3. SOCIAL AWARENESS
Social awareness alludes to an individual's understanding of how to achieve social
competence. It implies to the ability to understand people, and to understand how to
act within social events. Social awareness, therefore, underlies the competent use of
social skills. Social awareness consists of sensitivity, insight and communication.
Sensitivity is the ability to perceive social nuances;
Insight is the ability to interpret social situations, to read
people and to understand verbal and nonverbal social cues;
Communication is the ability to act, based on sensitivity and
insight.
SOURCE: Black and Langone, 1997).
4. EMPATHY: Sensing
others’ feelings,
perspective, and taking
active interest in their
concerns.
SERVICE ORIENTATION:
Anticipating, Recognizing,
and meeting customers’
needs.
DEVELOPING OTHERS:
Sensing their needs in
order to develop &
bolster their abilities.
LEVERAGING DIVERSITY:
Cultivating opportunities
through diverse people.
5. COMPONENTS OF
SOCIAL AWARENESS...
POLITICAL
AWARENESS:
Accurately read
situations and
organizational and
external realities
6. PAVING THE WAY
•Assess the organization’s needs
•Assess the individual
•Deliver assessments with care
•Maximize learner choice
•Encourage people to
participate
•Link learning goals to
•personal values
•Adjust expectations
•Gauge readiness
ENCOURAGE TRANSFER AND
MAINTENANCE OF
CHANGE
•Encourage use of skills on the job
•Develop an organizational culture
that
•supports learning
EVALUATE THE CHANGE
• Evaluate
DOING THE WORK OF CHANGE
•Foster a positive relationship
between
•the trainers and learners
•Make change self-directed
•Set clear goals
•Break goals into manageable steps
•Provide opportunities to practice
•Monitor performance and give
feedback
•Rely on experiential methods
•Build in support
•Use models
•Enhance insight
Source: Consortium for Research on Emotional Intelligence. 1998.
10. WHAT MAKES A GREAT EXECUTIVE
LEADERSHIP TEAM?
•Top Team A
• Skilled, Smart,
Strategic Members
• Highly Analytical
Thinkers
• Solid Leadership
Capabilities
• Performance Results:
Outstanding
Top Team B
Skilled, Smart, Strategic
Members
Highly Analytical
Thinkers
Solid Leadership
Capabilities
Performance Results:
Mediocre
Source: Consortium for Research on Emotional Intelligence. 1998.
11. LEADERS OF OUTSTANDING TEAMS PULL TOGETHER
CONDITIONS NECESSARY FOR TEAM SUCCESS...
11
DEVELOPMENT
DIRECTION
STRUCTURE
PEOPLE
LEADERSHIP
SUPPORT
RESULTS
CONDITIONS
Three main conditions for team success.
14. HOW DOES EQ DIFFER FROM IQ?
EMOTINAL QUOTIENT INTELLIGENCE QUOTIENT
Focus: developing an
understanding of and an
ability to manage emotions
Focus: developing one’s
cognitive abilities; more
academically oriented
Can be enhanced
throughout one’s life
Generally thought to be largely
established at birth and cannot
be enhanced
Recently understood to be an
important predictor of one’s
potential for success
Has been traditionally used to
predict potential for one’s
success
Fosters understanding and
management of own emotions
Allows development of needed
knowledge base
Promotes positive relationships Enables development of
technical skills and abilities
Increases self-motivation and
drive
Enables conceptual thinking
15. MYTHS ABOUT EI...
There is no place for emotions in life;
facts are more solid
EI involves telling everyone how you
feel all of the time
We should only focus on positive
emotions, not negative ones
EI is just another soft skills fad with
nothing new to offer
SOURCE: Louise Hart
17. REFERENCES...
Antonakis, J. (2003). Why “Emotional Intelligence” does not predict leadership
effectiveness: a comment on Prati, Douglas, Ferris, Ammeter, and Buckley. The
International Journal of Organizational Analysis, 11(4), 355-361.
Ashkanasy, N. M., & Daus, C. S. (2002). Emotion in the workplace: the challenge
for managers. Academy of Management Executive, 16(1), 76-86.
Aydin, M. D., Leblebici, D. N., Arslan, M., Kilic, M., & Oktem, M. K. (2005). The
impact of IQ and EQ on pre-eminent achievement in organizations: implications
for hiring decisions of HRM specialists. The International Journal of Human
Resource Management, 16(5), 701-719.
Carson, K. D., Carson, P. P., Fontenot, G., & Burdin J. J. (2005). Structured
interview questions for selecting productive, emotionally mature, and helpful
employees. The Health Care Manager, 24(3), 209-215.
Cote, S., & Miners, C. T. H. (2006). Emotional intelligence, cognitive intelligence,
and job performance. Administrative Science Quarterly, 51(1), 1-28.
17
