Emotional intelligence

EMOTIONAL
INTELLIGENCE
ORGANIZATIONAL
BEHAVIOUR
Presented To :
DR. TEJINDER PAL SINGH
Presented By :
KOMAL SAHI
What Are Emotions and Moods?
Affect
A broad range of emotions that people
experience
Emotions
Intense feelings that are
directed at someone or
something
Emotions Defined
 Psychological, behavioral,
and physiological episodes
experienced towards an
object, person, or event
that create a state of
readiness.
 Most emotions occur
without our awareness
 Moods – lower intensity
emotions without any
specific target source
Aspects of Emotions
 Biology of Emotions
 Originate in brain’s limbic system
 Intensity of Emotions
 Personality and Job requirements
 Frequency and Duration of Emotions
 How often emotions are exhibited
 How long emotions are displayed
 Functions of Emotions
 Critical for rational thinking
 Motivate people
Sources of Emotions and Moods
 Personality
 Day and Time of the Week
 Weather
 Illusory correlation
 Stress
 Social Activities
 Sleep
 Exercise
 Age
 Gender
Emotional intelligence
Why Emotions Were Ignored in OB?
 The “myth of rationality”
 Emotions of any kind are disruptive to
organizations.
 Original OB focus was solely on the
effects of strong negative emotions that
interfered with individual and
organizational efficiency.
TYPES OF
EMOTIONS
OB Applications of Emotions and Moods
 Emotions and Selection
 Emotions affect employee effectiveness.
 Decision Making
 Emotions are an important part of the decision-
making process in organizations.
 Creativity
 Positive mood increases creativity.
 Motivation
 Emotional commitment to work and high
motivation are strongly linked
 Leadership
 Emotions are important to acceptance of
messages from organizational leaders.
 Interpersonal Conflict
 Conflict in the workplace and individual
emotions are strongly intertwined.
 Negotiation
 Emotions can impair negotiations.
 Customer Services
 Emotions affect service quality delivered to
customers which, in turn, affects
customer relationships.
 Job Attitudes
 Can carry over to home
 Deviant Workplace Behaviors
 Negative emotions lead to employee deviance
(actions that violate norms and threaten the
organization).
INTELLIGENCE DEFINED
• The ability to learn or understand or to
deal with new or trying situations : the
skilled use of reason
• The cognitive abilities of an individual to
learn from experience, to reason well,
and to cope effectively with the
demands of daily living.
IQ vs. EQ
IQ AND EQ
IQ defines how smart you
are,
EQ defines how well you
use what smarts you
have.
IQ gets you hired, while
EQ gets you
promoted.
Emotional intelligence
Intelligence Core Components End-States
Logical-
mathematical
Linguistic
Musical
Spatial
Sensitivity to, and capacity to discern, logical
or numerical patterns; ability to handle long
chains of reasoning.
Sensitivity to the sounds, rhythms, and
meanings of words; sensitivity to the
different functions of language.
Abilities to produce and appreciate rhythm,
pitch, and timbre; appreciation of the forms
of musical expressiveness.
Capacities to perceive the visual-spatial
world accurately and to perform
transformations on ones initial perceptions.
Scientist
Mathematician
Poet
Journalist
Violinist
Composer
Sculptor
Navigator
Gardner’s Seven Intelligences
Gardner’s Seven Intelligences
Intelligence Core Components End-States
Bodily-
Kinesthetic
Interpersonal
Intrapersonal
Abilities to control ones body
movements and to handle objects
skillfully.
Capacities to discern and respond
appropriately to the moods,
temperaments, motivations, and desires
of other people.
Access to ones own feelings and the
ability to discriminate among them and
draw upon them to guide behavior;
knowledge of one’s own strengths,
weaknesses, desires, and intelligences.
Dancer
Athlete
Therapist
Salesman
Person with
detailed
accurate self-
knowledge
Emotional Intelligence
Emotional Intelligence is
• The Ability of an individual to
deal successfully with
other people
• To manage one’s self
• Motivate other people
• Understand one's own feelings &
• Appropriately respond to the
everyday environment
Emotional intelligence
Emotional intelligence
Emotional intelligence
NEED
 Important deciding factor for
RELATIONSHIP MANAGEMENT resulting in
motivation, retention , self management &
managing others.
 Bosses and leaders, in particular, need high EQ
because they represent the organization to the
public, they interact with the highest number of
people within and outside the organization and
they set the tone for employee morale.
Why Emotional Intelligence is necessary
Help to manage effective
relationship.
Help them being focussed and stay
on track by remembering purpose &
vision.
The 5 Biggest Reasons why new hires
fail
 Coachability 26%
 Emotional Intelligence 23%
 Motivation 17%
 Temperament 15%
 Technical Competence 11%
- Leadership IQ
Mayer-Salovey Model
MSCEIT
Performance or ability measure
Bar-On Model
EQ-I
Self-report measure
Goleman Model
ECI - Self Report Measure
360 measure
MEASUREMENT OF EI
(A) Mayer-Salovey-Caruso Model
(MSCEIT)
Scales
Identify emotions in faces
Using Emotions to Facilitate Thought: use
emotions to solve problems
Understanding Emotions: figure out what
makes people “tick”
Managing Emotions: make optimal decisions
IDENTIFY FACILITATE UNDERSTAND MANAGE
EXPERIENTIAL STRATEGIC
Mayer, Salovey, Caruso Emotional Intelligence Test
FACES
PICTURES
SENSATIONS
FACILITATE
CHANGES
BLENDS EMOT. RELAT.
EMOT. MAN.
(B) Dr. BarOn and Emotional Intelligence
 Dr. Reuven Bar-On began in 1980
 factors that were related to success in life
 why some people with moderate IQ do
well in life while others with high IQ fail
 Distinct from IQ (cognitive intelligence)
 components resemble personality factors,
but can change and can be altered
Emotional intelligence
BarOn/EQ-i
Factors
 Intra-Personal
 Emotional Self-Awareness
 Assertiveness
 Self-Regard
 Self-Actualization
 Independence
 Inter-Personal
 Interpersonal Relationship
 Empathy
 Social Responsibility
 Adaptability
 Problem Solving
 Flexibility
 Reality Testing
 Stress Management
 Stress Tolerance
 Impulse Control
 General Mood
 Optimism
 Happiness
Social
Awareness
Self-
management
Perceiving and understanding the
meaning of others’ emotions
Managing our own emotions
Self-awareness
perceiving and understanding the
meaning of your own emotions
Relationship
Management
Managing other people’s
emotions
Lowest
Highest
(C) Goleman Model of Emotional
Intelligence
4-29
Emotional Intelligence
Competencies
Self-awareness Social awareness
Self-management
Relationship
management
Self
(personal competence)
Other
(social competence)
Recognition
of emotions
Regulation
of emotions
4-30
Emotional intelligence
1. Self-awareness
“Knowing what we are feeling in the moment, and
using those preferences to guide our decision making;
having a realistic assessment of our own abilities and
a well grounded sense of self confidence.”
Knowing one’s internal states, preferences, resources,
and intuitions
•Emotional awareness
•Accurate self-assessment
•Self-confidence
2. Self-regulation
“Handling our emotions so that they facilitate
rather than interfere with the task at hand; being
conscientious and delaying gratification to pursue
goals; recovering well from emotional distress.”
Managing one’s internal states, impulses and
resources
•Self-control
•Trustworthiness
•Conscientiousness
•Adaptability
•Innovation
3. Motivation
“Using our deepest preferences to move and guide us
to our goals; to help us take initiative and strive to
improve; and to persevere in the face of setbacks and
frustrations.”
Emotional tendencies that guide or facilitate reaching
goals
•Achievement drive
•Commitment
•Initiative
•Optimism
4. Empathy
“Sensing what people are feeling, being able to take
their perspective, and cultivating rapport and
attunement with a broad diversity of people.”
Awareness of other’s feelings, needs and concerns
•Understanding others
•Service orientation
•Leveraging diversity
•Political awareness
5. Social Skills
“Handling emotions in relationships well and
accurately reading social situations and networks;
interacting smoothly; using these skills to persuade and
lead, negotiate and settle disputes, for cooperation
and teamwork.”
Adeptness at inducing desirable responses in others
• Influence
• Communication
• Leadership
• Building bonds
• Collaboration and cooperation
Affective Events Theory (AET)
Developing EI in Workplace
Developing EI in the workplace means acknowledging that
emotions are always present, and doing something intelligent
with them.
People derail because of classic emotional failings, not the
lack of technical skills
Applying EI in Business
Organization
 Human Resource Planning
 Job Profiling
 Recruitment, Interviewing & Training
 Management Development
 Customer relations &Customer Service
 Emotional support
 Leadership
There are the adverse consequences to have low
Emotional Intelligence.
These includes-
•Relationship Problems
•Rage in Workplace
•Poor Decision Making Capability
•Failure to advance in career
Improving Emotional Intelligence
 Emotional intelligence is a set of competencies
(aptitudes, skills)
 Can be learned, especially through coaching
 EI increases with age – maturity
Job Satisfaction
 A person's evaluation of his or her job and work
context
 A collection of attitudes about specific facets of the
job
4-42
EVLN: Responses to
Dissatisfaction
Loyalty
Voice
Exit
Neglect
• Leaving the situation
• Quitting, transferring
• Changing the situation
• Problem solving, complaining
• Patiently waiting for the
situation to improve
• Reducing work effort/quality
• Increasing absenteeism
Organizational Commitment
 Affective commitment
 Emotional attachment to, identification with, and
involvement in an organization
 Continuance commitment
 Calculative attachment – stay because too
costly to quit
4-44
Building (Affective) commitment
Shared
Values
• Values congruence
Justice/ Support
• Apply humanitarian values
• Support employee wellbeing
Employee
Involvement
• Employees feel part of company
• Involvement demonstrates trust
Organisational
Comprehension
• Know firm’s past/present/future
• Open and rapid communication
Trust
• Employees trust org leaders
• Job security supports trust
Work Overload and Task Control
Stressors
Work Overload Stressor
Working more hours, more intensely than one
can cope
Affected by globalization, consumerism, ideal
worker norm
Task Control Stressor
Due to lack control over how and when tasks
are performed
Stress increases with responsibility
4-46
Cynicism
Reduced Personal
Accomplishment
Physiological,
psychological,
and behavioral
consequences
Emotional
Exhaustion
Interpersonal and
Role-Related Stressors
Job Burnout Process
4-47
Summary and Implications
 Emotions and moods can affect job
performance.
 You can’t control the employees’
emotions and moods.
 But managers who understand the role of
emotions and moods will significantly
improve their ability to explain and predict
their coworkers’ behavior .
Emotional intelligence
1 sur 49

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Emotional intelligence

  • 1. EMOTIONAL INTELLIGENCE ORGANIZATIONAL BEHAVIOUR Presented To : DR. TEJINDER PAL SINGH Presented By : KOMAL SAHI
  • 2. What Are Emotions and Moods? Affect A broad range of emotions that people experience Emotions Intense feelings that are directed at someone or something
  • 3. Emotions Defined  Psychological, behavioral, and physiological episodes experienced towards an object, person, or event that create a state of readiness.  Most emotions occur without our awareness  Moods – lower intensity emotions without any specific target source
  • 4. Aspects of Emotions  Biology of Emotions  Originate in brain’s limbic system  Intensity of Emotions  Personality and Job requirements  Frequency and Duration of Emotions  How often emotions are exhibited  How long emotions are displayed  Functions of Emotions  Critical for rational thinking  Motivate people
  • 5. Sources of Emotions and Moods  Personality  Day and Time of the Week  Weather  Illusory correlation  Stress  Social Activities  Sleep  Exercise  Age  Gender
  • 7. Why Emotions Were Ignored in OB?  The “myth of rationality”  Emotions of any kind are disruptive to organizations.  Original OB focus was solely on the effects of strong negative emotions that interfered with individual and organizational efficiency.
  • 9. OB Applications of Emotions and Moods  Emotions and Selection  Emotions affect employee effectiveness.  Decision Making  Emotions are an important part of the decision- making process in organizations.  Creativity  Positive mood increases creativity.  Motivation  Emotional commitment to work and high motivation are strongly linked  Leadership  Emotions are important to acceptance of messages from organizational leaders.
  • 10.  Interpersonal Conflict  Conflict in the workplace and individual emotions are strongly intertwined.  Negotiation  Emotions can impair negotiations.  Customer Services  Emotions affect service quality delivered to customers which, in turn, affects customer relationships.  Job Attitudes  Can carry over to home  Deviant Workplace Behaviors  Negative emotions lead to employee deviance (actions that violate norms and threaten the organization).
  • 11. INTELLIGENCE DEFINED • The ability to learn or understand or to deal with new or trying situations : the skilled use of reason • The cognitive abilities of an individual to learn from experience, to reason well, and to cope effectively with the demands of daily living.
  • 12. IQ vs. EQ IQ AND EQ IQ defines how smart you are, EQ defines how well you use what smarts you have. IQ gets you hired, while EQ gets you promoted.
  • 14. Intelligence Core Components End-States Logical- mathematical Linguistic Musical Spatial Sensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long chains of reasoning. Sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language. Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness. Capacities to perceive the visual-spatial world accurately and to perform transformations on ones initial perceptions. Scientist Mathematician Poet Journalist Violinist Composer Sculptor Navigator Gardner’s Seven Intelligences
  • 15. Gardner’s Seven Intelligences Intelligence Core Components End-States Bodily- Kinesthetic Interpersonal Intrapersonal Abilities to control ones body movements and to handle objects skillfully. Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people. Access to ones own feelings and the ability to discriminate among them and draw upon them to guide behavior; knowledge of one’s own strengths, weaknesses, desires, and intelligences. Dancer Athlete Therapist Salesman Person with detailed accurate self- knowledge
  • 16. Emotional Intelligence Emotional Intelligence is • The Ability of an individual to deal successfully with other people • To manage one’s self • Motivate other people • Understand one's own feelings & • Appropriately respond to the everyday environment
  • 20. NEED  Important deciding factor for RELATIONSHIP MANAGEMENT resulting in motivation, retention , self management & managing others.  Bosses and leaders, in particular, need high EQ because they represent the organization to the public, they interact with the highest number of people within and outside the organization and they set the tone for employee morale.
  • 21. Why Emotional Intelligence is necessary Help to manage effective relationship. Help them being focussed and stay on track by remembering purpose & vision.
  • 22. The 5 Biggest Reasons why new hires fail  Coachability 26%  Emotional Intelligence 23%  Motivation 17%  Temperament 15%  Technical Competence 11% - Leadership IQ
  • 23. Mayer-Salovey Model MSCEIT Performance or ability measure Bar-On Model EQ-I Self-report measure Goleman Model ECI - Self Report Measure 360 measure MEASUREMENT OF EI
  • 24. (A) Mayer-Salovey-Caruso Model (MSCEIT) Scales Identify emotions in faces Using Emotions to Facilitate Thought: use emotions to solve problems Understanding Emotions: figure out what makes people “tick” Managing Emotions: make optimal decisions
  • 25. IDENTIFY FACILITATE UNDERSTAND MANAGE EXPERIENTIAL STRATEGIC Mayer, Salovey, Caruso Emotional Intelligence Test FACES PICTURES SENSATIONS FACILITATE CHANGES BLENDS EMOT. RELAT. EMOT. MAN.
  • 26. (B) Dr. BarOn and Emotional Intelligence  Dr. Reuven Bar-On began in 1980  factors that were related to success in life  why some people with moderate IQ do well in life while others with high IQ fail  Distinct from IQ (cognitive intelligence)  components resemble personality factors, but can change and can be altered
  • 28. BarOn/EQ-i Factors  Intra-Personal  Emotional Self-Awareness  Assertiveness  Self-Regard  Self-Actualization  Independence  Inter-Personal  Interpersonal Relationship  Empathy  Social Responsibility  Adaptability  Problem Solving  Flexibility  Reality Testing  Stress Management  Stress Tolerance  Impulse Control  General Mood  Optimism  Happiness
  • 29. Social Awareness Self- management Perceiving and understanding the meaning of others’ emotions Managing our own emotions Self-awareness perceiving and understanding the meaning of your own emotions Relationship Management Managing other people’s emotions Lowest Highest (C) Goleman Model of Emotional Intelligence 4-29
  • 30. Emotional Intelligence Competencies Self-awareness Social awareness Self-management Relationship management Self (personal competence) Other (social competence) Recognition of emotions Regulation of emotions 4-30
  • 32. 1. Self-awareness “Knowing what we are feeling in the moment, and using those preferences to guide our decision making; having a realistic assessment of our own abilities and a well grounded sense of self confidence.” Knowing one’s internal states, preferences, resources, and intuitions •Emotional awareness •Accurate self-assessment •Self-confidence
  • 33. 2. Self-regulation “Handling our emotions so that they facilitate rather than interfere with the task at hand; being conscientious and delaying gratification to pursue goals; recovering well from emotional distress.” Managing one’s internal states, impulses and resources •Self-control •Trustworthiness •Conscientiousness •Adaptability •Innovation
  • 34. 3. Motivation “Using our deepest preferences to move and guide us to our goals; to help us take initiative and strive to improve; and to persevere in the face of setbacks and frustrations.” Emotional tendencies that guide or facilitate reaching goals •Achievement drive •Commitment •Initiative •Optimism
  • 35. 4. Empathy “Sensing what people are feeling, being able to take their perspective, and cultivating rapport and attunement with a broad diversity of people.” Awareness of other’s feelings, needs and concerns •Understanding others •Service orientation •Leveraging diversity •Political awareness
  • 36. 5. Social Skills “Handling emotions in relationships well and accurately reading social situations and networks; interacting smoothly; using these skills to persuade and lead, negotiate and settle disputes, for cooperation and teamwork.” Adeptness at inducing desirable responses in others • Influence • Communication • Leadership • Building bonds • Collaboration and cooperation
  • 38. Developing EI in Workplace Developing EI in the workplace means acknowledging that emotions are always present, and doing something intelligent with them. People derail because of classic emotional failings, not the lack of technical skills
  • 39. Applying EI in Business Organization  Human Resource Planning  Job Profiling  Recruitment, Interviewing & Training  Management Development  Customer relations &Customer Service  Emotional support  Leadership
  • 40. There are the adverse consequences to have low Emotional Intelligence. These includes- •Relationship Problems •Rage in Workplace
  • 41. •Poor Decision Making Capability •Failure to advance in career
  • 42. Improving Emotional Intelligence  Emotional intelligence is a set of competencies (aptitudes, skills)  Can be learned, especially through coaching  EI increases with age – maturity Job Satisfaction  A person's evaluation of his or her job and work context  A collection of attitudes about specific facets of the job 4-42
  • 43. EVLN: Responses to Dissatisfaction Loyalty Voice Exit Neglect • Leaving the situation • Quitting, transferring • Changing the situation • Problem solving, complaining • Patiently waiting for the situation to improve • Reducing work effort/quality • Increasing absenteeism
  • 44. Organizational Commitment  Affective commitment  Emotional attachment to, identification with, and involvement in an organization  Continuance commitment  Calculative attachment – stay because too costly to quit 4-44
  • 45. Building (Affective) commitment Shared Values • Values congruence Justice/ Support • Apply humanitarian values • Support employee wellbeing Employee Involvement • Employees feel part of company • Involvement demonstrates trust Organisational Comprehension • Know firm’s past/present/future • Open and rapid communication Trust • Employees trust org leaders • Job security supports trust
  • 46. Work Overload and Task Control Stressors Work Overload Stressor Working more hours, more intensely than one can cope Affected by globalization, consumerism, ideal worker norm Task Control Stressor Due to lack control over how and when tasks are performed Stress increases with responsibility 4-46
  • 48. Summary and Implications  Emotions and moods can affect job performance.  You can’t control the employees’ emotions and moods.  But managers who understand the role of emotions and moods will significantly improve their ability to explain and predict their coworkers’ behavior .