Developing Emotional Intelligence - A Professional Workshop Plan

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

1Emotional intelligence workshop
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

2Emotional intelligence workshop
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

3Emotional intelligence workshop
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: