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EI and Self

The document discusses emotional intelligence (EI) and self-awareness, emphasizing the importance of understanding one's emotions, strengths, and weaknesses. It outlines the distinction between codified knowledge and personal knowledge, and how mental models influence managerial actions. Additionally, it explores self-management, social awareness, and the role of empathy in interpersonal relationships.

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Adit Gupta
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4 views20 pages

EI and Self

The document discusses emotional intelligence (EI) and self-awareness, emphasizing the importance of understanding one's emotions, strengths, and weaknesses. It outlines the distinction between codified knowledge and personal knowledge, and how mental models influence managerial actions. Additionally, it explores self-management, social awareness, and the role of empathy in interpersonal relationships.

Uploaded by

Adit Gupta
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Emotional

intelligence and
self awareness
SESSIONS 5 AND 6
NIMRUJI JAMMUL AMADAKA
Emotional Intelligence
Not just empathy

EI

Self Awareness Social Awareness


Self Management Social Skills
(Inside) (Outside)
Self Awareness: Emotion and Cognition
Cognition: Mental Models
“Managerial knowledge structures act as mental templates, which can be imposed on an
information environment (Sparrow, 1999) to decipher the meaning”.
◦ People, Situations, Organisations, or Environments are not endogenous or objective
◦ It is what the manager can see
Action and Learning

Mental model guides decisions and


managerial action
Managerial Action
How personal mental models interact with wider
“objective” conceptual, codified knowledge
Real things and
processes
(being and
becoming)

ati on
n on-

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r tati
o
Ac cepti

e sen
et
I pre
tio
Per

rp

Re
nt
Mental Models Conceptual Models
Understanding-
(Subjective, Personal, (Theoretical, Explicit,
Tacit Knowledge) Creating Codified knowledge)
How personal knowledge of manager is
different?
Type of Knowledge (Eraut, 2000)

Codified Knowledge: Public knowledge or propositional knowledge

1. Subject to quality control by editors, peer review, and debate


2. Given status by incorporation into educational programs, examinations, and courses
3. Given proposals about skilled behavior, but not skills or knowing how.

Personal Knowledge: Cognitive resource, which a person brings to a situation that enables them to
think and perform.

1. Incorporates codified knowledge in its personalized form


2. Integrates with procedural knowledge and process knowledge
3. Includes experiential knowledge and impressions in episodic memory
4. Incorporates skills as a part of this knowledge
5. Allows representations of competence, capability, or expertise in which the use of skills
and propositional knowledge are closely integrated
Cognitive Inertia: Between Implicit and
Deliberate
Implicit
◦ acquisition of knowledge independently of conscious attempts to learn
◦ by non-deliberate selection of experiences over several episodes that enter
memory.
◦ In implicit learning an individual is still not aware that he/she knows that.

Deliberate
◦ Using idea/concept in a new situation
◦ Understanding the situation, itself may require appropriate use of prior knowledge
◦ Recognise concept is relevant
◦ Change the concept/idea into appropriate form suitable to the context
◦ Integrating such knowledge to other knowledge

Both impacted by personal history of use


Cognitive inertia and blind spot
Self Awareness: Emotion
Aware of your emotions and their impact
◦ Components of affirmative introspection
◦ Knowing what makes you tick
◦ Being comfortable in your skin
◦ Being aware of your biases and hot button
◦ An awareness of one’s feelings
◦ Slightly stepping back from experience
◦ This is ______________I am feeling

Aware of your strengths and weaknesses


Emotion Kingdom
Emotion before cognition
Emotional hijacking
Emotional cascade
Displacement of emotions
Emotional regulation
Emotions and influence
Self Management
Self Governance: Getting a handle on your feelings
◦ Self-aware does not get carried away by emotional hijacking
◦ Practically being aware of feelings allows us to change them
◦ Self aware; Engulfed; accepting
◦ Emotional Regulation and self-control
Self Management
Attitudes and characteristics that facilitate
◦ Adaptability: flexibility in adapting to changing situations and obstacles
◦ Integrity, honesty, trustworthiness
◦ Drive to grow and achieve
◦ Achievement oriented
◦ Willing to take initiative
◦ Optimistic
◦ Continuous learner
◦ Openness to blindspots and cognitive inertias
Social Awareness
Empathy and insight to other
◦ Understanding others’ perspectives and feelings
◦ Appreciation of others’ strengths and weaknesses
◦ Roots of morality in empathy

◦ Empathy requires calm and receptivity, so that the subtle


signals of feeling can be picked up and mimicked/recognised in
our emotional brain

Political awareness
Social tactics
Repertoire of social tactics
◦ Simple plea, seeking an ally, physically confronting,
lending a helping hand, to distraction, threats and direct
command
Social Skills
Interpersonal intelligence is the ability to understand other
people: what motivates them, how they work, how to work
cooperatively, intrapersonal intelligence is the correlative
ability turned inward.
Emotional aptitude
◦ The ability to know another’s feelings and to act in a way that further
shapes those feelings
◦ Being able to manage emotions in someone else is the core of handling
relationships
Self and Social interaction:
JOHARI window
Managing Self
Include
◦ Respect for others
◦ Conflict management skills
◦ Leadership
◦ Ability to nurture relationships and keep friends
◦ Ability to resolve conflicts
◦ Skill at social analysis- who likes whom, relates to whom etc. –
recognise presence of networks, groups etc
◦ Emotional entrainment: heart of influence
Identify the feelings you are feeling
Understand your feeling response
Manage your emotional response
Communicate your feelings and needs to others
Apply the power of emotions in your relationships
Action Learning: Single
and Double Loops
Changing Actions: Common practice,
Mindset, Mental
Simple Problem Solving, Unaware of
Models Systemic interactions and consequences
Why we do what we
do? Action Strategies and Results and
Governing Variables Techniques Consequences
such as goals, values, What we do What we obtain
beliefs, conceptual
frameworks

Reframing your mental model: More than problem


solving, learning style reevaluates and reframes goals,
values, systemic relationships and consequences
Senge’s Systems Thinking
Looking at wholes
Underlying and unnoticed interactions
Delayed feedback loops
How to engage in system?
◦ What is the system?
◦ Plotting the interactions
◦ Tracing the delays, interactions, feedbacks

Solving Problems
◦ Symptomatic solutions
◦ Fundamental solutions

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