Professional Workshop Design: Emotional Intelligence in the Workplace

This assignment presents a detailed design for a professional workshop focused on emotional intelligence (EI) in the workplace. The workshop design includes a comprehensive introduction that outlines the objectives, relevant activities, and the appropriate timing for each activity. The assignme...Read More

Running head: EMOTIONAL INTELLIGENCE
Emotional Intelligence
Name of the student
Name of the University
Author Note

1EMOTIONAL INTELLIGENCE
Table of Contents
Part 1................................................................................................................................................2
Introduction..................................................................................................................................2
Inclusion of relevant activities.....................................................................................................2
Appropriate timing allocated to each activity..............................................................................3
Integration of the activities..........................................................................................................4
Instructions for the facilitation of the activities...........................................................................5
Potential barriers to the successful implementation of the activities...........................................5
Diversity of activities to suit the varied personalities of the participants....................................6
Conclusion...................................................................................................................................7
Part 2................................................................................................................................................8

2EMOTIONAL INTELLIGENCE
Part 1
Introduction
Workshops are organized to get a comprehensive idea about the topic which is to be
discussed. It allows the participants to have an audio and visual representation of the subject
matter at hand. This facilitates the efficient dissemination of information to the concerned
people. The purpose of this assignment is to understand the organization of a work shop based on
the idea of emotional intelligence. In this regard, it would talk about the various activities, the
time allocated to such activities, the integration of them, the instructions needed for the
facilitation of such activities and the potential barriers which are obstruct the successful
implementation of the various activities. It also talks about the diversity of activities to suit the
varied personalities of the participants. The assignment concludes by summarizing the hoped
achievements through the institution of such a work shop.
Inclusion of relevant activities
The workshop organized for the concept of emotional intelligence has included the
description of cognitive IQ and the emotions which influence the behavior and attitude which is
followed in a formal work place.
The work shop has also included the understanding of the issue of emotional intelligence
and the significant role which is played by it within the formal work place.
The third important objective of the work shop is to state to the participants the
importance of emotional intelligence and the new changes which have been brought about within
the present contemporary society.

3EMOTIONAL INTELLIGENCE
In this regard, certain activities has been performed in the work shop to ensure the
achievement of the stated objectives –
OBJECTIVES ACTIVITIES
Description of cognitive IQ and emotions Ask the participants relevant questions
regarding the meaning of emotions and
cognitive IQ
Understanding of emotional intelligence Ask the participants to state instances in a
workplace where emotional intelligence is
required
Changes brought about in the new world Tell the participants about the changes that
are taking place in the formal work places and
the need for emotional intelligence.
Appropriate timing allocated to each activity
ACTIVITY TIME NEEDED
Ask the participants relevant questions
regarding the meaning of emotions and
cognitive IQ
30 minutes
Ask the participants to state instances in a
workplace where emotional intelligence is
required
30 minutes
Tell the participants about the changes that
are taking place in the formal work places and
45 minutes

4EMOTIONAL INTELLIGENCE
the need for emotional intelligence.
Integration of the activities
The activities as stated in the work shop have the main purpose of making the
participnats understand about the importance of emotional intelligence. Emotional intelligence is
required in a work place as it allows the employees to understand the behavior and form of
mannerism which is required for them in order to maintain an atmosphere of peace and harmony
inside the office space. Emotional intelligence may be defined as the ability of an individual to
exercise considerate control over the emotions and to express various forms of inter personal
attitudes without creating a negative atmosphere.
In this regard, the activities need to be integrated. The sessions on questions and answers
with regard to the description of the issues of cognitive IQ, emotions and emotional intelligence
need to be integrated by complementing them with a power point presentation. The presentations
would consist of certain pictorial representation of the way emotions are expressed. In the event
that the participants are made to realize the negative implications of expressing one’s emotions
without thinking of the consequences, then they would be convinced of controlling their
emotions.
Furthermore, there is a need for the participants to realize the various changes that have
been brought about in the work place in the contemporary society. There is a significant
emphasis on the pursuance of human rights policies within any formal work place. As a result of
this, the people included in a work place are required to work in a peaceful manner and not make

5EMOTIONAL INTELLIGENCE
any comments or judgments which have the capability to adversely affect the personal or
professional life or a fellow associate.
Instructions for the facilitation of the activities
For the facilitation of the activities, certain instructions have been made. The adherence
to such instructions would allow the participants to carefully and comprehensively take in to
account the activities in an efficient manner.
ACTIVITIES INSTRUCTIONS
Ask the participants relevant questions
regarding the meaning of emotions and
cognitive IQ
The participants would be required to answer
the questions as per their own opinions and
not state facts
Ask the participants to state instances in a
workplace where emotional intelligence is
required
The participants would be encouraged to draw
inspiration from the power point presentation
which is showed to them.
Tell the participants about the changes that
are taking place in the formal work places and
the need for emotional intelligence.
The participants are required to make a note
of the points mentioned and state them in the
feedback form which, according to them, are
the most essential.
Potential barriers to the successful implementation of the activities
The potential barriers which would obstruct the implementation of these activities can be
stated as follows –
ACTIVITIES POTENTIAL BARRIERS

6EMOTIONAL INTELLIGENCE
Ask the participants relevant questions
regarding the meaning of emotions and
cognitive IQ
The participants might not be true to their
own self and might try to answer the question
in a generalized manner rather than stating
their own view points
Ask the participants to state instances in a
workplace where emotional intelligence is
required
The participants might not be able to follow
the power point presentation which is showed
to them, thereby failing to understand the
importance of emotional intelligence.
Tell the participants about the changes that
are taking place in the formal work places and
the need for emotional intelligence.
Not all the changes might be covered, thereby
severely restricting the scope of the new
changes brought about in the contemporary
society. This would limit the amount of
information which is disseminated to the
participants.
Diversity of activities to suit the varied personalities of the participants
The activities would be kept diverse so as to suit the varied personalities of the
participants.
PARTICIPANT PERSONALITY ACTIVITIES
Men employees They would be encouraged to talk about the
issues faced by them in the work place
especially related to their anger issues.
Women employees They would be encouraged to talk about the

7EMOTIONAL INTELLIGENCE
ay issue of oppression or discrimination done
due to their gender idenitities.
Employers They would be encouraged to speak out about
the various challenges faced by them in their
day to day working.
Conclusion
Thus, in conclusion, it can be observed that the adherence to emotional intelligence is one
of te most important requirement within the purview of a formal work place. Emotions are
personal in nature and they need to be controlled if an individual is engaged in the working
within a heterogeneous environment. The interaction with people belonging to different cultural
backgrounds, ethnicities and gender identities would automatically lead to the generation of a lot
of conflicts and negative feelings. However, with the development in the emotion intelligence of
the people, the work place would be able to devise a strategy which would encourage its
employees to undertake peaceful recourse to the resolution of any kind of conflict.

8EMOTIONAL INTELLIGENCE
Part 2
The work shop particularly aims to bring about a change in the behavior and mannerism
of the individuals of the society. The number of people engaged in the working within a formal
institution is gradually increasing by the day. The rise in employment opportunities within the
society has thereby led to the rise in the need to protect the feelings and rights of the individuals
since they are now working in the public sphere. A work place is a space where there is
considerable intermingling of the individuals belonging to different cultural back ground,
ethnicities and that of gender identities. This has led to the need of emotional intelligence among
the people.
The work shop would try to generate a feeling of need for the cultivation of such
emotional intelligence among the individuals of the society. Emotional intelligence would allow
the people to exercise a better sense of control over their feelings. Furthermore, the individuals
would be encouraged to take in to consideration the emotions of their counter parts so as not to
say or do something which would lead to the disruption of the work within the organization.
In this regard, the activities which are stated to be followed in the work place are given a
time within which they would be disseminated to the participants. For the effective dissemination
of such information, the use of power point and audio visual aids would be made. The main is to
bring about a change in the very nature of the individuals who are attending the work shop. Such
changed individuals with a higher level of emotional intelligence would be able to bring about a
consequent change in the work place they would be employed in. Thus, in turn, would lead to the
accomplishment of the objectives of the work shop on emotional intelligence.

9EMOTIONAL INTELLIGENCE
Bibliography:
Coetzee, M. and Harry, N., 2014. Emotional intelligence as a predictor of employees' career
adaptability. Journal of Vocational Behavior, 84(1), pp.90-97.
Collins, C.S. and Cooper, J.E., 2014. Emotional intelligence and the qualitative
researcher. International Journal of Qualitative Methods, 13(1), pp.88-103.
Côté, S., 2014. Emotional intelligence in organizations. Annu. Rev. Organ. Psychol. Organ.
Behav., 1(1), pp.459-488.
Di Fabio, A. and Saklofske, D.H., 2014. Comparing ability and self-report trait emotional
intelligence, fluid intelligence, and personality traits in career decision. Personality and
Individual Differences, 64, pp.174-178.
Karimi, L., Leggat, S.G., Donohue, L., Farrell, G. and Couper, G.E., 2014. Emotional rescue:
The role of emotional intelligence and emotional labour on well‐being and job‐stress among
community nurses. Journal of advanced nursing, 70(1), pp.176-186.
Mathew, M. and Gupta, K.S., 2015. Transformational leadership: Emotional intelligence. SCMS
Journal of Indian Management, 12(2), p.75.
Mayer, J.D., Caruso, D.R. and Salovey, P., 2016. The ability model of emotional intelligence:
Principles and updates. Emotion review, 8(4), pp.290-300.
McCleskey, J., 2014. Emotional intelligence and leadership. International Journal of
Organizational Analysis.
Peña-Sarrionandia, A., Mikolajczak, M. and Gross, J.J., 2015. Integrating emotion regulation and
emotional intelligence traditions: a meta-analysis. Frontiers in psychology, 6, p.160.

10EMOTIONAL INTELLIGENCE
Petrides, K.V., Mikolajczak, M., Mavroveli, S., Sanchez-Ruiz, M.J., Furnham, A. and Pérez-
González, J.C., 2016. Developments in trait emotional intelligence research. Emotion
Review, 8(4), pp.335-341.
Schutte, N.S. and Loi, N.M., 2014. Connections between emotional intelligence and workplace
flourishing. Personality and Individual Differences, 66, pp.134-139.
Serrat, O., 2017. Understanding and developing emotional intelligence. In Knowledge
solutions (pp. 329-339). Springer, Singapore.