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EMOTIONAL INTELLIGENCE

Norma Meek and Patty Schumacher Senior Associates Yale School of the 21st Century

Emotional Intelligence
E - IQ

Business .Industry .

High IQ Critical Condescending Inhibited Uncomfortable with sensuality Emotionally bland High Emotional IQ Poised Outgoing Committed to people and causes Sympathetic and caring Comfortable with themselves .

IQ contributes only about 20% to success in life .

Other forces contribute to success Emotional Intelligence Luck Social Class .

Emotional IQ has 5 components Self awareness Managing emotions Motivating ourselves Empathy Resolving conflicts/handling relationships .

C. the future that she credits you when speaking about your work. If you are interested in testing and developing your EI. C. What do you do? Immediately and publicly confront the colleague over the ownership of your work. Note: The purpose of the following quiz is to provide you with an introduction to Emotional Intelligence (EI). a tool designed to be administered by accredited users Inventory.never noticed. A little of both a and b. or watch the movie. take the colleague aside and tell her that you would appreciate in B. You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side.EI TEST 1.haygroup. You are in a meeting when a colleague takes credit for work that you have done.htm . attention to the turbulence. 2. After the colleague speaks. The introduction results you get from this quiz are NOT a comprehensive picture of your EI and the quiz is NOT representative of Hay of Group surveys. trying to pay little A. Nothing. group more specific detail about what you were trying to accomplish. you should contact us at 617 425 4500 for should information on our Emotional Competence Inventory. Become vigilant for an emergency. Not sure . http://ei. What do you do? Continue to read your book or magazine. it's not a good idea to embarrass colleagues in public. A. reading the emergency instructions card. carefully monitoring the stewardesses and B. D. only. publicly thank her for referencing your work and give the D. After the meeting.com/resources/default_ieitest.

Go see the professor and try to talk her into giving you a better grade. D. and you would appreciate it if he wouldn't get in the way of this. What do you do? A. Decide you do not have what it takes to make it in that career. Tell yourself it really doesn't matter how much you do in the course.com/resources/default_ieitest. Listen to the client and rephrase what you gather he is feeling.on the midterm. Tell the client you understand how frustrating this must be for him. B.htm . D. Explain to the client that he is being unfair. You have just found out you got a C. Hang-up. You are a college student who had hoped to get an A in a course that was important for your future career aspirations. It doesn't pay to take abuse from anyone.haygroup. C. What do you do? A. that you are only trying to do your job. concentrate instead on other classes where your grades are higher. and offer a specific thing you can do to help him get his problem resolved. You are a customer service representative and have just gotten an extremely angry client on the phone.3. C. Sketch out a specific plan for ways to improve your grade and resolve to follow through. http://ei. 4. B.

Sharpen up your resume. 6. C. Call it a day and go home early to miss rush-hour traffic. Speak up on the spot. What do you do? A. http://ei. and keep plugging away .haygroup.com/resources/default_ieitest.the best way to deal with these things is not to react.List your strengths and weaknesses to identify what may be undermining your ability to sell. You have left the last 15 clients empty-handed. You are an insurance salesman calling on prospective clients. You overhear someone telling a racist joke.5. Try something new in the next call.htm . C. Suggest to the person telling the joke he go through a diversity training program. Ignore it . D. What do you do? A. Call the person into your office and explain that their behavior is inappropriate and is grounds for disciplinary action if repeated. B. D. You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity. saying that such jokes are inappropriate and will not be tolerated in your organization. B.

Say you are sorry. http://ei. What is the best thing to do? Agree to take a 20-minute break before continuing the discussion. Go silent.7. Tell her about a time something like this happened to you. Stop for a moment. D. You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cut dangerously close in front of her. 8. What do you do? A.com/resources/default_ieitest.htm . Join her in criticizing the other driver. regardless of what your partner says. and ask your partner to apologize too.haygroup. C. start making personal attacks which neither of you really mean. Put on one of her favorite tapes and try to distract her. A discussion between you and your partner has escalated into a shouting match. until you saw the other driver was on the way to the hospital. Tell her to forget about it-she's OK now and it is no big deal. then restate your side of the case as precisely as possible. B. You are both upset and in the heat of the argument. collect your thoughts. and how angry you felt.

B.com/resources/default_ieitest. What do you do? A. C. Draw up an agenda. Start out with a brainstorming session. Begin by asking each person individually for ideas about how to solve the problem. Accept that he "does not have what it take to succeed around here" and find others in your team to take on his tasks. and have noticed that he appears to be unable to make the simplest of decisions without seeking advice from you. http://ei. You have recently been assigned a young manager in your team. You have been given the task of managing a team that has been unable to come up with a creative solution to a work problem. Get an HR manager to talk to him about where he sees his future in the organization. call a meeting and allot a specific period of time to discuss each item.htm . Purposely give him lots of complex decisions to make so that he will become more confident in the role. Organize an off-site meeting aimed specifically at encouraging the team to get to know each other better. D. and make yourself available to act as his mentor. C. no matter how wild. D. Engineer an ongoing series of challenging but manageable experiences for him. 10. B.9. What is the first thing that you do? A. encouraging each person to say whatever comes to mind.haygroup.

Not D. D – 5 pts.haygroup. 8. 7.Answers to Quiz 1. 10.com/resources/default_ieitest. 10 pts. C – 5 pts. C – 5 pts. B – 10 pts. A – 10 pts. 9. D 5 pts. D – 10 pts. 5. 6. A – 10 pts. B – 5 pts. for ABC B – 5 pts. D – 10 pts. B – 5 pts. 2. C – 10 pts. 3. C – 5 pts.htm . B – 10 pts. D – 10 pts. 4. D – 10 pts. http://ei. B – 5 pts.

.Children are not born with social skills. they must learn them.

IF CHILDREN ARE NOT BORN WITH SOCIAL AND EMOTIONAL SKILLS WHAT CAN EDUCATORS DO TO STIMULATE THESE SKILLS IN THE CHILDREN IN OUR SETTING? .

ADDING THE TOOLS TO THE TOOLBOX • CLEAR COMMUNICATION • EMPATHY • SELF AWARENESS • DECISION MAKING • PROBLEM SOLVING • SHARING • PATIENCE • LISTENING • CARING • GETTING ALONG WITH OTHERS • GENTLENESS • PERSEVERANCE • SELF MOTIVATION • SELF CONTROL .

EDUCATING THE HEART IS AS IMPORTANT AS EDUCATING THE MIND • EACH MORNING HAVE A COMMUNITY/FEELING CIRCLE-how do you feel and why? READ STORIES TO EMPHASIZE THE TOOLS TELL YOUR OWN STORIES TO ENHANCE THE TOOLS CHILDREN ROLE PLAY CHARACTERS IN THE STORIES • • • .

CHILDREN NEED THE E. TOOLS TO BE SUCCESSFUL IN LIFE • USE MUSIC TO BUILD SELF-ESTEEM. STIMULATE LISTENING & RECEPTIVE LANGUAGE . ENHANCE EXPRESSION.I. SPUR MOTOR DEVELOPMENT.

MORE CLASSROOM STRATEGIES • PEER MEDIATION • DEEP BREATHING—EXHALE. HOLD 2 SECONDS-INHALE • YOGA .

Rutgers U. • Lessons on hurtfulness of “put downs” followed by discussion of “put ups” • Classroom plan on handling feelings—think rather than react aggressively .E.I. IS THE SET OF ABILITIES THAT HELPS US GET ALONG IN LIFE WITH OTHER PEOPLE IN ALL KINDS OF SITUATIONS—Maurice Elias.

MORE CLASSROOM STRATEGIES • Community service • Care of classroom pets • Cooperative learning groups .

I.OUR THOUGHTFUL TEACHING. LISTENING. . TEAMWORK & APPRECIATION OF DIFFERENCES SET HIGHER STANDARDS FOR THEMSELVES • EDUCATORS NEED TO PROVIDE WORKSHOPS FOR PARENTS ON DEVELOPING THE EMOTIONAL AND SOCIAL INTELLIGENCE IN CHILDREN.PERSERVERANCE. IN OUR CHILDREN • CHILDREN WHO ARE AROUND ADULTS WHO MODEL GENTLENESS. CONVERSATION. MODELING & PRACTICE CAN DEVELOP & NURTURE E.

ADULTS NEED TO MODEL GENTLENESS • Sometimes nonverbal. supportive actions are all that is needed in the situation • Don’t say – – – – “it’s not as bad as that” “big girls don’t cry” “boys don’t cry” “it didn’t hurt” .

THE BEST HOPE OF A NATION LIES IN THE PROPER EDUCATION OF ITS CHILDREN--Erasmus • SOBERING REALITY OF COLUMBINE AND OTHER SCHOOLS HIGHLIGHT THE NEED FOR EDUATION OF THE EMOTIONS—the answer does not lie in metal detectors .

I.• DO YOU AGREE SELF CONTROL. PERSEVERANCE. & SELF-MOTIVATION ARE AS IMPORTANT AS IQ IN DETERMING OVERALL LIFELONG SUCCESS? • WHAT ARE YOU DOING IN YOUR EDUCATION SETTING TO ENHANCE THE E. OF THE CHILDREN? . GETTING ALONG WITH OTHERS.