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This website is informational about Emotional Intelligence and gives visual representation. The definition of Emotional Intelligence and characteristics, which breaks down Emotional Intelligence into the four quadrants of; self-awareness, self-management, social-awareness, and relationship management. Also ways to improve one's Emotional Intelligence is mentioned in the website. For myself I found the graphs and diagrams helpful and easier to understand the connection of the attributes of Emotional Intelligence. With the graphs being helpful for me to understand I can connect more with myself in the classroom and draw a picture of how myself and others connect.

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Emotional intelligence, otherwise known as EQ, helps us better understand what motivates others. It also helps us work more cooperatively with others.

The more skillful you are at discerning the feelings behind others' signals the better you will be able to control the signals you send back to them. As a result, you will be more successful in life.

The good news is, that emotional intelligence is something you can improve upon.

Before you read on, we thought you might like to download our 3 Emotional Intelligence Exercises for free. These science-based exercises will not only enhance your ability to understand and work with your emotions but will also give you the tools to foster the emotional intelligence of your clients, students, or employees.

In order to be successful in life, it's important to develop the skills of emotional intelligence so that you can better understand and negotiate with people better.

According to the book written by Daniel Goleman, Emotional Intelligence: Why it can Matter More than IQ, the concept of emotional intelligence could even be more important than IQ when it comes to success.

Emotional Intelligence Frameworks: What Are They?

Emotional intelligence is a widely discussed topic in psychology and it has received extensive media attention over the past two decades (Matthews, Roberts, & Zeidner, 2002).

Emotional intelligence is a set of skills that are thought to contribute to the appraisal of emotions in oneself and others. It can also help contribute to the effective regulation of emotions as well as feelings (Salovey & Mayer, 1990).

In comparison to emotional intelligence, the idea of an IQ tends to be more focused on solving problems. This is a much more clear-cut way of looking at things when compared to something like EQ.

However, as we know, there are many other factors involved when it comes to predicting success.

In the 90's, Salovey and Mayer suggested that one's ability to understand, regulate and use emotions could actually be measured and studied.

The publication of Goleman's emotional intelligence book in 1995 signified the beginning of a new trend. As a result, this concept became much more widely recognized.

While not everyone agrees with the idea of Goleman's model of emotional intelligence, there is general agreement that it does exist, and that it is a factor that comes into play in terms of professional and personal success.

Goleman's prototype describes Emotional Intelligence or EQ in terms of five realms that are split among four sections. Two of these realms are related to personal competencies while others are related to social competencies.

Five Domains of Emotional Intelligence

Daniel Goleman's model of emotional intelligence includes five realms.

1. Know your emotions.

2. Manage your emotions.

3. Motivate yourself.

4. Recognize and understand other people's emotions.

5. Manage relationships (others' emotions)

These five realms are broken down into four quadrants:

1. Self-Awareness.

2. Social Awareness.

3. Self-Management.

4. Relationship Management.

The idea of emotional intelligence is widely recognized as a positive trend, because it is something that can be improved and developed.

While everyone may not accept this, research suggests that emotional intelligence is something that one can improve upon over time.

Personal competence is comprised of self-awareness and self-management.
Self-awareness has to do with self-confidence, awareness of your emotional state, recognizing how your behavior impacts others and paying attention to how others influence your emotional state.
Self-management is about keeping disruptive emotions and impulses in check, acting in congruence with your values, handling change flexibly, and pursuing goals and opportunities despite obstacles and setbacks.

Social competence is comprised of social awareness and relationship management.
Social awareness competencies include things like picking up on the moods of others, caring about what others are going through and really hearing what someone else is saying.
Relationship management competencies involve getting along well with others, handling conflict, clearly expressing ideas and using sensitivity to manage others' feelings.

In terms of emotional intelligence, self-awareness and self-management have to do with our ability to relate to ourselves.

Social awareness and relationship management have to do with our ability to relate to others.

Self-Awareness

"If you understand your own feelings you get a really great handle on how you're going to interact and perform with others...So one of the first starting points is, 'what's going on inside of me?'"

Chuck Wolfe President, C.J. Wolfe Associates, LLC

Self-awareness involves being able to read your own emotions and recognize their impact. It also involves knowing your strengths and limits and having a sense of self-confidence.

It's about having the ability to both recognize and better understand moods and emotions and about understanding what drives those moods and emotions and how that affects others.

In order to practice this skill, you must develop an awareness of your own emotional states.

Self-Management

Self-management competencies involve having a sense of achievement, displaying honesty, integrity and, trustworthiness and being able to keep disruptive emotions under control.

It also involves having a sense of optimism, being adaptable and flexible and recognizing and seizing opportunities as they arrive. Those who practice this competency accept responsibility and learn to choose their own emotional response.

Self-management also involves learning to re-frame stressful situations into situations that are simply challenging. Tuning into those emotional triggers can help you better manage your emotions as well.

Social Awareness

Social awareness competencies involve being able to sense other people's emotions, understanding their unique perspectives and learning to take an active interest in things they are concerned about.

It also involves having a sense of organizational awareness and a sense of service.

Relationship Management

Relationship management involves having a sense of teamwork and collaboration, being an inspirational leader and learning how to resolve disagreements.

Those who are well versed in this competency know how to guide and motivate others, and use a wide range of tactics for persuasion.

Relationship management also involves being able to initiate and lead people in a new direction and learning how to bolster other's abilities through feedback and guidance.

Diagrams of the EI concept

Gill, Ramsey, and Leberman (2015) used the self-awareness competency to explore the perspectives of successful emotional intelligence trainers.

Causal Loop of Self-Awareness

In the research, the team examined a process they deemed essential in terms of emotional intelligence skills, the idea of a self-awareness causal loop diagram.

This diagram above explores a unique way of thinking, the idea that there is a relationship between different learning themes.

This self-awareness growth model is intended to communicate the broad view of emotional intelligence training.

The model provides a guide for establishing a process of development while retaining a sense of freedom for the trainer to bring his or her own talents and methods to the learning experience.

The repetitive nature of this model explores the sometimes-chaotic nature of self-awareness development (Gill et al., 2015).

8 EQ Competencies

Another model of emotional intelligence, developed by Freedman and Fariselli (2016), is also a good model. This model provides a set of unique measures that can help one develop their emotional intelligence (Freedman, Ghini, & Jensen, 2004).

The tools in this model are utilized for a wide range of coaching, training, hiring and developmental needs, and they are focused on eight key EQ skills for leadership and life.

The model includes eight EQ competencies divided into three major realms or "pursuits" (Freedman, 2015).

These pursuits are:

1. Know Yourself: Be more aware of emotions and reactions.

2. Choose Yourself: Be more intentional in responding.

3. Give Yourself: Be more purposeful as you move forward.

In addition to the EQ scales, the assessment also includes a questionnaire on key performance outcomes.

These success factors include four-component scales:

Effectiveness: The capacity to generate results (includes Influence and Decision-Making).

Relationships: The capacity to build and maintain networks (includes Network and Community).

Wellbeing: The capacity to function optimally and preserve energy (Balance and Health).

Quality of Life: The capacity to maintain a healthy balance and be fulfilled (Achievement and Satisfaction).

These four scales are combined into one overall "Success" variable (Freedman & Fariselli, 2016).

2 Emotional Intelligence Graphs

Numerous studies have shown that emotional intelligence scores are a good predictor of performance when it comes to critical life success factors.

The graph below shows the results from one study, which examined over 75,000 individuals, primarily managers, and employees, from over 15 workplace sectors and 126 countries.

As shown in the graph below, there is an extremely strong positive correlation amongst emotional intelligence scores and overall performance and success scores.

Each dot on this scatter chart below represents one individual's EQ score and their overall success score (Freedman & Fariselli, 2016).

A regression model was also created to show the emotional intelligence competencies that had the highest scores of success.

As you can see from the chart below, seeing possibilities (exercise optimism) and maintaining that sense of internal drive (engage intrinsic motivation) are at the top of the list.

Both of these ideals are in the "Choose Yourself" part of the model, which focuses on taking responsibility for personal action.

What is an Emotional Intelligence Matrix?

The emotional intelligence matrix, based upon the tenets of emotional intelligence, examines the idea of nature versus nurture as well as strengths and weaknesses (Service & Fekula, 2008).

The basic premise behind emotional intelligence is all about building awareness and building a capacity to work well with others. Being aware of our own emotions and using them consciously can help us be more aware of others' emotions. As a result, we will learn how to manage ourselves much more effectively in relationships.

Learning in Action Emotional Intelligence Matrix

Learning in Action Technologies (2002) provides a wonderful Emotional Intelligence Matrix. This matrix outlines capacities, competencies, skills, and workplace behaviors.

The emotional intelligence matrix provides a map for better understanding the relationship between capacities, competencies, and workplace skills.

Understanding these subtle differences their relationships and their hierarchy of development is very helpful when it comes to interpreting behavior and targeting organizational or educational initiatives.

On a historic level, leadership and organizational development have typically focused on skill development, which is perfectly appropriate for the technical learning environment. However, a more robust model is called for when it comes to other organizational initiatives that impact people and how they work together to get the job done.

According to the research, these types of initiatives should be focused on things like capacities, competencies, and the resulting workplace behaviors (Learning in Action Technologies, 2002).

Without attention to strengthening these core capacities and finding a way to work them into daily work life, the long-term potential for organizational change might be greatly diminished.

According to the matrix, the capacities are broken down into:

1. Self-reflection.

2. Self-regulation/self-soothing.

3. Empathy.

Competencies are broken down into:

1. Emotional self-awareness.

2. Accurate self-assessment.

3. Self-control.

4. Innovativeness.

5. Adaptability.

6. Resilience.

7. Trustworthiness.

8. Conscientiousness.

9. Accurate self-assessment.

10. Developing others.

11. Political awareness.

12. Conflict management.

13. Building team bonds.

14. Leadership.

The matrix can be viewed here at its original source.

So why are these skills so important in the workplace?

In jobs that require a mid range of complexity like a mechanic or a sales clerk, top performers in the field are 12 times more productive than those performers at the bottom. Moreover, they are 85% more effective than the average worker.

In the most complex jobs, such as an account manager or an insurance salesperson, the top performer is 127% more productive than an average performer (Learning in Action Technologies, 2002)

Research done among two hundred different companies and organizations infer that 1/3 of this difference may be due to technical skills and cognitive abilities. The other 2/3 may then be the result of emotional competence.

For those in leadership roles, over 4/5 of the difference is actually due to emotional competence.

According to Ratey (2002):

"The brain is a social brain, the neurons making connections with their neighbors or dying for lack of contact."

Ratey explains that a baby comes into the world with a maximum open-loop brain without limbic regulation. Without limbic regulation, the vital systems and rhythms would collapse and die.

As a result, children must learn to self-soothe and self-regulate.

According to Lewis, Amini, and Lannon (2001), emotions are at the very root of everything we do with the limbic brain at the center of this advanced emotionality.

This open-loop design means that our emotions and moods are contagious. Emotions often leap between two individual brains, workgroups, or large gatherings of people.

This open-loop design can help teams work together. However, it can also perpetuate or spread violence.

Lewis and colleagues (2001) also talks about how emotional intelligence develops out of the relationship between an infant and their caregiver.

These early relationships and patterns shape a child's understanding as well as his or her definition of the self and others. In adulthood, we continue to require a source of stabilization outside of ourselves. Looking at the open-loop design, this indicates that we cannot be stable on our own.

The Four Fundamental Relational Components

According to the literature, there are four fundamental relational components or strategies we can implement throughout our lives.

1. Acknowledgment.

2. Mirroring.

3. Modulation.

4. Creating or Co-creating.

Acknowledgment of the self and others with recognition of the self as separate from the others is the first component. This includes honoring each individual's right to have his or her own experience. This acknowledgment first of oneself and then of the other is the foundation for self-reflection and differentiation.

Mirroring is the next component. Mirroring expands and deepens this acknowledgment of the other's experience. Recent research has indicated that mirroring is perhaps the most powerful form of empathy. As you observe how other people act and behave you will internally feel what they feel.

Modulation is the 3rd component. Self-soothing behavior originates from the caregiver in childhood. Once we learn to modulate our own experiences we can then help modulate others.

This type of learning helps the brain to develop.

Creating or Co-creating is the final component. As children, our caregivers provide an alternative activity to help us move forward as we explore and learn. As adults, we can arrive at the same place by using our own internal voice.

According to Fonagy (2000), organizations made up of people cannot effectively co-create without first attending to these first steps in the process.

This foundation is laid down in the first four years of life. With intention and focus and participation in positive relationships, the brain's plasticity continues this emotional development throughout our lives.

As we examine the core components once again, as it pertains to emotional intelligence, we begin to see the pros of cons.

The Core Capacities of Emotional Intelligence: Self-Reflection, Self-Soothing & Empathy.

Self-reflection is that ability you have to identify with various thoughts and sensations. It also has to do with your ability to connect with both pleasure and discomfort.

The ability to observe yourself and reflect helps you make conscious choices. As you acknowledge your personal power you realize you have a choice in your actions.

If this self-reflection is lacking we may:

Have difficulty learning from experiences.

Blame others.

Commonly make victim-based statements.

Display reactionary behavior.

Have difficulty understanding that we choose our response in any given situation.

Have limited ability to self-correct.

Have difficulty reflecting on how we co-created the outcome.

Have difficulty solving problems.

If self-reflection is highly developed we can adjust our behaviors and continually re-assess and observe.

When self-soothing is lacking we may:

Not hear or accept information that is negative.

Deny things are true or blame others.

Get upset in ways that cause us to feel undervalues or dismissed.

Sabotage outcomes.

If self-soothing is highly developed we are better able to manage ourselves if someone is blaming us or attacking us. We are also able to welcome news without censorship, which helps us recognize and categorize disturbing information.

Self-soothing also helps us enjoy positive support from others.

If empathy is lacking we may:

Not listen or become isolated and out of touch.

Not feel honored or acknowledged.

Believe we don't count.

Become disconnected.

When empathy is abundant and highly developed we tend to understand people more, listen more and are better able to understand and appreciate someone's differences.

Daily Practices for Self Reflection

According to Learning in Action Technologies (2002), there are 8 key things you can do in terms of daily practices to help in self-reflection:

1. Practice being present now.

2. Notice your judgments about yourself and your judgments about others.

3. Practice noticing and naming your experiences.

4. Focus on what you want, not what you don't want.

5. Recognize that other people are simply mirrors of yourself.

6. Practice awareness by noticing the stories you create and your interpretation of them.

7. Practice unbundling your feelings.

8. Notice the degree with which your emotions, thoughts and wants are positive or negative.

You can practice being present by stopping several times a day to notice what you are thinking or feeling. You can also try noticing the sights, sounds, and smells of your environment as well.

Noticing your judgments is all about realizing that everyone is different. Make it a point to suspend your judgments and simply appreciate the life within you and around you.

Noticing and naming your experiences is another good technique. When you strive to name an emotion you can better understand the full array of feelings that are present.

Everyone is your mirror, and often times the feelings and experiences we have are contagious. In terms of self-reflection, it pays to be aware of what feelings you are giving off at any moment.

The next tip is all about the stories we tell ourselves. These are unique for us. How we react in any given situation is based on our life experiences up to that moment in time.

Unbundling your feelings is another good tip. This involves stopping and paying attention to what might be going on. When we have intense feelings like anger or jealousy, we tend to bundle them together.

It's easy to get caught up in the victim mentality. The victim mentality tends to be more negative. The first step you can take to get out of this mode is to pay attention to how many times a day you frame your experiences as positive or negative.

Simply being aware of your attitude helps you create a new level of consciousness.

Practices for Building Trust

Solomon and Flores (2001) recommend ten practices for building trust for yourself and others:

1. Practice inviting feedback from others.

2. Practice mentoring others.

3. Notice when you tend to beat yourself up.

4. Identify people who helped shape your viewpoint and/or trust.

5. Pay attention to the degree that you trust yourself in important relationships.

6. Act as if you really count, which you do.

7. Get to know the people who are really important to you.

8. Notice your level of trust in important relationships.

9. Practice delegating to others if you are a leader.

10. Practice assuming that other people's intentions are positive.

Getting feedback from others can be intimidating. By practicing getting feedback, you become much more comfortable with the process. Try asking someone directly for feedback and notice how much more comfortable you get each time.

Mentoring others is another great practice for building trust. Mentoring can help improve your self-awareness and your empathy.

If you find yourself beating yourself up more often than not, try asking yourself what situations prompt this feeling? Work to identify the origins so you can start treating yourself with more respect.

Identifying pivotal people who helped shaped your viewpoints can also help you build a sense of trust. You can also pinpoint those who eroded your trust and work to change your viewpoint.

Paying more attention to the degree that you trust yourself in different relationships can also be very helpful. Try making a list of those people that you trust and people who are important to your level of success. Rate the degree that you trust them and identify some key messages that may come about that discount you.

Acting as if you really count is another key factor. When you act as if you count, you face your fears. When you make a habit of feeling the fear and pushing through the fear, you feel empowered.

Getting to know the people who are really important to you is another great way to build a sense of trust. As you do this, try and notice your level of trust in important relationships. As you think about these people act as if you are about to have an important conversation with them, and imagine what you might say.

If you are a leader, it may behoove you to start delegating. Doing so without micromanaging is a good way to build a sense of trust with others.

Last but certainly not least, try assuming that other people's intentions are positive. If you assume others have a positive intention, your day will flow much better.

Daily Practices to Increase Empathy

1. Practice acknowledging yourself.

2. Practice acknowledging others.

3. Get to know your team members.

4. Practice tuning in to others.

5. Learn and practice the essential elements of dialogue.

6. Practice initiating conversations at times of stress.

7. Practice listening without interrupting.

Try greeting yourself in the mirror each morning with honor and generosity of spirit. Express some appreciation for who you are and what you have accomplished.

One good way to increase empathy is by practicing acknowledging others by saying good morning and using their name. Look into their eyes and let them know you are interested in what they have to offer.

Getting to know your team members and other key individuals can also help you build empathy. Really make a point to notice people and pay attention to what they might be thinking or feeling.

Tuning into others on a regular basis is important because as you do this, you will be building your empathetic skills.
Being unafraid when it comes to initiating conversations in times of stress can also help boost your empathetic skills. As you do this, really pay attention by listening and learning.

Finally, it's always a good idea to practice listening without interrupting. You might be surprised at how often you tend to interrupt. Research shows that the average person listens for less than 20 seconds before interrupting.

Listening to others takes practice, but it's a great sign of respect.

The Emotional Intelligence Wheel

The Relational Model below shows how different patterns of interaction help develop the brain and build emotional intelligence.

1. Creating opens up synchronized space that fosters learning and expanded internal capacity.

2. Acknowledgment, both of the self and others, affirms others presence and creates a sense of openness.

3. Mirroring others emotional experiences lets them know you care and understand.

4. Modulating and creating resonance with others while maintaining a non-anxious presence, helps lower stress and anxiety and create a sense of openness.

To learn more about building emotional intelligence, take a look at our article: How to Improve Emotional Intelligence Through Training. Alternatively, you may find this handy PDF from Learning in Action Technologies useful if you wish to learn more about EQ in the work environment.

Using Mind Maps for Emotional Intelligence

Mind maps were developed by Tony Buzan as a note-taking technique. Mind maps can help you get out of the linear thinking mode and into a radial thinking mode.

Mind maps help you uncover the thoughts, which the brain has about a subject from different viewpoints. Using a mind map, you can you activate both right and left brain thinking as an alternative to logical linear thinking (Erdem, 2017).

Mind maps have many benefits. They can help you:

1. Have better recall.

2. Improve creativity.

3. Problem solve.

4. Focus better on a subject.

5. Organize your thoughts.

Mind maps have an important place as a lifelong learning tool when a constructivist approach is used as a base in the learning-teaching process (Erdem, 2017).

Mind maps are a highly effective way to get information in and out of the brain. Mind maps help you think more creatively and think outside the box.

A mind map has an organizational structure that radiates out from a common center. Using words, symbols, and images you can then build out branches from that center.

By using a mind map you can jot down ideas as they pop into your brain. There is no need to create any kind of linear, logical structure.

Akin to brainstorming, mind mapping is a wonderful way to boost the creative process.

The five essential characteristics of mind mapping include:

1. The main idea, subject or focus, which is displayed in a central image.

2. The main themes, which radiate out from the central image appearing as branches.

3. The branches, which are comprised of a key image or keyword, which is drawn or printed on its associated line.

4. Topics of lesser importance, which are represented as twigs off of relevant branches.

5. The branches, which form a connected nodal structure.

How to Make a Mind Map

Think of your general main idea and write it down in the center of the page.

Figure out some sub-themes of your main concept and draw branches to them from the center. This might look like a spider web.

Focus on using short phrases or even single words.

Add images to invoke thought or to portray your message better.

Try to think of at least two main points for each sub-theme created and create branches out to those.

In terms of emotional intelligence, we can examine the Goleman Model, as shown below. Daniel Goleman's model of emotional intelligence includes five realms, which are then broken down into four quadrants:

1. Self-Awareness.

2. Social Awareness.

3. Self-Management.

4. Relationship Management.

As seen on the mind map the main branches are broken down even further helping one see all of the different facets of each quadrant.

By examining each of these four quadrants, one can quickly see the skills required to develop each one.

One great way to use a mind map for emotional intelligence would be to list out all of the different facets within each quadrant and how they apply to you, so you can see what areas might still need some improvement.

Emotional Intelligence Grids

So now that you have explored emotional intelligence and know more about it, how can you start to improve upon it, you might ask?

There are some simple ways to start changing your perspective. Just like willpower, emotional intelligence can be developed and strengthened over time.

The more you work to understand your emotions and how they drive you, the better your personal and professional life will be.

Let's examine some strategies now that can help you take inspired action toward boosting that emotional intelligence.

Self-Awareness

The way you define something becomes your understanding of it.

Work to improve your vocabulary of descriptions - for example, if you experience fear, try describing exactly how it feels for you. Do you feel anxious, panicked, nervous or just worried?

Accept yourself exactly as you are.

Be assertive. Practice saying no in a way that is not offensive.

Say what you need to say and say it!

Resist impulses. Try delaying or resisting temptation and act accordingly to control emotions.

Be flexible. Practice transforming your emotions from one state to another. For example, try smiling when delivering disappointing news.

Self-Management

Practice and learn your ability to regulate emotions. Do something at the moment to stop the emotion or change it, or try and relax into it.

Try regulating your emotions. That regulatory capacity helps build your emotional intelligence. When you get angry for example, try rethinking the situation or looking at it differently.

Be aware of other's emotions.

Social Awareness

Recognize the emotions in others and the fact that they are driven by their emotions like robots.

The emotions you identify on others acts like a virus, impacting everyone.

Learn to outsmart this tendency by connecting with and overriding the negative emotion with your own positive feelings.

Don't believe everything you hear.

Give back to society and be helpful when you can.

Connect with other positive people or social groups to help build your skills. For example, Toastmasters, Ted talk groups or other groups can be helpful.

Relationship Management

Form boundaries around your emotions. Learn to recognize your own emotions as separate from other's emotions.

Recognize that other people's emotions do not have to be your emotions.

You have the option to not react to every emotion sent your way.

Self-Motivation

To stay motivated, it's important to stay focused on strong goals. This gives you a sense of self-confidence and self-efficacy.

Try and maintain a positive attitude, despite other's negative emotions. Stay in a motivating environment as much as possible.

Self-motivation is a complex subject. It is linked to your level of initiative when it comes to setting goals. When you truly believe you have the skills and abilities necessary to achieve your goals, you expect and get success.

Exercise to Enhance Emotional Intelligence

1. Try listing 10 positive emotions and 10 negative emotions you can connect with.

2. Start with Happiness and Sadness on the top of each list.

3. Strive to understand each of the emotions you listed and identify how they can be caused.

4. Notice the specific effect of these emotions and how they make you feel.

A Take Home Message

Emotional intelligence helps you to be smart about your emotions. It's not solely about being nice. It's more about being authentic and honest.

The idea of emotional intelligence helps you become more aware of your feelings and how your feelings impact others.
If the idea of emotional intelligence is more important than IQ, in terms of personal or professional success, it behooves us to continue learning more about it.

In the end, boosting your sense of emotional intelligence can help you read other people's signals better and react more appropriately to those signals.

The Harvard Business Review also acknowledges emotional intelligence as something that is important, suggesting that EQ is a paradigm shifting idea.

Daniel Goleman defines emotional intelligence as:

Knowing your emotions and having self-awareness - being able to recognize feelings as they happen.

Managing your emotions or handling feelings appropriately.

Motivating yourself or marshaling your emotions in pursuit of a goal.

Recognizing the emotions in others and empathizing.

Handling relationships and having the skill to manage the emotions of others (see this article).

In Goleman's book " Emotional Intelligence " he talks about managing with heart, which includes engaging in teamwork, maintaining open lines of communication, being cooperative and listening and speaking your mind (Goleman, 1998).

Goleman also talks about the destructive effects of miserable, intimated workers as well as arrogant bosses.

All of this leads to decreased productivity and things like missed deadlines, all of which impact the bottom line.

That is really the heart of the issue when you get down to it. A happy worker is a productive worker.

According to Goleman:

"The rules for work are changing. We're being judged by a new yardstick: not just by how smart we are, or by our training and expertise, but also by how well we handle ourselves and each other."

Goleman believes that having the emotional intelligence necessary to facilitate cooperation and collaboration elevates us all toward success.

That is the true benefit of emotional intelligence.

For further reading:

We hope you enjoyed reading this article. Don't forget to download our 3 Emotional Intelligence Exercises for free.

If you wish to learn more, our Emotional Intelligence Masterclass© is a 6-module emotional intelligence training package for practitioners which contains all the materials you'll need to become an emotional intelligence expert, helping your clients harness their emotions and cultivate emotional connection in their lives.

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Emotional Intelligence Frameworks, Charts, Diagrams & Graphs

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Emotional intelligence, otherwise known as EQ, helps us better understand what motivates others. It also helps us work more cooperatively with others. The more skillful you are at discerning the feelings behind others' signals the better you will be able to control the signals you send back to them.

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In this article research was conducted with "15 multinational companies" and determined that to be successful collaboration is needed. Throughout the article it is discussed how companies work in teams and then gives 'eight ways to build a collaborative teams". As well as stating traits discover in collaborative teams. I found this article useful because when it comes to collaboration I never quite understood how to properly collaborate with a team. I understood that we needed to work together but never the full concept of collaboration. This article help me understand what goes into collaboration and how to build on what I already know or should be doing with my team.

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Executing complex initiatives like acquisitions or an IT overhaul requires a breadth of knowledge that can be provided only by teams that are large, diverse, virtual, and composed of highly educated specialists. The irony is, those same characteristics have an alarming tendency to decrease collabora…

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Communication happens when the sender and receiver understand each other about the topic being discussed. In this article there are open and closed questions that partake in communication as well as Direct and Indirect communication. For myself I thought I was great with communicating with others but as it turns out I have quite a way to go. I never truly understood the entire concept of communicating but with this article I feel more prepared for discussions with my colleagues, administrators and guardians. Being immersive in the conversation and the open and closed questions was exactly the information I needed to do well in my position and has been improving my communication skills in the work place.

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Communication Skills for Coaches

Our choice of words can have a surprising effect during a coaching conversation. Words that are used commonly in everyday situations can convey unintentional meanings in the context of the delicately balanced dynamics of coaching conversations. This need for careful choice of words can be illustrated with the use of the phrase, "How can I help?" in situations when help has not actually been requested by the teacher. That question can infer that the coach is at a level superior to that of the teacher, thus creating a barrier between the two participants. Similarly, the words problem and struggle also carry negative connotations when commenting upon classroom observations and may introduce an evaluative element to the conversation.

In other instances, the words but, however, and yet are sometimes used to connect a positive observation with a supplementary comment that identifies and recommends remediation of an observed behavior. For example, the coach may compliment the teacher on very clear visual displays and accompanying verbal explanations and add, "but, many students were not engaged." In this case, the positive comment is neutralized or even negated by the second statement. In order to preserve the intended effects of the two comments, they need to be unlinked by inserting a simple pause in the conversation. For example, look for the teacher to respond to the first statement before proceeding.

Closed vs. Open Ended Questions

Closed-ended questions may create a defensive response from the teacher. Questions such as "Have you thought about?" or "Have you tried?" may either cause the teacher to feel compelled to confess a failure or an unsuccessful attempt, or to defend themselves with a reply that seeks to justify why a strategy was not tried. Open-ended questions such as, "How do you think students would respond to small group work for this task?" show respect for the views of the teacher. Find a podcast on coaches' words here.

Indirect vs. Direct Communication

Indirect communication can cause misunderstandings, frustration, and potentially conflict in coach-teacher relationships. Straightforward communication builds trust and understanding and creates conditions that are conducive for open discussion, objective analysis, and creative problem solving. Coaches promote open conversations in order to discover the true interests, priorities, and challenges faced by teachers. Robinson, Segal, and Segal (2015) recommend the following actions that are likely to promote open conversations:

Concentrate on both spoken words and nonverbal messages;

Avoid distractions such as phones, doodling, or window staring;

Refrain from interrupting or redirecting;

Allow the speaker's words to flow and pause;

Defer judgment, especially criticism;

Maintain an attentive posture; and

Offer occasional smiles and confirmations such as OK or I see.

Remember to Listen

The art of listening is a substantial and sometimes understated component of conversations and communication. Instructional coaches rely on deep and extended interactions in order to receive and convey messages about classroom performance. On his website, Stephen Covey describes seven habits of highly effective people. Covey's fifth habit is summarized as "first seek to understand and then be understood." Covey asserts that "communication is the most important skill in life." Most people are inclined to speak and promote their point of view before truly listening to the other person. Meaning is missed when a listener ignores the other person's message, pretends to listen, or only hears the parts they want to hear. Covey maintains that "most people listen with the intent to reply, not to understand." Surely, a prime reason for a teacher to meet with a coach is to be heard and understood. Careful listening is a precious skill to employ in such circumstances.

Conclusion

Effective instructional coaches employ active listening, powerful questioning, and direct communication ( Utah Office of Child Care, 2014). An active listening strategy requires complete focus on communication from the adult learner. Attention to tone and body language helps convey the intent of the message. The paraphrasing and restatement of teachers' spoken words help clarify the message. Continued dialogue is encouraged when teachers' expressions of feelings and opinions are accepted without judgment. Powerful questioning emphasizes "open-ended questions that provide information and stimulate thinking in support of goals." The coach's objectives are to ask questions that identify the teacher's perspective and nurture reflection and clarity. Direct communication "uses language that has a positive impact on the adult learner." Coaches use direct communication in order to explain coaching objectives, give feedback, and recommend changes. Coaches reframe ideas to help teachers reexamine thoughts and consider alternative perspectives.

Because communication skills play such an important role in a coach's effectiveness, it's a great area for continued study and coaching. Coaches should be coached on their communication skills. Consider recording a coaching conference and then analyzing it with your coaching colleagues. You can find a 10 hour facilitated, online module Instructional Coaching - Essential Communication Skills.

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Effective Communication Techniques in Instructional Coaching | Barkley

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Our choice of words can have a surprising effect during a coaching conversation. Words that are used commonly in everyday situations can convey unintentional meanings in the context of the delicately balanced dynamics of coaching conversations. This need for careful choice of words can be illustrated with the use of the phrase, "How can I help?"

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Growth Mindset is when a person can learn and develop. Within this article the difference between Fixed and Growth Mindset, the benefits of Growth Mindset in Education, and How to Foster Growth Mindset in students. Growth Mindset has become popularized further than Education. Teachers and future positions in education strategies to foster Growth Mindset in the classroom is helpful for developing educators. As a 6th grade ELAR teacher growth mindset has been something that I try to promote in the classroom because the students begin to struggle and either don't ask for help leading to failing and defeat. Ever class I have tried to demonstrate a growth mindset so the students have a model.

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Of the many challenges educators face, one of the most formidable-and least obvious-is student mindset. Teaching students to comprehend, absorb, and apply new material and concepts is challenging under any circumstances. The undertaking is much greater, however, when students doubt their ability to learn.

Can simply believing you have the ability to learn increase your ability to learn? According to growth mindset researchers, the answer is yes.

A more detailed look at mindset theory, as well as some of the ways that teachers can foster growth mindset in the classroom, illustrates mindset development's importance in education.

What Is Growth Mindset?

One theory of intelligence holds that people can be categorized according to their implicit beliefs about ability. People with a fixed mindset believe that abilities are innate, while people with a growth mindset believe that they can acquire abilities through effort and study.

Carol Dweck, a psychologist, developed the fixed versus growth mindset theory. The Stanford University professor's pioneering research, as well as her 2006 book, Mindset:The New Psychology of Success, popularized the concept of fixed and growth mindsets.

To gain a better understanding of what growth mindset is, compare the differences between fixed and growth mindset outlooks and behaviors.

Fixed Mindset vs. Growth Mindset

Fixed and growth mindsets profoundly affect the way that individuals respond to failure. People with a fixed mindset view failure as a result of their lack of ability, while people with a growth mindset see the opportunity to expand their abilities and to work harder and smarter.

The fixed mindset vs. growth mindset dichotomy can also be expressed in terms of goals. People with a fixed mindset wish to appear intelligent because they believe that failing to do so reveals a weakness. People with a growth mindset are much less apprehensive about how their intelligence is perceived because they believe that knowledge and ability can be improved through effort. These outlooks produce almost diametric goals related to learning: a person with a fixed mindset wants to avoid appearing unintelligent; a person with a growth mindset wants to overcome challenges.

While the basic concept of fixed mindset vs. growth mindset is simple, mindset designations are much more nuanced in reality. An important factor of the mindsets is that they can be different in different domains. For example, a person may have a growth mindset in athletic or artistic endeavors but have a fixed mindset in academic endeavors.

Furthermore, mindsets aren't absolute, immovable states. The fixed or growth mindset exists on a spectrum, and even those positions can vary. A person may have a predominant growth mindset in one area-math, for example-but an especially challenging problem may trigger a response that's more consistent with a fixed mindset.

Dweck has described the growth mindset theory as a response to the self-esteem movement, which held that lavishing students with praise builds confidence that leads to improved achievement.

Mindset researchers propose a different approach. Instead of giving students general praise or praising outcomes-an ineffective practice in Dweck's view-teachers should focus on praising students' efforts and the steps they take to overcome challenges and make progress. By doing so they reinforce the simple but powerful idea that ability can be improved.

Benefits of a Growth Mindset in Education

Dweck's early research demonstrated multiple potential benefits to encouraging a growth mindset in education. One of her studies showed that praising students' efforts rather than their intelligence made them more likely to pursue more difficult challenges. Another study demonstrated the influence of simple mindset interventions. Her research showed that students who were taught about developing intelligence went on to perform better in school and exhibit more motivation in the classroom.

Growth mindset has been widely embraced inside and outside of education. (Growth mindset has become a popular topic in the business world, for example.) However, the concept isn't without its critics. Skeptics point out that few researchers have been able to replicate Dweck's results, and much of the corroborating research that's been done has been done by Dweck and her colleagues. Still, mindset research continues to advance, and evidence of the benefits of a growth mindset in education continues to mount.

How to Foster a Growth Mindset in Students

Learning how to foster a growth mindset in students requires time and practice. The approach requires consistent instruction that reinforces and demonstrates the idea that students can improve their ability. At the most basic level, mindset techniques involve shifting emphasis away from outcomes and toward efforts and process. Rather than praising an accomplishment, the instructor praises the efforts and learning steps that led to the positive outcome.

Looking at examples of how instruction and language can be altered to encourage a growth mindset illustrates how teachers can change the way that students perceive the learning process:

Fixed mindset statement: "It's OK if you're having trouble. Maybe algebra isn't one of your strengths."

Growth mindset statement: "When you learn how to do a new kind of problem, it develops your math brain."

Another example stresses the importance of encouraging students to work through problems:

Fixed mindset statement: "Great effort. You tried as hard as you could."

Growth mindset statement: "The goal isn't to get it right immediately. The goal is to improve your understanding step by step. What can you try next?"

Teaching students to be encouraged when they experience difficulty can also reinforce growth mindset:

Fixed mindset statement: "Don't worry, you'll get it if you keep trying."

Growth mindset statement: "That feeling you're experiencing of algebra being hard is the feeling of your brain developing."

A growth mindset approach still demands optimal performance from a student-simply rewarding efforts isn't effective, and, in fact, it can be harmful if the student's efforts are ultimately fruitless.

Part of growth mindset instruction is teaching students to ask for help and to use any resources that can assist them. Just as students are still responsible for learning the material, teachers are still responsible for giving them the tools they need to learn.

10 Strategies for Fostering a Growth Mindset in the Classroom

Helping students develop a growth mindset requires deliberate effort from teachers, but many of the methods can be easily integrated in their existing practices. The following strategies and tips can help educators foster a growth mindset in the classroom:

1. Normalize struggle. Struggle is part of the learning process, and emphasizing and reinforcing that idea helps students react positively when they feel challenged.

2. Encourage engagement with challenges. Portray challenges as fun and exciting, and easy tasks as boring.

3. Embrace the word "yet". If someone makes the statement "I'm not a math person," adding a simple qualifier will signal that a process exists for gaining ability. "You're not a math person yet."

4. Tout the value of hard tasks to the brain. Promote the idea that brains are malleable "muscles" that can be developed. Research on brain plasticity supports the idea of neural growth, and mindset research has shown that believing the brain can grow has a demonstrative effect on behavior and achievement.

5. Demonstrate mistakes and celebrate corrections. Mistakes should be viewed as learning opportunities. Teachers can model this outlook in reactions to their own mistakes and steps they take to correct a mistake.

6. Set goals. Having students set incremental, achievable goals demonstrates the attainability of growth and progress.

7. Develop cooperative exercises. Working together to solve problems emphasizes process and reinforces the importance of getting help and finding solutions. It also deemphasizes individual outcomes.

8. Provide challenges. Part of developing a growth mindset is teaching students to overcome obstacles. A particularly hard math problem or complex writing assignment that stretches their abilities can provide opportunities for growth and further instruction that emphasizes problem-solving.

9. Avoid praising intelligence. This may seem counterintuitive, but praise for "being smart" reinforces the idea that intelligence is a fixed trait. This can be demotivating for the students being praised ("I'm smart; I don't have to try harder"), as well as for those who don't not receive the praise ("That student is smart; I'm not").

10. Don't oversimplify. "You can do anything!" may feel like harmless encouragement, but if students aren't put in a position to overcome challenges, they'll conclude that such statements are empty, and the educator will lose credibility.

How to Foster a Growth Mindset in Teachers and Administrators

Extending the concept of growth mindset theory to teachers and administrators is critical. Research suggests that growth mindset approaches are more effective in supportive environments. However, individuals interested in promoting growth mindset initiatives can encounter resistance. Cultural changes in any institution or system are difficult, but understanding those challenges is the first step to finding common ground and moving forward.

Overcoming Challenges

Changing the instructional practices and policies that teachers and administrators have established can be difficult for many reasons:

Teachers and administrators who have invested time and effort in their current methods of instruction and classroom culture may resist change, particularly if their methods have been successful.

Teachers and administrators who are routinely asked to make changes or adopt new teaching methods may feel skeptical about a new method's benefits.

Teachers and administrators commonly work under tight time constraints that make it difficult to learn new methods or implement new policies.

Teachers and administrators may have fixed mindsets themselves and discount the mindset theory's validity.

Efforts to overcome resistance to growth mindset initiatives should focus on the demonstrated benefits to students. A shared goal of helping students can ease the challenges of culture change.

Five Tips for Creating a Growth Mindset Teaching Culture

Working together to reframe their shared challenges and goals can help both teachers and administrators develop growth mindsets and culture:

1. Value the process over the result. Valuing the process over the result can be difficult in a results-driven environment, but teachers and administrators who value the growth mindset and its long-term benefits are more likely to stay the course.

2. View challenges as opportunities. Students aren't the only ones facing challenges; teachers and administrators can benefit just as much from an outlook that celebrates the process.

3. Experiment with different teaching methods and learning strategies. Helping students build the skills they need to improve is a key element of the growth mindset approach. Teachers and administrators who embrace a growth mindset shouldn't be afraid to experiment.

4. Celebrate growth. Finding teaching strategies that reach students and help them learn should be celebrated with the students, as well as with other teachers and administrators. This reinforces the emphasis on effort and process. It also provides opportunities to share valuable learnings.

5. Communicate about your growth mindset. Sharing successes and failures among teachers and administrators helps to establish a culture that values challenges and a growth mindset.

Providing Tools for a Lifetime of Learning

A growth mindset's defining characteristic-the belief that intelligence is malleable-provides a powerful formula for improving student outcomes. Students who believe that they can get smarter and that effort makes them smarter will put in the effort that leads to higher achievement.

The understanding that they can always learn new skills and overcome challenges through hard work is a lesson students can carry well beyond their school years. As the COVID-19 pandemic demonstrated, many of the learning challenges that students will face can't be foreseen. By helping them develop a mindset that doesn't shrink from challenges and teaching them learning methods that can be applied to any subject or obstacle, educators prepare students for increasingly dynamic work environments and an increasingly complex world.

Educators interested in how education and learning can be life changing should explore American University's School of Education degree programs, including its Online Master of Arts in Teaching (MAT) and Online Master of Education (MEd) in Education Policy and Leadership. Preparing teachers and policy makers to transform the education system to benefit all learners is a core principle of American University's School of Education.

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How to Foster a Growth Mindset in the Classroom | American University

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Embracing a growth mindset can help students learn more and overcome challenges. Explore strategies for fostering a growth mindset in the classroom.

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This post was posted in December 2020, for most teachers this was a large transition in education. COVID had taken a toll on the students and teachers. Leaving people disconnected from each other. With Emotional Intelligence you learn to connect with yourself and others. For myself Emotional Intelligence has made a large impact on my life and social life. I was very to myself and didn't talk to others. Now I realize from the article how I interact with my colleagues and how connect and listen to one another. This year were comfortable discussing and being a team more than the previous year.

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Executive and Leadership Coach, Lecturer, Founder of unabridged - engaging your power and potential for greater personal and social impact.
Navigating the pandemic's psychological, physical and economic effects is complicated and evokes a range of different - and often conflicting - emotions. Add social injustice and political unrest, and emotional intelligence is needed more than ever before.

EI is the ability to notice, identify, understand and manage our own feelings and the emotions of others. It incorporates self-control, social skills, relationships, communication and influencing or motivating other people - all great skills for personal and professional success.

Daniel Goleman presents an EI framework that includes four interconnected competencies.

* Self-awareness: Being able to recognize the ways in which your emotions impact your behavior and how you interact with other people.

* Self-management: Taking charge of your emotions, to affect a balance of emotions.

* Social awareness: Being able to understand the social surroundings, inferring the feelings of other people there.
What's so important about EI?
* Relationship management: The ability to communicate effectively, bond with people and interact well, so as to elicit the best from people.

Each of these areas impacts the other.

EI has many benefits:

* Emotionally intelligent people are not as stressed and anxious as others. In my experience, they are usually happier and have better emotional stability, mental health and physical well-being.

* I've also seen how people who are emotionally intelligent have better, stronger relationships all around, whether with partners, friends, workmates, relatives or anyone they get to know or routinely meet.
You can build your EI.
* CertainEI qualities play into the top 10 vital skills for the future workforce, as defined by the World Economic Forum. Furthermore, 71% of hiring managers say they value high EI over IQ.

* As leaders, emotionally intelligent people are proven to be more effective. Research also says that, in terms of performance, EI is more important than IQ when people with equivalent academic backgrounds - say MBAs - are compared.

EI is a learnable skill, so you can develop it and build on your baseline. You just have to have some understanding of EI, learn some tools to help you and practice them.

1. Recognize your feelings. Observe your emotions as you experience them and identify them for what they are - anger, hurt, jealousy, happiness. Or, if you can't find a single word, describe them. For example, it could be a "sick-in-the-gut feeling" or "bubbling and high-energy." Although these experiences are personal and subjective, naming them enables you to see them as things separate from you, not integral or attached to you. Recognize what they mean to you and how they affect you, your mood and your behavior. When you recognize what it is you're facing, this detachment helps you to control your feelings and manage them better instead of them controlling you! Marc Brackett's mood meter is a great tool to assist.

2. Assess yourself. Do half a SWOT analysis on yourself. Make a list of your strengths and weaknesses. Be realistic - not too harsh or too imaginative. Identifying your strengths and weaknesses gives you a reminder to put your skills and qualities to good use; identify ways in which you need development and how to improve. You can also do this activity with your staff or team members to identify how best to develop and optimize their performance. Knowing your own weaknesses and others' strengths enables you to delegate appropriately, too.

3. Use mindfulness. This means developing the practice of being wholly present in the moment and aware of everything around us and in us, including the environment, physical sensations, our thoughts and our feelings for certain periods of time. Studies have shown that mindfulness is clearly linked to improvement in leaders - both in their professional and their personal capacities.

4. Listen with tolerance, compassion and empathy. Instead of expressing your own emotional needs through your own feelings and their enactment, imagine how other people might feel and identify their emotions. This can help you to empathize with them and give an appropriate response to them and their needs. Attune yourself to the emotions of others, and you can respond in the most appropriate way to any circumstance - whether it's reassuring a staff member who is wary of a certain assignment, motivating someone who missed out on a promotion or enthusing a large audience. Empathetic leaders listen carefully, are approachable and recognize an underlying emotion, so their staff feel acknowledged and understood.

5. Be curious and encouraging. Show an interest in your team members' hopes, dreams and goals. Help them to realize them and to succeed. Support them in acknowledging their own stresses, challenges and barriers and help them discover ways to address them, find solutions and act.

6. Practice social awareness. Notice your environment and context, socially and organizationally. Leaders consistently interact with others, so social awareness is essential to recognizing their moods, states and feelings - from the expression on their face to their body language to what they say and what they do. Organizationally, be aware of strategies, decisions priorities, politics and trends and communicate them. Be aware of people's needs and know how to provide for them.

EI encourages compassion globally and helps to develop our connections with one another. Develop your EI now, and I believe you will have the skills and ability to holistically succeed in all aspects of work and life - even in these turbulent times.

Forbes Coaches Council is an invitation-only community for leading business and career coaches. Do I qualify?

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Council Post: Emotional Intelligence: Why We Need It Now, More Than Ever

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Executive and Leadership Coach, Lecturer, Founder of unabridged - engaging your power and potential for greater personal and social impact. Navigating the pandemic's psychological, physical and economic effects is complicated and evokes a range of different - and often conflicting - emotions. Add social injustice and political unrest, and emotional intelligence is needed more than ever before.