex the job, the more EQ (EI) matters!! Goleman’s Competencies Model Mayer & Salovey’s Ability Model 4 inter-related abilities Perceiving, Using, Understanding, and Managing emotions Identify emotions Identify how you feel Identify how others feel Sense emotions in music Sense emotions in art Detect real vs fake emotions - accuracy Basic emotions with very clear facial signals Anger Sadness Fear Surprise Disgust Happiness Ekman, 2003 Understand Emotions  Recognizes what events are likely to trigger different emotions  Knows that emotions can combine to form complex blends of feelings  Realizes that emotions can progress over time and transition from one to another  Provides a rich emotional vocabulary for greater precision in describing feelings and blends of feelings What Does “Use Emotion” Entail? The capacity to generate and feel an emotion in order to focus attention, reason, and communicate. The capacity to use emotion to influence cognitive processes such as decision making, deductive reasoning, creativity, and problem solving. Happiness Up-side  Generate new ideas  Think in new ways  Be creative  Enhance “big-picture” thinking  Enhance decision-making abilities Downside  More problem-solving errors Manage Emotions Stay open to feelings Blend emotions with thinking Reflectively monitor emotions Manage Emotions Research findings: Significant relationship between managing emotions ability and burnout and mental health Teams with higher scores for managing emotions received higher performance rankings You are in a meeting when a colleague takes credit for the work you have done. What do you do?  A. Immediately confront the colleague saying that you did the research?  B. After the meeting, take the colleague aside & tell him/her that in the future you would appreciate credit for the work you did.  C. Nothing. It’s best not to embarrass colleagues in public.  D. After the colleague speaks, publicly thank him/her for referencing your work & provide additional details about the work. Why do people with high IQs not always succeed? Illustrative Example of EQ and IQ Suppose you are brilliant in a particular domain of study. Or suppose you happen to have a great idea for a project (or both). What kinds of emotional and cognitive intelligence are needed to see the project through to completion? “All I Need to Know I Learned in Kindergarten” Four of the five skills educators (NRC, 2000) emphasize for school readiness are socio-emotional: - mastery of educational building blocks - motivation to succeed in school - ability to get along & make friends - ability to function in a group - capacity to manage emotions Lifespan Development: Roots in Childhood Childhood studies find both genetic and environmental components of EQ (temperament, social competence) and IQ. Emotional, social and cognitive processes constantly influence each other during development. It’s not either/or but both: the marshmallow study (Shoda, Mischel & Peake, 1990) found both impulse control & verbal ability contributed to later SAT and grades. Lifespan Development: Moving into adulthood Adolescence & early adulthood – frontal lobe maturation: emotional vs. rational reasoning (emotions are a two-edged sword). Middle to later adulthood: what are the components of wisdom? In Essence Being intelligent about emotions means that we can perceive and use emotions to create optimal relationships and produce desired outcomes.