Essays on Emotional Intelligence Assessment Essay

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Emotional Intelligence Assessment Introduction Emotional Intelligence has become one of the most important aspects of personal and institutional measure of social and political effectiveness. By definition, EI refers to the ability and traits that enable one to control and asses or interpret the emotions in one, or among groups. It is expected therefore, that individuals who display higher scores of emotional intelligence are better adjusting to situations and have greater control of their roles in leadership as well as their perforce in groups or institutions (Slaski & Cartwright 335). In addition, training in emotional intelligence would involve quite a considerable effort to make people better understand themselves and interpret their own actions as if they were interpreted by outside observers.

Motivation is crucial to behaviour change and behaviour modification, whereas learning is the leveraging point, the ability to inculcate motivation among individuals to take seriously the factors they observe and use them positively for personal advancement form the very central issue in emotional intelligence development. Personal Score on the Weisinger Rationale of EI The following list shows the results of my personal score on the Weisinger rationale.

It can be deduced outright that the overall EI score of 80 adequately characterize high levels of EI. Moreover, the scores show that I have very exemplary ability in all the aptitudes that were tested. Such a score are regarded as very high according to the Weisinger grading checklist. Below is a detailed representation of the tallies in the score. a. Self awareness 1, 6, 9, 13, 17 = 4+4+3+4+5= 20 b. Self management 2, 5, 10, 14, 18= 5+3+4+5+4= 21 c. Social awareness 3, 7, 11, 15, 20= 5+4+3+4+5= 21 d.

Relationship management 4, 8, 12, 16, 19=4+4+4+4+2= 18 e. Overall EI (20+21+21+18)= 80 It can be seen that in all the five areas, I have made high scores which characterise excellent ability with regards to EI. Nevertheless, it must be pointed out that the scores are not very exhaustive because there are a lot of other measures that would give more detailed views on the performance. Critics who dwell on personality traits have pointed out that the checklist might not be very conclusive for a holistic appraisal of EI.

Implications of Personal Score for Professional Activities A high score on the EI test shows that I would naturally display greater team work and greater ability to control the situations and interactions with peers and leaders in the organization or situations of work. It also displays a greater ability to discharge on responsibilities and to withstand pressure or tackle unfamiliar tasks. Nonetheless, the relatively dismal performance in relationships management could symbolize difficulty in sustaining cordial relationships. Since in corporate cultures, the cordial and emotional attachment might not be necessary, the score is still a positive one at that.

The scores depict a personality with greater ability for self management and social awareness. These aptitudes are particularly crucial for self expression, individual commitment to organizational goals and hence an overall orientation to take leadership roles within the organization. Suffice it to say, social awareness is the hallmark of great leadership ability because leaders must be able to observe people and give an accurate judgement about the exact scenarios in which events occur and people exact roles.

Moreover, the individual should be challenged further by the organization to improve their relationships management strategies so that they are better adapted to all sort of situations within the organization. A greater analysis would reveal that the score could be associated with a personality who lacks empathy which is associated with relationship management. The data could also imply that the personality is not well rounded in terms of the interrelation between the four attributes. Moreover, these results can reveal some social norms and behavioural expectations and dispositions that the personality exhibits.

It is on the basis of qualifying each score with suitable descriptions and interpretation that the individuals can be assisted to inculcate Emotional Intelligence and the ability to use it within their organizations. . Training Program for EI Development A training program for Emotional Intelligence for a particular case like mine demand the capacity to orient the training resources and curriculum to the particular area of weakness while not avoiding the areas of strength because all aspects of human emotions are interrelated and are projected externally to the outside environment in which the individual functions.

It is impossible to transform or adjust the individual without also adjusting the external environment in which the individual operates. On this rationale, the training should address the four key competencies self awareness, societal awareness, self management and relationships management. At a bit of a deeper level, the training should target to explore personality dispositions that are produced by these results and endeavour to boost them in line with the desirable institutional outcomes. The training schedule should last a few weeks or a month to enable suitable repetition and memory or practice of the desirable outcomes.

The evaluation program could be done through sit in examinations or case studies approaches to enable the individuals express their judgments. When individuals are faced with a training program that imparts practical skills, it is useful to allow very effective reflection on the skills and their practical application among peers or Behaviour Change Communication Groups. Through team approach, and constant evaluation, best behavioural dispositions can be attained within the organization. A lot of emotions are derived from innate cultural and traditional beliefs.

In this regard, training on emotional intelligence training involve the ability to bring the learners to sink into their deep subconscious beliefs and cultures and to comprehend themselves as actors and active participants rather than inactive recipients of the actions of others and the laws or regulations of the organization. By merely facilitating the discussion of the perceptions the individual has and their attitudes about the management functions and individuals, much could be done to improve the emotional dispositions and astuteness of their intelligence.

The goals that would satisfy the learner with the above analyzed dispositions should be to improve the individual in terms of their determination to attain self actualization, to improve their assertiveness, to inculcate a high regard for self and to exemplify their independence. Conclusion The most important consideration for efforts to master emotional intelligence as a worthy psychological state of a worker in an organization is to orient attitudes and emotions with greater efficiencies, greater ability to perform the bearing tasks in the organization and the overall improvement of the organizational culture.

Organizational cultures depend largely on the quality of the character of the employees. Therefore, better and improved characters are better assets as human resources of the organization. Works Cited Slaski, Mark, and Susan Cartwright. "Emotional intelligence training and its implications for stress, health and performance. " Stress and Health 19.4 (2003): 233-239. WHAT’S YOUR EMOTIONAL INTELLIGENCE? For each of the following items, rate how well you are able to display the ability described. Before responding, try to think of actual situations in which you have had the opportunity to use the ability. Low Moderate High 1.

Associate different internal physiological cues with different emotions. 1 2 3 4 5 2. Relax when under pressure in situations. 1 2 3 4 5 3. Know the impact that your behavior has on others. 1 2 3 4 5 4. Initiate successful resolution of conflict with others. 1 2 3 4 5 5. Calm yourself quickly when angry. 1 2 3 4 5 6. Know when you are becoming angry. 1 2 3 4 5 7. Recognize when others are distressed. 1 2 3 4 5 8. Build consensus with others. 1 2 3 4 5 9. Know what senses you are currently using. 1 2 3 4 5 10. Produce motivation when doing uninteresting work. 1 2 3 4 5 11.

Help others manage their emotions. 1 2 3 4 5 12. Make others feel good. 1 2 3 4 5 13. Identify when you experience mood shifts. 1 2 3 4 5 14. Stay calm when you are the target of anger from others. 1 2 3 4 5 15. Show empathy to others. 1 2 3 4 5 16. Provide advice and emotional support to others as needed. 1 2 3 4 5 17. Know when you become defensive. 1 2 3 4 5 18. Follow your words with actions. 1 2 3 4 5 19. Engage in intimate conversations with others. 1 2 3 4 5 20. Accurately reflect people’s feelings back to them. 1 2 3 4 5 Adapted from HendrieWeisinger, Emotional Intelligence at Work (San Francisco, CA: Jossey-Bass, 1998), pp. 214-215.

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