Emotional Intelligence in Work Place
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[Name of the institution] Emotional Intelligence in Work Place
Introduction
Employee are considered to be the asset of any organization, they are the main source of success to nay organization. Human resource department is responsible for recruiting, managing and enhancing the capabilities of the employees by giving them proper training and appreciating them in terms of monetary and nonmonetary terms. The success of any organization small or large depends upon competitiveness, innovativeness and performance of its work force, the competiveness and innovativeness can be acquired and achieved through knowledge enhancement and skill development.
There are number of factors which
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It not only mean that how well one is self-aware but it also include the understanding of other person’s emotions and degree to which he can relate in given scenario. The component of self-awareness help in understanding the intrinsic needs and efficiently satisfying the diverse work force.
Self-Management
In today’s competitive environment manager prefer to work in teams, which require quick flow of information among team members. The component of self-management in emotional intelligence forces the manager to understand the importance of flow of information. The phenomena creates the sense of responsibility among team members to actively play their part in problem solving and helping one another.
Self-Motivation
Self-motivation is another important component of EI test. This component reveals the intrinsic side of an individual to accomplish a particular task. The results of the test given by employees enables the manager to explore the factors which motivates an individual employee. For example in one team one member get motivated by external rewards like raise in pay or in the form of bonuses. On the other hand another member of the same team wanted to be appreciated by receiving trophies or
In paragraph 4 Mr. Abate prompted, “Watching a peer receive a trophy and not receiving one yourself can be degrading”, no kid wants to see somebody be awarded a trophy but not get rewarded themselves. If a child loses interest because they never receive a trophy they might stop playing the game or stop participating in the team building activities. Parker Abate also suggested that the trophies should be given because of the time, dedication, and effort they put in to being on the team and playing on the team, “These kids dedicate time, effort and enthusiasm, and they deserve to have something tangible to make them feel that their participation was worthwhile”, it would seem unfair to have the kids give so much for
For instance, The article states “Watching a peer receive a trophy and not receiving one yourself can be degrading.” and “These kids dedicate time, effort and enthusiasm, and they deserve to have something tangible to make them feel that their participation was worthwhile.” Under those circumstances the children who are there and are not as talented, yet has a commitment to the team should receive and trophy or reward for their time and dedication and so that they wouldn’t feel left out. Also, they should be given a trophy so they can feel accomplished and so that they will want to do more and so it will give them a lil more confidence and help with their self esteem. Despite the kids wanting a reward for being committed and for trying their hardest the trophies should still be given to the winners or the ones that have the talent.
Standing there sweaty and tired after the last game of the season. You look over at the other team who did have tons of energy, not sweaty at all , and look like they did not try at all. They announce that your team got first but everyone still get a trophy. How would you feel to give a 100% and get the same trophy as a person who only gave 50%. There is a debate on should we give out participation trophies.
The third reason for this discussion is, by giving everyone a trophy were actually celebrating nobody. Here is an example, why would the player that only makes it to ½ of the practices and
Coaches are encouraged to support everyone on their teams. " This shows that young athletes should get and award just for participating in a sport because like in evidence one, we send the wrong message to the team players if only 1-2 people get a trophy, and then thinking back to evidence 2, it also helps that many coaches give equal playing time to their players, so that everyone can feel like they earned their trophy, emphasizing its meaning. Now everyone can feel like a
Journal of Marketing, 54(1), 85-101 Mayer (Eds.), Applying emotional intelligence: A practitioner's guide (pp. 28-52). New York, NY: Psychology Press. Mayer, J. and Salovey, P. (1993). The intelligence of emotional intelligence.
Based on the reflection of emotional intelligence case study on Kathy Smith, she is a experienced and competent project manager with ambitious, determined, confident and goal oriented. With the assigned of oversee a multimillion-dollar chemical plant construction project in southeast asia, she need to work with a team of local people. The working style of Kathy is top to down which is directive and performance-oriented. In my understanding of this case study, Kathy Smith is a person that lacks of cross cultural intelligence and competence. Despite experiencing problems with the team, she tend to persists in her own normal approach to work.
A leader will be able to make better decisions and connect with authentic self by getting in touch with their inner voice. This is a description of self-awareness. Self-awareness is all about drawing attention to internal psychological signals monitored by the insula and amygdala as somatic makers messages. Somatic makers tend to guide one’s attention into making a better decision based on a right or wrong feeling. Therefore, self awareness is combining one’s authentic self experience across time with sensory impressions.
Self –awareness requires us to be aware of our feeling at the moment and be as the guide towards the decision been made. Self -awareness gives sense of self confident and accurate evaluation of a person own abilities. On the other hand, self-regulation is how a person manage their emotion so that it assist instead of interfering with the task in hand. Self-motivation is the ability of a person to understand their own emotion into motivating them toward involving themselves in the work they are working on without giving up. Empathy is the capability of a person to understand others emotion in particular situation and react appropriately.
I. BACKGROUND OF STUDY Emotional intelligence was described formally by Salovey and Mayer (1990). It was defined as ‘the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions (p. 189). Historically, emotion and intelligence were viewed as being in opposition to one another (Lloyd, 1979). How could one be intelligent about the emotional aspects of life when emotions derail individuals from achieving their goals (Young, 1943)?
Myself Self-awareness is defined as a conscious knowledge of one’s own character. It is difficult to be conscious of ourselves because we could encounter a painful process. Being self-aware is an essential element to prepare ourselves to encounter clients' personal matters, attitudes, and thoughts. Knowing my strengths and weaknesses helps me in my professional development. Being self-aware also helps me to be prepared ahead of time, and not let it become a barrier in helping others.
Self-Assessment Evaluation The self-assessment evaluation signifies some essential traits and strengths whereby, critical understanding of this analysis can adequately improve my capabilities and personality in management skills. However, my present results in self-awareness are unsatisfactory to me, particularly in emotional intelligence. Personally, I am sensitive to issues, but I have learned to maintain my calm (sentiments), more so, when disappointed by an individual or a situation, which may result to negative implications such as making illogical or unreasonable decisions. Nevertheless, the only positive thing with such weakness is that I always understand other people’s emotions, which means, I rarely hurt anybody, but I still end up
The unpublished work of Pearson Education (2011) outlines, 5 core areas of self-awareness which are: Emotional Intelligence, Values, Attitude towards change, cognitive style, values and core self-evaluation which identifies underlying personality attributes. In his work “Leadership and Intelligence” Clawson J. G (2001) asserts that “people who are emotionally adept are at advantage in any domain of life…including picking up the unspoken rules that governs organizational politics”. While people make organizations and organization makes people, leadership is at the center of shaping organizational outcomes, impacts or results. The need for leaders to stay ahead, understand the motivations, the undertones underpins while leadership self-assessments
EMOTIONAL INTELLIGENCE Emotional intelligence can be defined as “the capacity for recognising our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationship” (Poole and Sewell, 2007). This attribute is strongly linked to managing relationships and can play a significant role in team working. Having empathy for others during my teenager years, and always being the one people chose to talk to made me think I scored high in that attribute. However, after experiencing the leadership & employability group project, it seemed I had mislead myself confusing having empathy with what emotional intelligence really is. Blumenfeld et al.
Martinez-Pons (1997) continues to explain that the ability to relate behaviors and challenges of emotional intelligence on workplace implementation is a really big benefit in constructing an outstanding team. One of the most usual factors that leads to retention problems is communication flaws that create disconnection and doubt. A leader lacking in emotional intelligence is not able to effectively measure the needs, wants and expectations of those they lead. Leaders who react from their emotions without sorting them can create mistrust amongst their staff and can utterly put their working relationships on the line.