1. EMOTIONAL
INTELLIGENCE
AT WORK

2. ARE YOU
EMOTIONALLY
INTELLIGENT?
OR
YOU STILL THINK (not feel) THAT
IQ MATTERS MORE THAN EQ

3. 3
Before we move ahead please note that:
 IQ means intelligence quotient
 EQ means emotional quotient
 EI means emotional intelligence
www.schoolofeducators.com

4. 4
WHAT ARE EMOTIONS ?
Happiness, fear, anger, affection, shame,
disgust, surprise, lust, sadness, elation, love,
frustration, anxiety, failure, achievement etc.
The above are the emotions which directly affect our day-to-day
life. There are TWO dimensions of emotions:
Physiological side: ‘Emotion’ is a complex state of human mind,
involving bodily changes of widespread character such as
breathing, pounding heart, flushed face, sweating palms, pulse
rate, gland secretions, etc.
Psychological side, a state of excitement or perturbation marked
by strong feelings.
www.schoolofeducators.com

5. 5
Emotions And Their Blends:
 Anger: fury, outrage, resentment, annoyance,
hostility.
 Love: acceptance, friendliness, trust, kindness,
infatuation.
 Shame: guilt, remorse, humiliation, regret.
 Fear: anxiety, nervousness, apprehension,
terror.
 Enjoyment: happiness, joy, relief, contentment,
pleasure.
 Sadness: Grief, sorrow, cheerlessness, gloom.
 Surprise: Shock, astonishment, amazement
wonder.
www.schoolofeducators.com

6. Examples of Use Of Emotions:
 She is too s ens itive.
 He take s eve rything too pe rsona lly.
 He is je a lous of his colle ague s .
 My bos s is a lways in a hos tile mood.
 She doe s not unde rs tand the fe e lings of othe rs .
 He is a lways nagging othe rs .
 The HOD blurts things out without thinking of othe rs .
 Nobody unde rs tands /lis tens to me .
 The management is way out of touch with employee ’s emotions .
 Why doe s it happen with me only in life .
 I am a lways nice with the people a round me .
The above statements refer to various emotions
we experience in our day to day life.
www.schoolofeducators.com 6

7. What Exactly Is EQ
Emotional intelligence or Emotional Quotient
is simply defined as:
 knowing what feels good, what feels bad,
and how to get from bad to good.
 Knowing your emotions and knowing emotion
of others.
 It refers to emotional management skills
which provide competency to balance
emotions and reason so as to maximize
long term happiness.
www.schoolofeducators.com 7

8. Emotional Intelligence is “the capacity
for recognizing our own feelings and those
of others, for motivating ourselves, and for
managing emotions well in ourselves and
in our relationships. Emotional intelligence
describes abilities distinct from, but
complementary to, academic intelligence.”
Daniel Goleman (1998)
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9. The Indian Perspective
“Emotional intelligence is the ability of an individual
to appropriately and successfully respond to a vast
variety of emotional inputs being elicited from inner
self and immediate environment. Emotional
intelligence constitutes three psychological
dimensions such as emotional competency,
emotional maturity and emotional sensitivity, which
motivate an individual to recognize truthfully,
interpret honestly and handle tactfully the dynamics
of human behaviour”.
www.schoolofeducators.com 9

10. Are we giving EQ education in schools /colleges
 NO. Our educational system gives stress on IQ
and not on EQ. We are taught History, Hindi,
English, Geography, Physics, anthropology,
Botany, Computers, Medicine, Engineering etc.
 We are not TAUGHT how to handle frustration,
anxieties, stress, failure, depression, burnout,
inferiority complexes, ego problems
 We are not told to learn how to manage emotions
i.e.; interaction, coordination, Adjustment,
communication
We are expected to learn all these from our
parents, peer group of other role models
At the later stages of our lives we are told to
master emotional competencies to be successful.
www.schoolofeducators.com 10

11. IQ v/s EQ
(Intelligence Quotient v/s Emotional Quotient)
 The research shows
that IQ can help you
to be successful to
the extent of 20
percent only in life.
The rest of 80
percent success
depends on your EQ
80%
EQ
20%
IQ
www.schoolofeducators.com 11

12. WHAT IS “SUCCESS”
 Is it your IQ: Exams passed, competitions
cleared, percentage of marks in schools and
colleges,academic qualifications etc
 Earning fat salary, top positions in
workplace, being rich and wealthy,
powerful,dominating, being influential etc
www.schoolofeducators.com 12

13. OR SUCCESS IS SOMETHING ELSE
 The word "success" is a relative term
 Living a healthy and happy married life may be an
indicator of success for some.
 Reaching a top position in carrier may be an indicator
of success for others
 For some having a satisfying job life or personal
satisfaction may be an indicator of success
 Only the tangible achievements may not be indicators
of success in life. Many a times non-tangible
performance or achievements may be termed as
successful.
www.schoolofeducators.com 13

14. www.schoolofeducators.com 14
GETS YOU
HIRED
GETS YOU
FIRED/PROMOTED
THE PROFESSIONAL SUCCESS

15. What experts say
Psychologists, Psychiatrists, Management
consultants and Medical Doctors have been
proving that there are personal
characteristics called emotional intelligence
which are responsible for the ways how we
behave, how we feel, how we relate to
others, how well we do at our jobs, and how
healthy we are.
www.schoolofeducators.com 15

16. Conted…..
Emotional Intelligence tendencies can
result in being uncomfortable with other
people, not being happy with your job, not
succeeding at your job, and even being
physically and psychologically unhealthy -
with stress-related problems, or not having
satisfactory interpersonal relations
www.schoolofeducators.com 16

17. The
HEAD The
HEART
IQ EQ
THE PERSONALITY
www.schoolofeducators.com 17

18. THE PERSONALITY
EQ
Thinking
Part
Feeling
Part
www.schoolofeducators.com 18

19. Characteristics of a High EQ Person
 A time to wait and a time to watch,
 A time to be aggressive and a time to be passive,
 A time to be together and a time to be alone,
 A time to fight and a time to love,
 A time to work and a time to play,
 A time to cry and a time to laugh,
 A time to confront and a time to withdraw,
 A time to speak and a time to be silent,
 A time to be patient and a time to decide.
www.schoolofeducators.com 19

20. Characteristics of a low EQ Person
“If only I had a different job … …”
“If only I had finished graduation … …”
“If only I had been handsome/beautiful …”
“If only my spouse had stopped drinking …”
“If only I had been born rich and famous…”
“If only I had good contacts…”
“If only I had better friends …”
“If only I had married someone else …”
www.schoolofeducators.com 20

21. TWO VIEW POINTS ABOUT EQ
Traditionalists
say that emotions
High performers
say that emotions
Distract us
Increase our
vulnerability
Cloud our judgment
Inhibit free flow of
data
Must be controlled
Motivate us
Increase our
confidence
Speed our analysis
Build trust
Provide vital feedback
Must be managed
www.schoolofeducators.com 21

22. EMOTIONAL SKILLS MANAGERS SHOULD LEARN
 EMOTIONAL COMPETENCY
 EMOTIONAL MATURITY
 EMOTIONAL SENSITIVITY
www.schoolofeducators.com 22

23. I. EMOTIONAL COMPETENCY
 Tackling Emotional Upsets
 High Self-esteem
 Handling Egoism
 Handling Inferiority Complex
www.schoolofeducators.com 23

24. II. EMOTIONAL MATURITY
 Self-Awareness
 Developing Others
 Delaying Gratification
 Adaptability and Flexibility
www.schoolofeducators.com 24

25. III. EMOTIONAL SENSITIVITY
 Understanding Threshold of
Emotional Arousal
 Empathy
 Improving Inter-personal Relations
 Communicability of Emotions
www.schoolofeducators.com 25

26. The Empirical Research
A study of 80 Ph.D.’s
A study of Insurance Sector
A study of IAS officers
A study on stress and burnout
A study of different professions
www.schoolofeducators.com 26

27. A study of 80 Ph.D.’s by EQ Consortium
A study of 80 Ph.D.’s in science who underwent a battery
of personality tests, IQ tests, and interviews in the 1950s
when they were graduate students at Berkeley.
Forty years later, when they were in their early seventies,
they were tracked down and estimates were made of their
success based on resumes, evaluations by experts in their
own fields, and sources like American Men and Women of
Science.
It turned out that social and emotional abilities were four
times more important than IQ in establishing professional
success and prestige.
(EQ CONSORTIUM)
www.schoolofeducators.com 27

28. A STUDY OF INSURANCE SECTOR
In another research it has
been found that Insurance
salespersons who were
optimists
sold 37 percent more
insurance policies in
their first two years
than did
pessimists.
www.schoolofeducators.com 28

29. A STUDY OF IAS OFFICERS
After studying 60 IAS officers of
Assam Cadre it was found that 77
% of them fall in the category of
Average EQ.
 Only 15 % showed High EQ
(Prof NK Chadha, Psychology Dept, Delhi University)
www.schoolofeducators.com 29

30. A STUDY OF STRESS AND BURNOUT
 The managers High on EQ were low on
‘burnout’ implying that they can cope up
better with stress.
(Prof NK Chadha, Psychology Dept, Delhi University)
www.schoolofeducators.com 30

31. Do different professions require different Levels
of EQ?
CLUSTER I: EXTREMELY HIGH
Artist, Insurance, Advertisement, Social Work
CLUSTER II:HIGH
Teaching, Legal, Tourism, Politics, Business/
Entrepreneurship, Police
CLUSTER III:AVERAGE
Judiciary, Administration, Information
Technology, Medicine, Banking, Engineering,
Accountancy, Nursing
www.schoolofeducators.com 31

32. SOME MYTHS/FACTS ABOUT EQ
 Being EI does not mean a weak, submissive or
defensive personality.
 Being highly EI does not not mean being extra
nice, polite or sugar coating your language
 The females are NOT superior to males in
expressing/experiences emotions as most of us
tend to believe incorrectly. In fact, the research
shows that males are equally emotional when
compared to females.
 There is no direct evidence to prove that EQ is
dependent upon heredity.
 However, the environment does seem to
influence the EQ.
www.schoolofeducators.com 32

33. www.schoolofeducators.com 33
Myths…..
 Advocating EQ does not mean that we are
promoting low scorers or average IQ people.
 Having average EQ is not bad or undesirable
 Having high EQ is always welcome.
 We are not negating the IQ. In fact a
combination of high EQ and high IQ would be a
most ideal personality. It would be a win win
situation.

34. CAN EQ BE DEVELOPED?
 YES. You can develop your EQ by
upgrading your emotional skills. The
popular thinking that EQ is entirely
inherited is incorrect. Emotional
Intelligence is not fixed at birth. There is
no emotional intelligence genes as such
that we know of today. It is something one
has learned.
www.schoolofeducators.com 34

35. Conted……..
Can EQ be developed at any stage/age
of personal or professional life. The
answer is YES. You can upgrade your
emotional skills at any stage of your life.
In fact, age and maturity are positively
correlated with the EQ.
Same is not true about IQ which is
more or less static.
www.schoolofeducators.com 35

36. Can EQ Be Measured?
YES. Though some critics may argue that
emotional traits can not be measured
accurately the psychologists have shown
that EI can be measured by using
standardized scientific tools.
www.schoolofeducators.com 36

37. APPLYING EQ IN BUSINESS ORGANISATIONS
•Customer Service
•Hiring
•Turnover
•Training
•Corporate Culture
•Productivity
•Goal Setting
•Emotional Support
•Leadership
www.schoolofeducators.com 37

38. CONCLUSION: Applying EQ makes you
feel comfortable within your own skin and
with people around you. You can also
understand what makes you incompatible
with certain people or jobs and learn ways
to deal with the emotional difficulties ease.
You can also understand the specific
feelings that cause you stress and learn
ways to become more at peace.
www.schoolofeducators.com 38

39. www.schoolofeducators.com 39
QUOTES
 “Anyone can be angry—that is easy. But
to be angry with the right person, to the
right degree, at the right time, for the
right purpose, and in the right way —
that is not easy.”

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