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Video - Interview with Daniel Goleman (the man who coined the term 'emotional intelligence')

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Video - Interview with Daniel Goleman (the man who coined the term 'emotional intelligence')

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Daniel Goleman originated the theory of emotional intelligence. Here he describes the four domains that govern it, i.e. how we handle ourselves and our relationships.

Daniel Goleman

Daniel Goleman is a psychologist, lecturer, and science journalist who has reported on the brain and behavioral sciences for The New York Times for many years. His 1995 book, Emotional Intelligence (Bantam Books) was on The New York Times bestseller list for a year and a half.

Goleman is also the author of Ecological Intelligence: How Knowing the Hidden Impacts of What We Buy Can Change Everything. The book argues that new information technologies will create "radical transparency," allowing us to know the environmental, health, and social consequences of what we buy. As shoppers use point-of-purchase ecological comparisons to guide their purchases, market share will shift to support steady, incremental upgrades in how products are made - changing every thing for the better.

His latest book is Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body, which he has co-authored with Richard Davidson reveals the science of what meditation can really do for us, as well as exactly how to get the most out of it.

Question: What is emotional intelligence?
Daniel Goleman: Emotional intelligence refers to how well we handle ourselves and our relationships, the 4 domains. Self-awareness, knowing what we're feeling, why we're feeling it, which is a basis of, for example, good intuition, good decision-making. Also, it's a moral compass. Say, in part, is self-management, which means handling your distressing emotions in effective ways so that they don't cripple you, they don't get in the way of what you're doing, and yet, attuning them... to them when you need to so that you learn what you must. Every emotion has a function. Also, [marshalling] positive emotions, getting ourselves, you know, involved, enthused about what we're doing, aligning our actions with our passions. The third is empathy, knowing what someone else is feeling. And the fourth is putting that altogether in skilled relationship. So that's what I mean by emotional intelligence. There're many definitions out there. The part of the brain, it turns out, that supports emotional and social intelligence is actually the last circuitry of the brain to become anatomically mature. And because the neuroplasticity of the brain shapes itself according to repeated experiences, so my argument is, hey, we should be teaching kids regularly overtime, in a systematic way, self-awareness, self-management, empathy, and social skill. In fact, there, now, enough programs and they've been around enough in schools that they're about to publish a huge meta analysis, looking at hundreds of schools and kids that had the program versus those that don't. Guess what? All anti-social behavior, you know, disruption in class, find that... it goes down 10%. Pro-social behavior, liking school, well-behave, up 10%. Academic achievement scores, up 11%. So it really pays. Executive function, which is mediated by the prefrontal lobe, both helps you manage your emotions and helps you pay attention. So as kids learn these skills, they also learn learning... basic learning skills. I think that the fact that that was an argument was one thing that caught people's attention. Then, there was a little chapter on... called managing with heart, which argued that leaders who were sons of a bitch were actually defeating the company's own mission. And I think that made a lot of people happy because they work for people like that. I don't know... Some people gave it to other people because they thought they needed help in this domain. I'm sure there're a zillion reasons why people like the book.
Question: Are we becoming more emotionally intelligent?
Daniel Goleman: I hope more. I know IQ has been going up for a hundred years as children encounter more sophisticated cognitive environment as they grow. I don't know that we're becoming more emotionally intelligent. I like to hope we would but I think that the number of intergroup wars going on, the intergroup hatred going on, the, you know, levels of familial abuse, in other words, indicators of emotions out of control in dangerous ways don't look that great, which is why I'm a very strong proponent of getting these social, emotional learning programs in every school worldwide.
Question: Are women more emotionally intelligent than men?
Daniel Goleman: Well, I get asked that question in a different way, which is, are women more emotionally intelligent than men? And you have to remember that emotional intelligence is a range of abilities, self-awareness, emotional self-management, empathy, social skills. Women tend to be better than men on average at empathy, particularly emotional empathy, sensing in the moment how the other person is feeling and also, at social skills, at keeping things feeling good between people in a group. Men, on the other hand, tend to be better on average at self-confidence, particularly in group, and at managing distressing emotions. But what's very interesting is if you look at leaders who were in the top 10%, there's no difference between the men and the women on any of those variables. In other words, you have a whole human being. So I would say that on average, there probably are differences men and women in this domain of ability. But as people develop their skills, as people become more effective, they pick up strengths in areas that they need.
Question: What cultures have the highest emotional intelligence?
Daniel Goleman: Well, I think that emotional intelligence as a universal but it looks different in different places. You know, Japan has a very rigid set of rules of social interaction, lots of subtleties. Americans typically blunder into the Japanese system, don't get what's going on. And, you know, it's embarrassing but they wouldn't recognize, necessarily, emotional intelligence in Japanese setting. Brazil is a very different culture. It's very outgoing, you know, kind of like an Italian culture. And so, it will look different there but I think the fundamentals are the same.

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Emotional intelligence: What it is and do men or women have more of it

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Daniel Goleman originated the theory of emotional intelligence. Here he describes the four domains that govern it, i.e. how we handle ourselves and our relationships. Daniel Goleman Daniel Goleman is a psychologist, lecturer, and science journalist who has reported on the brain and behavioral sciences for The New York Times for many years.

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Video - Emotional Intelligence (summary of a book)

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Video - Emotional Intelligence (summary of a book)

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Emotional Intelligence by Daniel Goleman ► Animated Book Summary

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Article: Is Attention the Secret to Emotional Intelligence?

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Article: Is Attention the Secret to Emotional Intelligence?

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New research suggests-is that your phone? Go ahead and reply. It's OK, I'll wait.

Back? I think I was saying something about-wait, you're checking your email? Can't you focus?

You're not alone. It has become an axiom of modern life that we're a people under attack, assailed by a barrage of technologies and near-constant communications. Amidst this wealth of data and information, one resource is in short supply: our ability to pay attention.

It is this dilemma that animates Daniel Goleman's new book, Focus: The Hidden Driver of Excellence.

Goleman, the former New York Times science journalist turned best-selling author, is perhaps still best known for his 1995 book Emotional Intelligence, which was followed by Social Intelligence more than a decade later. Like those earlier works, Focus synthesizes findings from years of research across the social, behavioral, and cognitive sciences-in this case, on the roots and importance of our attention skills.

But at first glance, the book's subject matter might feel like a departure from Goleman's previous work-until one actually starts to read it. It soon becomes clear that Focus in many ways picks up where those earlier books left off. According to Goleman, emotional intelligence requires self-awareness-awareness of our own minds and emotions-as well as empathy, both of which can be cultivated by honing our skills of attention.

"When I set out to write this book, I knew I was going to explore the explosion of new important research about attention," says Goleman. "But what I didn't realize was that it was going to lead me back to emotional intelligence."

I recently spoke with Goleman about these connections between Emotional Intelligence and Focus, along the way exploring the contemporary challenges to focus and considering how-or whether-we'll be able to meet them.

Goleman will elaborate on these ideas when he visits UC Berkeley for his talk hosted by the Greater Good Science Center next Thursday, November 21, at the university's International House. (The event will be moderated by the GGSC's Dacher Keltner.) What follows is an edited version of our conversation.

Jason Marsh: In the book you talk about three different types of focus: inner, other, and outer. What is the most important thing for us to understand about inner focus?

Daniel Goleman: The fundamental thing to understand about inner focus is that we can be aware of our own awareness. There is such a thing as meta-awareness, meta-cognition, meta-emotion-the perspective we can take that allows us to monitor our inner world rather than just be swept away by it. That, in turn, gives us a point of leverage for handling that inner world better-without it, we're lost.

For example, in Emotional Intelligence I looked at distressing emotions, which are generated by the brain's amygdala and emotional threat. In order to manage the amygdala hijack, you have to be aware that it's happening. Meta-awareness becomes the fulcrum from which you can handle emotions, handle your inner world, handle the thoughts which generate upsetting emotions or which help you, in a positive way, manage them for the better.

JM: Obviously there have been practices to help us try and develop those skills for millennia. But, in writing this book now, do you think there are challenges to building that type of meta-awareness that are particular to our time?

DG: Well, I think attentional skills are fundamentally under siege today. Never before in human history have there been so many seductive distractors in a person's day, in a given hour, or in 10 minutes. There are pingings and pop-ups and all kinds of sensory impingements on our attention that want to pull us away from what we're trying to focus on.

So I think that a book on focus is all the more timely, particularly in helping us understand why it matters that we're not able to sustain focus for as long as used to be the case, either on what it is we're supposed to be doing or on the person we're with.

JM: I wonder if you could elaborate on that last part. You were just talking about inner focus but there is this other important focus, "other focus." What did you find when you looked into the role of focus in our relationships?

DG: Well, being able to focus on the other person rather than the text you just received has become the new fundamental requirement for having a relationship with that person. If you go to a restaurant these days, for instance, you see people sitting together, at the same table, staring at their video screens, their phone, their iPad, or whatever it may be-and not talking to each other. That's become the new norm. And what it means is that the connection is being damaged to some extent-threatened by the fact that we're together, but we're not together. We're alone together.

And I think this is another reason to develop a meta-awareness about where our attention has gone. I think we need to make more effort and cultivate more strength to detach [our attention] from that thing that is so tempting over there, and bring it back to the person in front of us.

JM: As you delved into the science of attention, how did you feel about our potential actually to overcome these big technological distractions?

DG: Well, I'm terribly worried about us as a species-particularly the young people who are growing up with this norm as the baseline. I don't know what the consequence will be, but I can't imagine it will be wonderful. We all have the potential to get better resisting, but we've never as a whole had to do this-never had to summon up the effort it takes.

For example, meditation is, from a cognitive science point of view, the retraining of attention-a bulking up of the neural circuitry that allows you to detach from where your mind has wandered, bring it back to the point of focus, and keep it there. That is the basic repetition of the mind in any kind of meditation. And that's also what builds up the willpower to resist the pull of electronics and stay with the human world.

We've always had the capacity for this, but it's also always been something that only a small minority of people bothered to do. I'm actually now in favor of making it part of the curriculum so every kid learns it. But I wouldn't call it meditation; I would say "attention training." It's actually a very mundane application of what we're learning in the science of attention about how to pay better attention-how to focus with more strength.

JM: I want to get to that third type of focus. I wonder if you could talk a little bit about what you mean by "outer focus."

DG: The third kind of focus is systems focus. This is more elusive. We have dedicated [brain] circuitry for self-management, self-awareness. We have dedicated circuitry for empathy. The brain doesn't have the equivalent of that dedicated circuitry for sensing, for instance, the ways in which humans systems of construction, energy, transportation, industry, and commerce are inexorably deteriorating global systems that support life. It's too macro or too micro for sensory systems in the first place.

We literally don't perceive global warming directly in the way we see a person's wince or wink, and register that immediately. We don't have an alarm system for that like the way we hear a growl-a growl alerts the amygdala and springs the stress hormones into action. But when it comes to global warming, actually, the brain shrugs. It's something we have to learn about and learn to care about and learn to detect indirectly, so it's a bigger stretch. We care about the present far more than the distant future, which is invisible-we don't notice it.

JM: I wonder if you could elaborate a little bit on the science behind that. Why do problems like global warming pose such a challenge, and to what extent do you think we have the mental machinery to deal with it?

DG: From a neuroscience point of view, I think the standard way this has been approached is exactly the wrong way to get people to care and act about global warming. Mainly they either threaten us with destruction or guilt trip us. That activates centers in the brain for negativity, for distressing emotions. And when we feel distressing emotions, the brain wants us to turn them off-either tune them out or do one little thing [to make us feel better]. And I think that's one of the main reasons why the environmental movement has had such a poor record of getting the general public to do much about the environmental crisis.

There is a more clever way of getting people involved: Rather than looking at footprints, which is all the bad that we're doing, look at handprints, which is the sum total of all the good things we do to lower our footprint.

This is the brainchild of Gregory Norris, who is at the Harvard School of Public Health. The handprint approach means that you get points for every time you ride your bike to work or walk instead of ride, when you recycle, when you print on both sides of the paper, when you don't print at all. All of those things that help can be counted, and the idea is to grow your handprint rather than your footprint. That is a goal we can work toward in small baby steps that are manageable and that we can feel good about. And that motivates the parts of the brain which keep us working toward our goals.

JM: That also ties into another dimension of the book. In talking about focus, you're not just talking about excellence or achievement; you're talking about nothing less than "the key to a fulfilling life," as you put it. It is focus that makes us attuned to the goodness that we experience every day, so that those experiences can contribute to a deeper sense of fulfillment or happiness.

DG: Exactly. Too often we think about doing something else or about being somewhere else rather than just enjoying where we are and what's going on now. And coming back to the moment is a way of both enriching it and appreciating it, and that adds up to more positive moments in your life. Barbara Fredrickson talks about the ratio of positive to negative moments as being one metric of how fulfilling our day or hour or minute or life is. The higher the positive-to-negative ratio on the positive side, the more fulfillment we experience.

JM: Another encouraging thing you cover in the book is that focus is to a certain extent under our control-that it's a skill we can build.

DG: That is good news, but we do have to work at building it. And for that reason I really advocate an intention-strengthening exercise as a kind of mental fitness that we practice daily, just as you might jog.

JM: And looking at the education landscape, do you think that embedding those types of skills into education is something within our grasp in, say, the next 10-20 years?

DG: In 1994, the year before my book Emotional Intelligence was published, I co-founded a group called the Collaborative for Academic Social and Emotional Learning (CASEL), which had as a mission bringing into schools programs in self-awareness and self-management and empathy and social skill-in other words, emotional literacy, now called social-emotional learning.

However, after writing focus, I think there's a next step: to get more explicit about helping kids hone the attention skills that underlie emotional intelligence. For example, helping kids develop the ability to focus on their feelings, to focus on the task at hand, to strengthen that muscle of attention-that turns out to speed up their ability to develop all the other emotional intelligence skills. It makes them better learners and more alert and more calm-which is exactly how the teacher wants them to be.

For example, I was at a school in Spanish Harlem where the second graders have a daily session in watching their breath and counting it-keeps them very calm and very alert. That kind of exercise strengthens the circuitry for what's called "cognitive control," which is the ability to keep your mind on one thing and ignore distractions. It's the crux of focus, and cognitive control in childhood turns out to predict life success in your 30s-things like how much you earn, whether you have savings, if you own a home, and also in many different measures of health. It predicts those things much better than either IQ or the wealth and circumstances of your family. Which is rather staggering. Also staggering is that we don't teach it.

JM: All that said, in Focus you also touch on the value of letting your mind go adrift sometimes.

DG: There are many kinds of attention, and each has its value. When we think of focus, we tend to think of one point of concentration-'I'm going to get this thing done if it kills me,' just keep your eye on the target. Well, that's useful in many respects-in school, at work. But not always. If you want to be creative, actually, that is a creativity killer.

To be in a creative state of mind, you want to let your mind wander. You do want to focus on the problem at first and gather all the information that might be pertinent as a kind of fertilizer for the creative process. But then the real action in creativity is in those times when you let go and don't think of anything in particular. You have an enormous amount of "bottom up" circuits, as they're called, which are beneath the curtain of awareness that processes information, and they will come up with a novel combination that can be useful-which is the definition of a creative insight-and present it to you in an off-moment, when you're in the shower or going for a walk. So there's a place for every kind of attention.

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Is Attention the Secret to Emotional Intelligence?

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New research suggests-is that your phone? Go ahead and reply. It's OK, I'll wait. Back? I think I was saying something about-wait, you're checking your email? Can't you focus? You're not alone. It has become an axiom of modern life that we're a people under attack, assailed by a barrage of technologies and near-constant communications.

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Emotional Intelligence Quiz - how good is yours?

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Emotional Intelligence Quiz - how good is yours?

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Article: Are you emotionally intelligent at work? (It's not specific 'to work' - a really good read!)

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Article: Are you emotionally intelligent at work? (It's not specific 'to work' - a really good read!)

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http://www.chicagotribune.com/business/success/inc/tca-are-you-emotionally-intelligent-at-work-20170413-story.html

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Article: "10 Things Emotionally Intelligent People Don't Do (and What They Do Instead)"

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Article: "10 Things Emotionally Intelligent People Don't Do (and What They Do Instead)"

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As I've previously written, one of the most vital components of emotional intelligence is self-awareness. Whether you're a janitor or a CEO, self-awareness is an important aspect of improving yourself as a person and a professional.

Unfortunately, we live in a world that unknowingly values selfishness--the antithesis of self-awareness. American society in particular awards benefits to people that exploit others, embracing the pursuit of profit over public welfare and personal wellbeing. However, more and more authentic leaders are learning that people gravitate towards genuineness--people who act according to their values--and towards people with high self-awareness.

If you are one of the few individuals that knows emotional intelligence and self-awareness are the true key to success and fulfillment, then seeing examples of people lacking in self-awareness provides you a guide into what not to do. It also serves as a humble reminder of your earlier behaviors and occasional slip-ups.

No one is perfect. And to continue maturing into your best possible self, read the 10 things emotionally intelligent people don't do, and discover what they do instead.

1. Stand in the middle of an escalator with your suitcase while not thinking about the people behind you.

We all have moments of not realizing how our actions impact others, however, if it happens frequently across multiple areas of your life, you're doing something wrong.

Trying to be aware of how you--physically, mentally, and emotionally--impact others will lead to more fulfilling relationships and a more successful career.

2. Be a leader and think that your words are more important than your behaviors.

What you do is more important than what you say. When leaders think that they can say one thing and do another, it shows that they have no idea how much their actions impact others.

Stop trying to be the exception--start exemplifying your values.

3. Get angry at others in traffic without recognizing that your driving also inevitably irritates other drivers too.

This example requires higher-than-average self-awareness, because you truly need to step outside of yourself to understand.

No matter how great of a driver you are, your driving is different than others. Even if you have a pristine driving record, someone else thinks that you're a despicable driver who shouldn't be allowed to pedal a tricycle down the street.

All judgments you have about others are based on a small sample size that may not represent that person as a whole. No one is except from being mislabeled--so hold your tongue and recognize that perspective changes everything.

4. Hate people who look, think, and act differently than you, then get frustrated when you get treated poorly for no apparent reason.

Another great catch-22. When you make immediate assumptions about others, you can't get frustrated when they do the same to you. That's hypocritical and highlights your lack of emotional maturity.

Instead, challenge yourself to recognize the relativity of your thoughts and beliefs, and open yourself up to new ideas. People with high emotional intelligence recognize that all people have value.

5. Preserve your spot in the checkout line with your full cart and not offering the individual with one item the opportunity to go ahead of you.

When you have high self-awareness, you're a more considerate person. Yes, we all have deadlines, but allowing someone to go ahead of you in line when your process is going to take longer is not only courteous, it's common-sense.

6. Chew gum and food loudly, or blast music out of your cell phone, without being aware of your surroundings.

It's okay to stand out in your environment and embrace your individuality. It's also important that you have the self-awareness to know that your behaviors will impact the way others perceive you. Behave in ways that will help your personal and professional growth.

7. Taking up excessive physical space on public transit when you're a person of privilege--like a straight white male.

Again, next level thinking here. When you take up space manspreading your legs and not allowing others the same opportunity, you're reinforcing systems of oppression. People with high self-awareness know how their own identities are impacted by social structures, and notice how macro systems manifest in micro interactions.

Stop taking up space. Start listening to others and providing a space for them to feel safe.

8. Speak at length about yourself without asking other people questions about themselves, and then getting upset that your relationships are strained.

Emotionally intelligent people recognize how their interpersonal patterns influence their relationships and accept responsibility for those outcomes.

9. Walk up or down the stairs in the middle rather than allowing the people behind you room to pass.

When this happens frequently, you either lack self-awareness or are a manipulative person. Stand to one side--it's better for everyone.

10. Be a manager and not realizing how much lack of praise impacts the team.

Managers and leaders need to know that everything they do or say sets a precedent. People with high self-awareness do their best to provide feedback in a way that can best be heard by each individual team member.

Emotional intelligence is an invaluable aspect of the current marketplace. If you want to increase your self-awareness, start taking self-development seriously and reach out to a coach or therapist.

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10 Things Emotionally Intelligent People Don't Do (and What They Do Instead)

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As I've previously written, one of the most vital components of emotional intelligence is self-awareness. Whether you're a janitor or a CEO, self-awareness is an important aspect of improving yourself as a person and a professional. Unfortunately, we live in a world that unknowingly values selfishness--the antithesis of self-awareness.

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TedEd Blog (Opinion): Should Emotions be taught in school?

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TedEd Blog (Opinion): Should Emotions be taught in school?

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Who taught you how to identify and manage your emotions, how to recognize them when they arose, and how to navigate your way through them? For many adults, the answer is: No one. You hacked your way through those confusing thickets on your own. Although navigating our inner landscape was not something that was taught to us in school, it should be, contend a number of researchers. They believe emotional skills should rank as high in importance in children's educations as math, reading, history and science.

Why do emotions matter? Research has found that people who are emotionally skilled perform better in school, have better relationships, and engage less frequently in unhealthy behaviors. Plus, as more and more jobs are becoming mechanized, so-called soft skills - which include persistence, stress management and communication - are seen as a way to make humans irreplaceable by machine. There has been a growing effort in American schools to teach social and emotional learning (SEL), but these tend to emphasize interpersonal skills like cooperation and communication.

Kids are often taught to ignore or cover over their emotions. Many Western societies view emotions as an indulgence or distraction, says University of California-Santa Barbara sociologist Thomas Scheff, a proponent of emotional education. Our emotions can give us valuable information about the world, but we're often taught or socialized not to listen to them. Just as dangerous, Scheff says, is the practice of hiding one emotion behind another. He has found that men, in particular, tend to hide feelings of shame under anger, aggression and, far too often, violence.

How does one go about teaching emotions? One of the most prominent school programs for teaching about emotions is RULER, developed in 2005 by Marc Brackett, David Caruso and Robin Stern of the Yale Center for Emotional Intelligence. The multiyear program is used in more than 1,000 schools, in the US and abroad, across grades K-8. The name, RULER, is an acronym for its five goals: recognizing emotions in oneself and others; understanding the causes and consequences of emotions; labeling emotional experiences with an accurate and diverse vocabulary; and expressing and regulating emotions in ways that promote growth.

As a strategy, children are taught to focus on the underlying theme of an emotion rather than getting lost in trying to define it. When an emotion grips you, explains Stern, understanding its thematic contours can help "name it to tame it." Even though anger is experienced differently by different people, she explains, "the theme underlying anger is the same. It's injustice or unfairness. The theme that underlies disappointment is an unmet expectation. The theme that underlies frustration is feeling blocked on your way to a goal. Pinning down the theme can "help a person be seen and understood and met where she is," says Stern.

RULER's lessons are woven into all classes and subjects. So, for example, if "elated' is the emotional vocabulary word under discussion, a teacher would ask students in an American history class to link "elated" to the voyage of Lewis and Clark. Instruction reaches beyond the classroom, too; kids are prompted to talk with their parents or caregivers about when they last felt elated. Researchers at the Yale Center for Emotional Intelligence has found RULER schools tend to see less-frequent bullying, lower anxiety and depression, more student leadership and higher grades. So why isn't emotional education the norm rather than the exception?

Surprising fact: While scientists and educators agree on the need to teach emotions, they don't agree on how many there are and what they are. RULER's curriculum consists of hundreds of " feeling words," including curious, ecstatic, hopeless, frustrated, jealous, relieved and embarrassed. Other scholars' lists of emotions have ranged in number from two to eleven. Scheff suggests starting students out with six: grief, fear, anger, pride, shame and excessive fatigue.

While psychology began to be studied as a science more than a century ago, up to now it has focused more on identifying and treating disorders. Scheff, who has spent years studying one taboo emotion - shame - and its destructive impact on human actions, admits, "We don't know much about emotions, even though we think we do, and that goes for the public and for researchers." Or, as Virginia Woolf so beautifully put it, "The streets of London have their map; but our passions are uncharted."

Parents can start to encourage their kids' emotional awareness with a simple prompt "Tell me about some of your best moments," a phrase Scheff has used to initiate discussions with his university students. But he and Stern agree that schools can't wait until academics have sorted out the name and number of emotions before they act. "We know we have emotions all day long, whether we're aware of them or not," Stern points out. Let's teach kids how to ride those moment-by-moment waves, instead of getting tossed around.
Art credit: TED-Ed. Author bio: Grace Rubenstein is a journalist, editor and multimedia producer in California. Note: The article above has been adapted for TED-Ed from this Ideas.ted.com article. To read daily coverage of the world of ideas, check out Ideas.ted.com. To read more great articles about education, sign up for the free weekly TED-Ed newsletter here >>

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Who taught you how to identify and manage your emotions, how to recognize them when they arose, and how to navigate your way through them? For many adults, the answer is: No one. You hacked your way through those confusing thickets on your own.

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TedEd Video - EQ/EI How is Leadership Affected by Emotional Intelligence? (3 minutes)

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TedEd Video - EQ/EI How is Leadership Affected by Emotional Intelligence? (3 minutes)

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How is Leadership Affected by Emotional Intelligence?

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Emotional intelligence (EI) is one's ability to understand, express, and control his/her and emotions, as well as others. According to Kivland in her article "Your Future Gets Brighter With Emotional Intelligence", EI is the foundation for critical employability and leadership skills (2014, 75).

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TedEd Video - Emotional Intelligence (3 minutes)

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TedEd Video - Emotional Intelligence (3 minutes)

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Have you ever thought about the ability to control, perceive, and understand emotions? This video gives a general understanding of what emotional intelligence is.