Components of Emotional Intelligence
Emotional Intelligence (EI) or Emotional Quotient (EQ) can be understood as the ability of individuals to recognize, understand and manage/influence the emotion s of self as well as others, and the ability to differentiate between different emotions and labeling them accordingly, as well as the ability to use emotional information as a guidance to think and behave or adjust or manage or adapt to different situations and achieve goals (Martin-Raugh et al. 2016; Gilbert et al. 2017). This suggests that awareness of emotions can influence the behavior and also impact others in a positive or negative way (Kaur et al. 2015). Studies suggest that EI can be related to better mental health, satisfaction and performance at jobs, leadership abilities (Fernández-Abascal and Martín-Díaz 2015; Sodhi 2016). According to Goleman, 67% of the vital abilities that can foster better performance among leaders can be developed with emotional intelligence, and is twice more importance compared to technical skills or Intelligence Quotients (Goleman et al. 2018; Goleman and Boyatzis 2017). Other studies have also shown that Emotional Intelligence also is related to an improvement in General Intelligence. According to Goleman, EI is distinct from but complementary to academic intelligence (Blanco et al. 2016; Lievens and Chan 2017; Furnham 2016).
According to Gardner, human cognition can be understood as a blend of 7 forms of intelligence, these include: Linguistic, Logical-Mathematical, Musical, Bodily Kinesthetic, Spatial, Interpersonal and Intrapersonal Intelligences. The first two are usually evaluated in schools, the next three associated with arts and the last two are forms of emotional intelligences (Gardner 2018). The Salovey and Mayer’s PUUM model shows that Emotional Intelligence directly interacts in a bidirectional way with Perceptions of emotions, management of emotions, understanding of emotions and using or expressing emotions. According to Salovey, Emotional Intelligence is vital in the following aspects: 1) Improving self awareness by understanding own emotions, 2) handling self emotions based upon the self awareness, 3) being able to motivate oneself, 4) Understanding other’s emotions through empathy, 5) handling relations by managing emotions with others (Hamilton-Butler 2018).
Emotional Intelligence can be considered to be composed of 4 components: Self Awareness, Self Management, Social Awareness and Relationships. EI is necessary at every stage of human development (namely childhood, adolescence, adulthood and late adulthood). During childhood, Emotional Intelligence can play a vital role in the development of self awareness, self regulation, internal motivation, empathy and social skills (Pan et al. 2014; Carson et al. 2016). By understanding the emotions of the self, it becomes possible to regulate and control the emotions and how we react to it, which in turn can help to establish a sense of what is important in life and also to develop social connections. During the adolescence, EI can help in the development of identity, managing stress, getting along with others, understanding and managing emotions, resolving conflicts, developing empathy, and increase self awareness (Bertram et al. 2016; Serrat 2017). In adulthood, EI can help in the practical shift in emotional and cognitive goals, and help to develop a purpose in life, becoming more realistic, practical and sociable, it can help to improve the ability to regulate moods and emotions and understand situational factors and also taking calculated risks. High levels of emotional intelligence also help to focus on the positive aspects of life, fostering forward thinking and letting go of the past, help to become more assertive and setting clear boundaries, helping to choose how to spend the energy appropriately and also help to continually learn and grow towards independence (Joseph et al. 2015; Nightingale et al. 2018).
Importance and Benefits of Emotional Intelligence
These factors show how EI is an important skill and ability that can help individuals to be successful in life. This also highlights the importance of developing EI, which will be the focus of the Professional Workshop, discussed below:
The professional workshop is designed to develop EI among the target population. The workshop aims to provide expert training to develop understanding on EI, strategies or skills in EI based interventions and experiential lab training in emotional awareness to foster personal growth. This workshop can be beneficial for individuals in different types of professions such as education, counseling/therapy or clinical assessment, organizational coaching and consultation and in management or leadership. The workshop can be conducted in 3 stages, based on the levels of expertise. Level 1 provides introduction and builds foundation on EI. Level 2 functions as an advanced course that focuses on EI interventions. Level 3 develops specialized knowledge on EI.
Level 1: Foundations of EI- This can include two aspects which can help to develop foundations for personal development and also to allow the EI strategies to be implemented in a professional setup.
- History, development and current issues related to EI:In this class the history and evolution of EI will be discussed as well as the major models that affect the EI, such as traits, abilities and competencies. The current challenges in the measurement and conceptualization of EI will also be discussed in this part. This session will help to develop a theoretical understanding of EI and its history.
- Developing abilities:In this section laboratory classes will be conducted to explore the four aspects of the EI. The sessions will focus to teach and develop four key aspects: a) perceptions of emotion, b) facilitation of emotions and thinking, c) understanding of emotions and d) regulation of emotion.
Level II: Advanced EI- AT this level, training will be given to understand emotions, use assessment tools or strategies for emotional assessment. The goal is to develop an advanced understanding of EI and its methods of intervention. This can consist of the following components:
- Laboratory sessions and training on Emotional Awareness:The experimental lab sessions can include interactive and interpersonal activities that can help to develop the EI of each participant. Examinations on the personal reactions and emotional states of the participants will be conducted to understand how the emotions work, and how emotional information can be utilized in a professional setup. Strategies will also be prepared that can help to better evaluate emotions of the self.
- Assessment methods for EI:Assessment tools for EI will be used in this section. EI assessment tests such as Mayer-Salovey-Caruso Emotional Intelligence Test or Gardner’s Multiple Intelligence Test can be used. These tests can help the participants to assess their own EI. The principles of the assessment will be discussed and the participants will be made aware of the EI assessment strategies and methods, and thus allow the participants to use the emotional contexts in the assessment and evaluation strategies.
- Principles and Strategies:The general principals and strategies of EI based interventions will be discussed at this stage. The participants will learn as well as develop specific strategies that can be used in their own settings. Case studies will also be included which can help the participants to analyze the scenario and use assessment and strategies from previous sessions.
- Training on Emotional Awareness:This will focus on the development of interpersonal and groups through interpersonal interactions based upon emotional processes and experiences.
- Development and Implementation of the EI intervention:In this stage, the participants can collaborate with the trainers in order to develop an intervention plan. The intervention plan will focus to develop positive changes through EI principles and on evidences from research.
This level of training helps the professionals to incorporate EI into their own disciplines and also to contribute to the development in the field of EI research. Mentorship model can be utilized at this stage, and the sessions can be conducted through regular meetings which can be held on Skype or conducted in a small group. The aim is to develop specialist knowledge in EI. The monthly meetings and seminars will be on the different projects and areas of study. The readings, research papers, learning objectives, projects and goals will be customized according to the requirements and interests of each participant. The curriculum will focus on detailed studies of the theories of EI as well as areas specific to the discipline of each participant; develop understanding of challenges and methods for assessment and evaluation of EI, strategies for teaching and training, developing research on EI as well as development of personal EI.
This level aims to build upon the knowledge developed in the level 1 and 2, and include a series of readings, projects, activities and practices that can be utilized in professional setup. Supervision from experienced mentors also helps to incorporate the theories and understanding of EI into the specific disciplines of each participant. New strategies and approaches in EI will also be taught at level 3, which can help to enhance the existing repertoire of the participants and thus develop a stronger and deeper understanding of the various approaches of EI. Training is a vital part of level three, at the completion of which the participants who completed this stage can conduct level 1 training and help them to make contributions in the field of EI. The contributions can be in the form of research project, evaluation programs or designing curriculum.
Emotional Intelligence Through Stages of Development
Personal Development will also be fostered in this level, as the participant and the mentors can get involved in the identification of personal areas do development, improving emotional awareness, emotional change and identify experiences that can help to develop these aspects. Interactions between participants can also be developed at this stage which can provide support and growth.
The in depth studies of EI can include the following key areas:
- In depth Study of EI: This will include general theories, discipline specific knowledge as well as related areas of knowledge.
- Assessment and Evaluation of EI: Various assessment tools for EI will be utilized and evaluated
- Strategies for teaching and training: this will involve direct instructions of EI skills and strategies, which will help the participants to develop their own strategy to be used in their professional work.
- Research on EI:Participants will conduct research on EI individually and in groups.
- Development of personal EI: Areas and scope for personal growth will be identified through self exploration, and strategies will be identified to apply EI interventions on self.
Emotional Intelligence or Emotional Quotient is an ability that can help an individual identify, understand and regulate the emotions of them and also to identify, understand and influence other’s emotions. Emotional Intelligence can also help an individual to understand how thinking can influence the behavior, which can be applied to guide the behavior of self as well as others and also to adapt to various situations or achieve self goals. Some evidences show that better emotional intelligence can be related to an improved mental health condition, and also fosters performance and satisfaction in work. Effective leadership abilities can also be fostered through the development of EI. Through EI, it is also possible to improve the general as well as academic intelligence. Gardner proposed that Emotional Intelligence can be considered to comprise of two parts: Interpersonal Intelligence and Intrapersonal Intelligence, while Salovey and Mayer’s proposed that EI directly interacts with perception, management, understanding and expression of emotions. Better EI can thus help an individual to increase self awareness towards the self emotions, allow better handling of the emotions, motivate himself/herself, understand and acknowledge emotions of others and develop empathy, and handle relations in a better way. EI can also be considered to comprise of 4 components: Self Awareness, Self Management, Social Awareness and Relationship and is necessary through all the stages of human development. In professional practice, developing EI can help in continuous development and ensure success of individuals.
The professional workshop on EI will be divided into three levels based upon the levels of expertise developed in EI. The level 1 is the introductory level where the basics and foundations on EI will be taught. In level 2, advanced skills in EI will be developed, which will introduce the participants to the various tools and evaluation strategies for EI through lab sessions and training sessions. In level 3, expert level skill in EI will be developed, which will foster personal development, research skills and expert knowledge on EI. Workshop done in these three levels can be useful to develop EI skills among the participants.
Professional Development on Emotional Intelligence
References:
Bertram, K., Randazzo, J., Alabi, N., Levenson, J., Doucette, J.T. and Barbosa, P., 2016. Strong correlations between empathy, emotional intelligence, and personality traits among podiatric medical students: A cross-sectional study. Education for Health, 29(3), p.186.
Blanco, E., García, L.F. and Aluja, A., 2016. The location of the Trait Emotional Intelligence in the Zuckerman’s Personality Model space and the role of General Intelligence and social status. Scandinavian journal of psychology, 57(5), pp.453-463.
Carson, K.D., Carson, P.P. and Birkenmeier, B.J., 2016. Measuring emotional intelligence: Development and validation of an instrument. Journal of Behavioral and applied Management, 2(1).
Fernández-Abascal, E.G. and Martín-Díaz, M.D., 2015. Dimensions of emotional intelligence related to physical and mental health and to health behaviors. Frontiers in psychology, 6, p.317.
Furnham, A., 2016. The Relationship between Cognitive Ability, Emotional Intelligence and Creativity. Psychology, 7(02), p.193.
Gardner, H., 2018. Multiple approaches to understanding. In Contemporary Theories of Learning (pp. 129-138). Routledge.
Gilbert, D., McKee, A., Spreitzer, G. and Amabile, T., 2017. Happiness (HBR Emotional Intelligence Series). Harvard Business Press.
Goleman, D. and Boyatzis, R., 2017. Emotional intelligence has 12 elements. Which do you need to work on. Harv Bus Rev.
Goleman, D., McKee, A., George, B. and Ibarra, H., 2018. HBR Emotional Intelligence Boxed Set (6 Books)(HBR Emotional Intelligence Series). Harvard Business Press.
Hamilton-Butler, D., 2018. A Delphi Study Exploring the Perception of Women Executives in Banking as it Relates to Emotional Intelligence and their Leadership Duties (Doctoral dissertation, The Chicago School of Professional Psychology).
Joseph, D.L., Jin, J., Newman, D.A. and O’boyle, E.H., 2015. Why does self-reported emotional intelligence predict job performance? A meta-analytic investigation of mixed EI. Journal of Applied Psychology, 100(2), p.298.
Kaur, D., Sambasivan, M. and Kumar, N., 2015. Impact of emotional intelligence and spiritual intelligence on the caring behavior of nurses: a dimension-level exploratory study among public hospitals in Malaysia. Applied Nursing Research, 28(4), pp.293-298.
Lievens, F.R.O. and Chan, D., 2017. Practical intelligence, emotional intelligence, and social intelligence.
Martin-Raugh, M.P., Kell, H.J. and Motowidlo, S.J., 2016. Prosocial knowledge mediates effects of agreeableness and emotional intelligence on prosocial behavior. Personality and Individual Differences, 90, pp.41-49.
Nightingale, S., Spiby, H., Sheen, K. and Slade, P., 2018. Post?traumatic stress symptomatology following exposure to perceived traumatic perinatal events within the midwifery profession: The impact of trait emotional intelligence. Journal of advanced nursing.
Pan, W., Wang, T., Wang, X., Hitchman, G., Wang, L. and Chen, A., 2014. Identifying the core components of emotional intelligence: evidence from amplitude of low-frequency fluctuations during resting state. PloS one, 9(10), p.e111435.
Serrat, O., 2017. Understanding and developing emotional intelligence. In Knowledge Solutions (pp. 329-339). Springer, Singapore.
Sodhi, R., 2016. Emotional Intelligence as Predictor of Mental Health among Normal and Chronic Disease Group
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