Semester 1 Module Interpersonal Communication Emotional Intelligence Centre

Semester 1 Module: Interpersonal Communication Emotional Intelligence Centre for Education and Developing Human Potential

Learning Objectives To understand the term Emotional Intelligence To know the difference between EQ and IQ To gain a brief introduction to the development of EQ To be introduced to the Interpersonal competencies Bar. On EQi model To explore your own EQ (using two models) To understand how EQ is central to people’s success as sportspeople, sports coaches, or those wishing to develop sporting related business Centre for Educationaand Developing Human Potential

What is Emotional Intelligence “An array of capabilities, competencies and skills that influence one’s ability to succeed in coping with environmental demands and pressures” Reuven Bar On It is a factor in determining one’s ability to succeed in life Relates to potential for performance Is central to those competing in professional sports or those working with professional sportspeople Centre for Education and Developing Human Potential

Sporting Personalities In the following slide: How would you rate some of the following people’s capacity to cope with environmental demands and pressures. . . (demands and pressures from competition, clubs, players, supporters, media, sponsors, managers, life as a celebrity. . . etc. . . ) What are the factors that seem to enable some to cope better than others? Centre for Education and Developing Human Potential

New Players : Roy Keane Denis Irwin Ireland Qualify for the 1994 World Cup in the U. S. A

Questions for you to reflect on? Are you aware of your own feelings? Can you name them at a given time and can you express them without losing control? How do you react when you are disappointed, sad or angry? Can you remain calm under pressure as a person, player, sportsperson or potential coach? Are you aware of the feelings of others at a given time? Do you adjust your communication style to accommodate the feelings of others (empathy)? If in a coaching session –will you remain observant to the non-verbal domain of those you are coaching? How do you respond to conflict in your life? Can you solve problems and maintain relationships with those who contribute to the conflict? Can you separate people/personalities from issues? Centre for Education and Developing Human Are you confident and optimistic about your own potential as Potential

A Brief History of EQ 1936 (Robert Thorndyke)-”social Intelligence” 1940 (David Wechsler)-”non intellective intelligence” 1980 (Reuven Bar-On)-the concept of EQ 1983 (Howard Gardner)-”personal intelligence” 1989 (John Mayer & Peter Salovey)-”Emotional Intelligence” 1995 (Daniel Goleman)- popularized Emotional Intelligence Centre for Education and Developing Human Potential

Still a new and contested theory. . . Since the publication of Daniel Goleman’s book (Emotional Intelligence 1995), there is increasing interest in theory that IQ (intelligence quotient) is not an adequate predictor of success and that a range of personal & interpersonal abilities EQ may be crucial to understanding success. Therefore Psychology as a discipline – is now becoming interested in studying the non-cognitive domain of intelligence e. g. 1985 Somerville Longtitudinal Study of 450 boys (40 years) in Massachusetts 75% of them from welfare families). Findings: EQ was more important than IQ in accounting for those who were successful i. e managing frustration, emotions and interpersonal skills. 1996 -Feist & Barron Longtitudinal Study of 80 Doctoral graduates from Berkeley in 1950 s –studied again in their 70 s and the findings were: their social and emotional abilities were four times more important than IQ in determining their professional success Centre for Education and Developing Human EQ Potential now being used within many recruitment processes

Components of EQ Centre for Education and Developing Human Potential

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• Assertiveness • Independence • Interpersonal Relationship • Empathy • Self-Regard • Self-Actualization • Emotional Self. Awareness • Social Responsibility Centre for Education and Developing Human Potential

The two other domains of EQ Managing Stress The capacity to experience stressors in life and to be able to manage them using a variety of strategies (e. g. physical, cognitive, emotional, social & spiritual) Understanding one’s limitations and being able to access the resources we need Centre for Education and Developing Human Potential Adaptability The capacity to cope with change and to be able to respond to the needs of a changing environment. Adaptability is sometimes seen as a trait – we are born with but is also seen as an attribute we can develop by being exposed to diverse situations and by responding positively to new challenges

Components of EQ: Intrapersonal. Awareness of your own emotions – ability to name feelings you are experiencing Ability to manage your emotions – anger, anxiety, sadness expressed in a constructive manner and ability to create and maintain positive emotions Recognising emotions in other people – putting yourself in the other persons shoes and having empathy for other peoples feelings Centre for Education and Developing Human Potential

Components of EQ: Intrapersonal. Expressing emotions- verbal, visual and vocal communication Managing relationships- creating positive interactions with others and managing conflict Motivating self and others- ability to set goals, knowing what you love to do and striving to be the best you can be, delay gratification Centre for Education and Developing Human Potential

Components of EQ: Intrapersonal. Ability to express feelings – accept/express anger, warmth etc Express beliefs or thoughts openly, voice opinions, take a stand, etc. Stand up for personal rights without being aggressive or abusive (being assertive – aware of your needs and the needs of others) Centre for Education and Developing Human Potential

Components of EQ – Interpersonal, Social Responsibility Ability to demonstrate oneself as a cooperative, contributing and constructive member of one’s social group Acting responsibly, having social consciousness & concern for others Ability to do things for and with others, accepting others, upholding rules Centre for Education and Developing Human Potential

Interpersonal: Empathy Ability to be aware of, understand, and appreciate other peoples feelings Being able to emotionally read other people and pick up on social cues Ability to care and show concern for others Centre for Education and Developing Human Potential

Components of EQ: Interpersonal: Relationships Ability to establish and maintain mutually satisfying relationships Intimacy, giving and receiving affection Feel at ease in social relations Centre for Education and Developing Human Potential

Emotions at Work! Centre for Education and Developing Human Potential

Role of Emotions- Mad, Sad, Glad Describe an experience of strong emotion at work In groups brainstorm all the ways emotions affect the performance of people in positive and negative ways Centre for Education and Developing Human Potential

Emotions - Basic necessities of life Biological survival-fight/flight Affiliation- We are one Social Boundaries-navigating social waters Intuition-feeling your way Communication-body, voice and words Centre for Education and Developing Human Potential

Emotional Hijacks Activating event Amygdale Hijack (beliefs) Consequence Centre for Education and Developing Human Potential

Emotional Hijack Most events which we respond to in life involve a journey from sensation to action (responding to a given stimuli). These responses are typically routed in our brain through the Thalamus (like an air traffic controller), which redirects them to the Visual cortex (thinking brain) for logical processing. The cortex thinks about the impulse and makes sense of it. The cortex then sends a message to the Amygdala, where peptides & hormones are released to create emotion and action. Sometimes however the thalamus quickly reacts to a perceived threat and bypasses the cortex. The signal goes directly to the amygdala (which can only respond based on previously stored patterns). The response can be positive e. g. we run if we perceive danger but typically the response is negative, i. e we say something or do something that is irrational and we lose control over the emotion. For a few seconds – our brain is Centre for Education and Developing Human Potential with electro chemicals –and our perception is distorted. flooded

Emotional Hi Jack? What happens the referee’s notebook? Centre for Education and Developing Human Potential

Emotional Hijack & Developing Positive Responses Self awareness of what our body is telling us. . . stress/fears/anxiety-awareness of our emotional state Biding Time. . . counting to ten – not responding in an irrational way. . . saying. . . I need time to think about this. . . can we return to this when we are both calm Active Listening, Empathy and Conflict Resolution Active listening Empathy Conflict Resolution Centre for Education and Developing Human Potential

EQ-I Measures 1. 2. 3. 4. 5. Intrapersonal: emotional self awareness, assertiveness, self-actualisation, self regard, independence Interpersonal: empathy, social responsibility, interpersonal relationships Adaptability: problem solving, reality testing, flexibility Stress Management: stress tolerance, impulse control General Mood: happiness and mood Centre for Education and Developing Human Potential

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EQ and IQ Understanding the Differences Between Them Centre for Education and Developing Human Potential

What Emotional Intelligence Is not Cognitive Intelligence (IQ) A standard means of measuring our cognitive abilities e. g. memory, reasoning, thinking, visualmotor performance Centre for Education and Developing Human Potential

EQ & IQ Intellect (cognitive & Thinking) Located in the Cerebral Cortex Emotions are controlled by the ancient sub cortex Emotional intelligence involves the emotional centres working in harmony with the intellectual centres Centre for Education and Developing Human Potential

How does EQ differ from IQ EQ focuses on developing an understanding of and ability to mange emotions EQ can be developed and enhanced through life Until recent years EQ has been over looked in predicting a person’s potential for success Centre for Education and Developing Human Potential • IQ focuses upon developing cognitive abilities and is more academically orientated • IQ is thought to be established at birth and cannot be enhanced • IQ has traditionally been used to predict a person’s potential for success

Emotional Capital - 3 core elements in Business External emotional capital - value of feelings and perceptions held by the customer and external stakeholders Internal emotional capital - values, feelings, beliefs held by all working in the business Intra-personal emotional capital–level of positive energy a leader invests and how they mobilise, focus and renew the collective energy of the people they lead Source: Emotional Capitalists Martyn Newman 2005 Centre for Education and Developing Human Potential

Theory of Performance (IQ+TQ) EQ = Human Potential ¡ IQ – Cognitive ability ¡ TQ – Technical e. g. Training ¡ EQ – are the set of factors which multiply the IQ+TQ Centre for Education and Developing Human Potential

Hard Case for Soft Skills Group Discussion The importance of Emotional Intelligence for success in the business world! Centre for Education and Developing Human Potential

The Emotionally Intelligent Manager Is self aware, motivated and perceives others accurately Manages emotions to create well formed outcomes Can recognise and name emotions Prepares to manage both people and tasks Thinks positively and stays with a challenge Is flexible and adapts easily to changes Excellent social skills and sense of community Is resilient and looks for solutions Seeks to grow and develop Institute 2003 Adapted from Emotional Intelligence Chartered Management Centre for Education and Developing Human Potential

EQ – Women Vs Men Bar-On study of 7, 700 men and women No difference on total EQ Women higher on 3 Interpersonal abilities (empathy, social responsibility & interpersonal relationships) Men higher on intrapersonal abilities (self actualisation, assertiveness), stress management and adaptability Centre for Education and Developing Human Potential

Your personal EQ? Centre for Education and Developing Human Potential

EQ –Self Test Inventory- 5 Domains (from Using EI at work –Fenman Ltd 2000) Domain Characteristics Creative Tension Managing the tension between dealing with the present & creating the future Active Choice Being Proactive and not postponing or worrying about the choices you’ve made Resilience Managing Pressure Positively- capacity to cope with tough situations and learn from them Empathetic Relationship Building relationships of trust and credibility Self Awareness & Self Control Knowing what you’re feeling and moderating your internal responses Centre for Education and Developing Human Potential

EQ Test What have you learnt? What do you need to stop doing? What do you need to start doing? What do you need to continue doing? Centre for Education and Developing Human Potential

Skill Development & Skill Improvement Skill development = to developing a new skill Skill improvement = improving a skill we already practice When we master a skill it becomes a habit Thus, skill development and skill improvement are both fundamentally about “habit formation” or “changing existing habits” respectively. Centre for Education and Developing Human Potential

Skill Development Stages of Skill Development (personal or interpersonal skill): 1. Awareness that the skill is needed 2. Understanding of what the skill is and behaviours required 3. Practising the skill while receiving feedback and encouragement 4. Continuing to practice until the new skill becomes habitual Centre for Education and Developing Human Potential

Skill Development - Stages Skill performance initially awkward or mechanical. With consistent practice skill performance becomes more natural and habitualized. Eventually become automatic in performing skill and in some cases (as experts) can’t really describe how we do it. Overall, we begin as a “novice” and gradually move towards becoming more of an “expert” Centre for Education and Developing Human Potential

Skill Improvement Many of our skills are unconscious so skill improvement can be challenging for us Skill improvement implies we can already perform a particular skill but there is room for improvement. Examples: Driving (perhaps we still tend to drive over the speed limit, or have driving habits that need improving) Working on certain bad habits or weaknesses we may have. Centre for Education and Developing Human Potential

Model of Improvement practice refinement. Unconscious 2 awareness. 3. Competence Conscious 1 Competence Conscious Incompetence Unconscious Centre Incompetence for Education and Developing Human Potential Reflection

Reading for this topic www. eiconsortium. org Papers on – The Business Case for Emotional Intelligence, Emotional Intelligence: What is it and why it matters Stein & Howard. (2006)The EQ Edge, emotional intelligence and your success John Wiley and Sons Goleman, D (2006) Emotional Intelligence, Bantam Books http: //www. dlsweb. rmit. edu. au/lsu/ Centre for Education and Developing Human Potential