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Emotional Intelligence

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by

Ahmd Azab

on 13 May 2015

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Transcript of Emotional Intelligence

1. Goleman, D. Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books 1995
2. Mcguire, J. Cognitive Behavioural Approaches: An Introduction to theory and research
3. Spreitzer, G., Porath, C. Creating Sustainable Performance. Harvard Business Review, Jan-Feb 2012
4. Heen, S., Stone, D. Find the coaching in criticism: The right ways to recieve feeback. Harvard Business Review, Jan-Feb 2012
5. David, S., Congleton, C. Emotional Agility: How effective leaders manage their negative thoughts and feelings. Harvard Business Review 2013
6. Edmondson, A. Strategies for Learning from Failure. Harvard Business Review April 2011
8. Argyris, C. Teaching Smart people How to Learn. Harvard Business Review. May-June 1991
9. Weiss, J., Hughes, J. Want Collaboration: Accept-and Actively Manage- Conflict. Harvard Business Review. March 2011
10. Rogers, C. Roethlisberger F.J. Barriers and Gateways to Communication. Harvard Business Review. Nov-Dec 1991
REFERENCES
Objectives
1. Outline a concept framework for Emotional Intelligence.

2. Demonstrate an improved level of Self-Awareness and Self-Assessment.

3. Describe personal and professional growth pathways through self-motivated independent learning.
EQ Framework
Knowledge & Skills
Defining Your Future: Ascending to New Heights as an Emotionally Intelligent Professional.
Ahmd K. Azab, Pharm.D.

Values
Feelings
Thoughts
Beliefs
Attitudes
SELF AWARENESS
Intrapersonal
Consciousness of ability to choose emotions, beliefs, behaviors and actions
Accurate self assessment
Ability to accept both positive and negative traits while understanding limitations
Assertiveness
Inner strength and confidence
Self Actualization
The capacity to act upon intention and to measure competence and self efficacy

SELF REGULATION
The ability to choose emotions
The capacity to change beliefs and behaviors
Adaptability
Ability to adapt to unfamiliar, unpredictable, and dynamic circumstances
Flexibility
Agile, synergistic, and capable of reacting to change, without rigidity
Impulse control

SOCIAL AWARENESS
Interpersonal
Ability to develop and maintain mutually satisfying relationships
Empathy
Ability to be aware of, understand, and to appreciate the feelings of others.
Putting yourself in someone else's shoes
Social responsibility
The ability to demonstrate oneself as a cooperative, contributing, and constructive member of one’s social group
RELATIONSHIP MANAGEMENT
Building Bonds
Increased ability at analyzing and understanding relationships
Influence
More assertive and skilled at communication
Inspirational leadership
More likely to motivate and develop others
Conflict Management
Better at resolving conflict and negotiating disagreements
Collaboration and Cooperation
More democratic and considerate when dealing with others
FEELING
ACTION
THOUGHT
Cognitive - Behavior Model
Verbal

Non-Verbal

Active Listening

Gateways & Barriers
Partnerships

Shared Purpose

Conflict Management

Scenario #1
Impluse Control and
Self Regulation
Empathy
Social
Awareness
and
Relationship
Management
Communication
Collaboration
Leadership
Benchmarking
PROFESSIONAL
Coaching
Trust

Experience

Constructive Criticism

Behavior Modeling

Active Learning
Learner-centered

Actively apply constructed knowledge, skills, and attitudes.

Personal responsibility for learning
Passive Learning
Instructor-centered

Rote memorization

Short term retention
SELF AWARENESS
SOCIAL AWARENESS
SELF REGULATION
RELATIONSHIP MANAGEMENT
Communication
Collaboration
Leadership
Vision

Inspire

Motivate

Influence
Benchmarking
Quality

Performance

Standard Practice

Evidence Based
SELF-MOTIVATED
INDEPENDENT
LIFE-LONG LEARNER
Learning Theory
Behavioral
Cognitive
Social
STUDENT
Self Awareness
And
Self Assessment
STUDENT
PROFESSIONAL
Rob is a 4th yr. pharmacy student who has had a hard time adjusting to clinical rotations in the hospital setting. He specifically does not like to be challenged by his preceptor and has shown a poor attitude when confronted for answering clinical questions partially or too quickly while missing key details.
Scenario #2
A pharmacist named Mandy was training in the IV room at a hospital pharmacy. She noticed her trainer would just show her what to do and not explain the reasons behind the task. She found herself struggling to adapt when working independently. When prompted to provide feedback on her training, Mandy avoids mention of her shortcomings to avoid a mixed competency perception. In addition, Mandy takes on a defensive disposition when asked about a medication error. Mandy feels anxious but proceeds without any particular intervention.
#BIG PICTURE
#EQ
#SELF AWARENESS
#EMPATHY
#RELATIONSHIPS
#BEHAVIOR MODIFICATION
#ACTIVE LEARNING
#PERSONAL GROWTH
#PROFESSIONAL DEVELOPMENT
QUESTIONS??

Self Discovery
Behavior Modification
Information
Transfer
BM walks down the street
and is approached by a
homeless man begging for
change.
@AKA_ZAB
Full transcript