Developing Emotional Intelligence - A Professional Workshop Plan

This professional workshop plan focuses on developing emotional intelligence among individuals in different professions such as education, counseling/therapy or clinical assessment, organizational coaching and consultation and in management or leadership. The workshop is divided into three levels based on the levels of expertise developed in EI. The level 1 is the introductory level where the basics and foundations on EI will be taught. In level 2, advanced skills in EI will be developed, which will introduce the participants to the various tools and evaluation strategies for EI through lab sessions and training sessions. In level 3, expert level skill in EI will be developed, which will foster personal development, research skills and expert knowledge on EI.

Running head: Emotional Intelligence workshop
Developing Emotional Intelligence
-A professional workshop plan
Name of the Student
Name of the University
Author Note

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Contents
Introduction: Emotional Intelligence:........................................................................................2
Professional workshop on Emotional Intelligence:....................................................................4
Level 1: Foundations of EI-...................................................................................................4
Outline of Curriculum:...............................................................................................................7
Final Comments:........................................................................................................................7
References:.................................................................................................................................9

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Introduction: Emotional Intelligence:
Emotional Intelligence (EI) or Emotional Quotient (EQ) can be understood as the
ability of individuals to recognize, understand and manage/influence the emotion s of self as
well as others, and the ability to differentiate between different emotions and labeling them
accordingly, as well as the ability to use emotional information as a guidance to think and
behave or adjust or manage or adapt to different situations and achieve goals (Martin-Raugh
et al. 2016; Gilbert et al. 2017). This suggests that awareness of emotions can influence the
behavior and also impact others in a positive or negative way (Kaur et al. 2015). Studies
suggest that EI can be related to better mental health, satisfaction and performance at jobs,
leadership abilities (Fernández-Abascal and Martín-Díaz 2015; Sodhi 2016). According to
Goleman, 67% of the vital abilities that can foster better performance among leaders can be
developed with emotional intelligence, and is twice more importance compared to technical
skills or Intelligence Quotients (Goleman et al. 2018; Goleman and Boyatzis 2017). Other
studies have also shown that Emotional Intelligence also is related to an improvement in
General Intelligence. According to Goleman, EI is distinct from but complementary to
academic intelligence (Blanco et al. 2016; Lievens and Chan 2017; Furnham 2016).
According to Gardner, human cognition can be understood as a blend of 7 forms of
intelligence, these include: Linguistic, Logical-Mathematical, Musical, Bodily Kinesthetic,
Spatial, Interpersonal and Intrapersonal Intelligences. The first two are usually evaluated in
schools, the next three associated with arts and the last two are forms of emotional
intelligences (Gardner 2018). The Salovey and Mayer’s PUUM model shows that Emotional
Intelligence directly interacts in a bidirectional way with Perceptions of emotions,
management of emotions, understanding of emotions and using or expressing emotions.
According to Salovey, Emotional Intelligence is vital in the following aspects: 1) Improving
self awareness by understanding own emotions, 2) handling self emotions based upon the self

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awareness, 3) being able to motivate oneself, 4) Understanding other’s emotions through
empathy, 5) handling relations by managing emotions with others (Hamilton-Butler 2018).
Emotional Intelligence can be considered to be composed of 4 components: Self
Awareness, Self Management, Social Awareness and Relationships. EI is necessary at every
stage of human development (namely childhood, adolescence, adulthood and late adulthood).
During childhood, Emotional Intelligence can play a vital role in the development of self
awareness, self regulation, internal motivation, empathy and social skills (Pan et al. 2014;
Carson et al. 2016). By understanding the emotions of the self, it becomes possible to
regulate and control the emotions and how we react to it, which in turn can help to establish a
sense of what is important in life and also to develop social connections. During the
adolescence, EI can help in the development of identity, managing stress, getting along with
others, understanding and managing emotions, resolving conflicts, developing empathy, and
increase self awareness (Bertram et al. 2016; Serrat 2017). In adulthood, EI can help in the
practical shift in emotional and cognitive goals, and help to develop a purpose in life,
becoming more realistic, practical and sociable, it can help to improve the ability to regulate
moods and emotions and understand situational factors and also taking calculated risks. High
levels of emotional intelligence also help to focus on the positive aspects of life, fostering
forward thinking and letting go of the past, help to become more assertive and setting clear
boundaries, helping to choose how to spend the energy appropriately and also help to
continually learn and grow towards independence (Joseph et al. 2015; Nightingale et al.
2018).
These factors show how EI is an important skill and ability that can help individuals
to be successful in life. This also highlights the importance of developing EI, which will be
the focus of the Professional Workshop, discussed below:

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Professional workshop on Emotional Intelligence:
The professional workshop is designed to develop EI among the target population.
The workshop aims to provide expert training to develop understanding on EI, strategies or
skills in EI based interventions and experiential lab training in emotional awareness to foster
personal growth. This workshop can be beneficial for individuals in different types of
professions such as education, counseling/therapy or clinical assessment, organizational
coaching and consultation and in management or leadership. The workshop can be conducted
in 3 stages, based on the levels of expertise. Level 1 provides introduction and builds
foundation on EI. Level 2 functions as an advanced course that focuses on EI interventions.
Level 3 develops specialized knowledge on EI.
Level 1: Foundations of EI- This can include two aspects which can help to develop
foundations for personal development and also to allow the EI strategies to be implemented
in a professional setup.
A) History, development and current issues related to EI: In this class the history
and evolution of EI will be discussed as well as the major models that affect the
EI, such as traits, abilities and competencies. The current challenges in the
measurement and conceptualization of EI will also be discussed in this part. This
session will help to develop a theoretical understanding of EI and its history.
B) Developing abilities: In this section laboratory classes will be conducted to
explore the four aspects of the EI. The sessions will focus to teach and develop
four key aspects: a) perceptions of emotion, b) facilitation of emotions and
thinking, c) understanding of emotions and d) regulation of emotion.
Level II: Advanced EI- AT this level, training will be given to understand emotions, use
assessment tools or strategies for emotional assessment. The goal is to develop an advanced

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understanding of EI and its methods of intervention. This can consist of the following
components:
A) Laboratory sessions and training on Emotional Awareness: The experimental lab
sessions can include interactive and interpersonal activities that can help to develop
the EI of each participant. Examinations on the personal reactions and emotional
states of the participants will be conducted to understand how the emotions work, and
how emotional information can be utilized in a professional setup. Strategies will also
be prepared that can help to better evaluate emotions of the self.
B) Assessment methods for EI: Assessment tools for EI will be used in this section. EI
assessment tests such as Mayer-Salovey-Caruso Emotional Intelligence Test or
Gardner’s Multiple Intelligence Test can be used. These tests can help the participants
to assess their own EI. The principles of the assessment will be discussed and the
participants will be made aware of the EI assessment strategies and methods, and thus
allow the participants to use the emotional contexts in the assessment and evaluation
strategies.
C) Principles and Strategies: The general principals and strategies of EI based
interventions will be discussed at this stage. The participants will learn as well as
develop specific strategies that can be used in their own settings. Case studies will
also be included which can help the participants to analyze the scenario and use
assessment and strategies from previous sessions.
D) Training on Emotional Awareness: This will focus on the development of
interpersonal and groups through interpersonal interactions based upon emotional
processes and experiences.
E) Development and Implementation of the EI intervention: In this stage, the
participants can collaborate with the trainers in order to develop an intervention plan.

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The intervention plan will focus to develop positive changes through EI principles and
on evidences from research.
Level III- EI specialist training
This level of training helps the professionals to incorporate EI into their own
disciplines and also to contribute to the development in the field of EI research. Mentorship
model can be utilized at this stage, and the sessions can be conducted through regular
meetings which can be held on Skype or conducted in a small group. The aim is to develop
specialist knowledge in EI. The monthly meetings and seminars will be on the different
projects and areas of study. The readings, research papers, learning objectives, projects and
goals will be customized according to the requirements and interests of each participant. The
curriculum will focus on detailed studies of the theories of EI as well as areas specific to the
discipline of each participant; develop understanding of challenges and methods for
assessment and evaluation of EI, strategies for teaching and training, developing research on
EI as well as development of personal EI.
This level aims to build upon the knowledge developed in the level 1 and 2, and
include a series of readings, projects, activities and practices that can be utilized in
professional setup. Supervision from experienced mentors also helps to incorporate the
theories and understanding of EI into the specific disciplines of each participant. New
strategies and approaches in EI will also be taught at level 3, which can help to enhance the
existing repertoire of the participants and thus develop a stronger and deeper understanding
of the various approaches of EI. Training is a vital part of level three, at the completion of
which the participants who completed this stage can conduct level 1 training and help them to
make contributions in the field of EI. The contributions can be in the form of research project,
evaluation programs or designing curriculum.

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Personal Development will also be fostered in this level, as the participant and the
mentors can get involved in the identification of personal areas do development, improving
emotional awareness, emotional change and identify experiences that can help to develop
these aspects. Interactions between participants can also be developed at this stage which can
provide support and growth.
Outline of Curriculum:
The in depth studies of EI can include the following key areas:
1. In depth Study of EI: This will include general theories, discipline specific
knowledge as well as related areas of knowledge.
2. Assessment and Evaluation of EI: Various assessment tools for EI will be utilized
and evaluated
3. Strategies for teaching and training: this will involve direct instructions of EI skills
and strategies, which will help the participants to develop their own strategy to be
used in their professional work.
4. Research on EI: Participants will conduct research on EI individually and in groups.
5. Development of personal EI: Areas and scope for personal growth will be identified
through self exploration, and strategies will be identified to apply EI interventions on
self.
Final Comments:
Emotional Intelligence or Emotional Quotient is an ability that can help an individual
identify, understand and regulate the emotions of them and also to identify, understand and
influence other’s emotions. Emotional Intelligence can also help an individual to understand
how thinking can influence the behavior, which can be applied to guide the behavior of self

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as well as others and also to adapt to various situations or achieve self goals. Some evidences
show that better emotional intelligence can be related to an improved mental health condition,
and also fosters performance and satisfaction in work. Effective leadership abilities can also
be fostered through the development of EI. Through EI, it is also possible to improve the
general as well as academic intelligence. Gardner proposed that Emotional Intelligence can
be considered to comprise of two parts: Interpersonal Intelligence and Intrapersonal
Intelligence, while Salovey and Mayer’s proposed that EI directly interacts with perception,
management, understanding and expression of emotions. Better EI can thus help an
individual to increase self awareness towards the self emotions, allow better handling of the
emotions, motivate himself/herself, understand and acknowledge emotions of others and
develop empathy, and handle relations in a better way. EI can also be considered to comprise
of 4 components: Self Awareness, Self Management, Social Awareness and Relationship and
is necessary through all the stages of human development. In professional practice,
developing EI can help in continuous development and ensure success of individuals.
The professional workshop on EI will be divided into three levels based upon the
levels of expertise developed in EI. The level 1 is the introductory level where the basics and
foundations on EI will be taught. In level 2, advanced skills in EI will be developed, which
will introduce the participants to the various tools and evaluation strategies for EI through lab
sessions and training sessions. In level 3, expert level skill in EI will be developed, which
will foster personal development, research skills and expert knowledge on EI. Workshop
done in these three levels can be useful to develop EI skills among the participants.

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References:
Bertram, K., Randazzo, J., Alabi, N., Levenson, J., Doucette, J.T. and Barbosa, P., 2016.
Strong correlations between empathy, emotional intelligence, and personality traits among
podiatric medical students: A cross-sectional study. Education for Health, 29(3), p.186.
Blanco, E., García, L.F. and Aluja, A., 2016. The location of the Trait Emotional Intelligence
in the Zuckerman's Personality Model space and the role of General Intelligence and social
status. Scandinavian journal of psychology, 57(5), pp.453-463.
Carson, K.D., Carson, P.P. and Birkenmeier, B.J., 2016. Measuring emotional intelligence:
Development and validation of an instrument. Journal of Behavioral and applied
Management, 2(1).
Fernández-Abascal, E.G. and Martín-Díaz, M.D., 2015. Dimensions of emotional intelligence
related to physical and mental health and to health behaviors. Frontiers in psychology, 6,
p.317.
Furnham, A., 2016. The Relationship between Cognitive Ability, Emotional Intelligence and
Creativity. Psychology, 7(02), p.193.
Gardner, H., 2018. Multiple approaches to understanding. In Contemporary Theories of
Learning (pp. 129-138). Routledge.
Gilbert, D., McKee, A., Spreitzer, G. and Amabile, T., 2017. Happiness (HBR Emotional
Intelligence Series). Harvard Business Press.
Goleman, D. and Boyatzis, R., 2017. Emotional intelligence has 12 elements. Which do you
need to work on. Harv Bus Rev.

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Goleman, D., McKee, A., George, B. and Ibarra, H., 2018. HBR Emotional Intelligence
Boxed Set (6 Books)(HBR Emotional Intelligence Series). Harvard Business Press.
Hamilton-Butler, D., 2018. A Delphi Study Exploring the Perception of Women Executives in
Banking as it Relates to Emotional Intelligence and their Leadership Duties (Doctoral
dissertation, The Chicago School of Professional Psychology).
Joseph, D.L., Jin, J., Newman, D.A. and O'boyle, E.H., 2015. Why does self-reported
emotional intelligence predict job performance? A meta-analytic investigation of mixed
EI. Journal of Applied Psychology, 100(2), p.298.
Kaur, D., Sambasivan, M. and Kumar, N., 2015. Impact of emotional intelligence and
spiritual intelligence on the caring behavior of nurses: a dimension-level exploratory study
among public hospitals in Malaysia. Applied Nursing Research, 28(4), pp.293-298.
Lievens, F.R.O. and Chan, D., 2017. Practical intelligence, emotional intelligence, and social
intelligence.
Martin-Raugh, M.P., Kell, H.J. and Motowidlo, S.J., 2016. Prosocial knowledge mediates
effects of agreeableness and emotional intelligence on prosocial behavior. Personality and
Individual Differences, 90, pp.41-49.
Nightingale, S., Spiby, H., Sheen, K. and Slade, P., 2018. Post‐traumatic stress
symptomatology following exposure to perceived traumatic perinatal events within the
midwifery profession: The impact of trait emotional intelligence. Journal of advanced
nursing.
Pan, W., Wang, T., Wang, X., Hitchman, G., Wang, L. and Chen, A., 2014. Identifying the
core components of emotional intelligence: evidence from amplitude of low-frequency
fluctuations during resting state. PloS one, 9(10), p.e111435.

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Serrat, O., 2017. Understanding and developing emotional intelligence. In Knowledge
Solutions (pp. 329-339). Springer, Singapore.
Sodhi, R., 2016. Emotional Intelligence as Predictor of Mental Health among Normal and
Chronic Disease Group.