I had assumed this CPD would be ‘domesticating’, I viewed it as ‘jumping through hoops’ and I wasn’t convinced how a few workshops could truly benefit my practice. However, I can recognise that at times I am too critical, too quick to assume. Sometimes, I rely on instinct and jump to conclusions rather than taking a step back and asking questions.
The workshops provided an opportunity for me to learn more about emotional intelligence and how to further develop it in myself and then to apply this in my work. Acquiring coaching skills and insights has developed my confidence in facing challenges and changing the way I lead. In turn, this has enhanced my ability to tune into my emotions and those of others in order to have more productive interactions and relationships both in and outside of my work, renewing me personally and stimulating me professionally.
There were significant insights that continue to resonate and
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This has made me consider the conservations which take place in my workplace, and how to make them more productive. Such conversations can have a significant impact on developing trust, awareness and learning. Although it has taken some time to embed such conversations into daily routines, productive conversations are now becoming part of daily life in my workplace. However, there are still some individuals who are less willing, and who have no desire to change. The process of change and collaboration will always be a challenge; it is this challenge of difference that needs to be grasped. However, through collaboration we can move away from the safe assumption that there is only one way to see the world, and learn from each other, it may just take a little time to break old habits. Yet, it also requires letting go of my own perspective and actively valuing the contributions of
I excited that teaching in the DPP is about to become reality. Daniel and I have enjoyed meeting everyone over the past 3 months. I know Ms. Yates preferred Monday or Tuesday evening. I am going to contact Morgan Kirkland today about April’s Class zero or setting up another meeting time. I will send any updates I get from Ms. Kirkland.
To be perfectly honest my recollection of Comp 121 is a little foggy, i took the course roughly a year and a half ago and during my first semester and it was one of my first college level courses. From what i can recall it was a interesting and enjoyable, The professor Jacob Sherlock is no longer with the school, but was a professional writer along with a life-long lover and student of the written word. We regularly discussed current events and the class wide give and take of various ideas and viewpoints was truly enlightening and are easily amongst my most enjoyable and memorable college experiences. In particular i vibrantly recall a passionate debate on gun-control which was to be frank, dominated by a extremely Conservative former Army
Now, it is time to pass along that enthusiasm to other members. The idea is for others to become motivated and excited about the possibilities of change as well. The authors were able to clearly express this by encouraging others to become involved in the changes that were going to impact everyone on
I am the founder and president of the SADD (Students Against Destructive Decisions) Chapter at my school, and I've helped create SADD chapters at other middle and high schools in multiple school districts. Currently, there are about 40 students in my SADD chapter. I started my SADD group my freshman year, so I have been involved with my SADD group for almost three years now.
Australian Business Leaders have identified skills that are most important in a business landscape; these include Continuous Professional Development and Communication Skills. In this portfolio I will reflect upon my skill development and learning’s in BSB124 – Working In Business. Through this reflection I will discuss my skills built through the learning of Emotional Intelligence throughout the unit. I will be discussing Goleman’s Emotional Intelligence theory that we have learnt as well as other practical ways of testing Emotional Intelligence. I will also discuss an area of possible improvement of my Emotional Intelligence linking to my future career prospects through my own personal results in the Schuttes Emotional
The Canterbury Tales features a character called The Nun (The Prioress). Chaucer describe her as a friendly and charitable Nun with a big heart, but also makes fun of her actions and looks. For example, “And she spoke daintily in French, extremely, after the school of Stratford-atte-Bowe, French in the Paris style she did not know.” (128-130). In addition to the blatant negativity he mentions “She was very entertaining” (141). He makes fun of her then mentions she is very entertaining as if she is entertainment to him. Her flaws and attitude are seen very clearly through the passage such as her bad french and table manners. This being said the Nun is told to be lower on social ranking. “To counterfeit a courtly kind of grace a stately
The fifth and last chapter deals with how organizations themselves can improve to actually facilitate more emotional intelligence among their employees. This starts with the corporate mission statement as well as the attitude and behavior that is displayed and supported
“Emotional intelligence is the ability to understand and manage our emotions and those around us, therefore, this quality gives individuals a variety of skills, such as the ability to manage relationships, navigate social networks, influence and inspire others. Every individual possesses different level, but in order for individuals to become effective leaders, they will need a high level of emotional intelligence. In today’s workplace, it has become a highly important
Leaders today are presented with an ever-increasing reliance on unifying a team or organization to achieve goals and objectives. With this demand for higher-level leaders, the ability through which a leader is able to appeal to specific traits and qualities is never more important. Emotional Intelligence (EI) is one area of focus that a leader in the marketplace today must be able to appeal to and demonstrate as a core competency.
In contrast with the past workplace challenges and organizational behavior, there is a necessity to understand ourselves and others. Sometimes the stress and prestige can cause an adverse impact on one’s position in the workplace. The ability to deal with our emotions while working effectually with others and at the same time, performing the organization’s expectations are in high demand. Since the employees are an asset, and the organization is expecting a return on their investment, understanding how emotions work and how it impacts one’s capacity is indispensable in accomplishing organizational goals. In the workplace, people often have to work with each other. So the handling of relationships and interacting with others becomes the key to the success of the organization. Managers need to have a combination of skills and abilities such as the strength of will, awareness of self, empathy for others and sensitivity toward others internally and externally. Before one can handle others emotions he/she must first learn to lead themselves. So the question become, how is this done? Coleman’s theory suggest that this can be done through emotional intelligence which is the ability to create, build and maintain viable relationships (Coleman, 1998, p. 14). No one wants to follow the leadership of a person who cannot manage his/her emotions. Let’s look together at three business CEO’s personal backgrounds and use of emotional intelligence. The top chief emotions officers in the U.S.
"Emotional Intelligence is a way of recognizing, understanding, and choosing how we think, feel, and act. It shapes our interactions with others and our understanding of ourselves. It defines how and what we learn; it allows us to set priorities; it determines the majority of our daily actions. Research suggests it is responsible for as much as 80% of the "success" in our lives." The Effective leader requires a high degree of Emotional Intelligence. In this study, the various skills of Emotional Intelligence can be related with real situations. The various skills of Emotional Intelligence are Self awareness, self regulation, motivation, Empathy, social skill. People with high self-awareness are also able
In our everyday lives, we are constantly interacting with other individuals. These interactions have an effect on our emotions. We have to learn how to identify and deal with these emotions because they have a direct effect on how we deal with issues at work. Individuals can work their way through this process by becoming aware of the importance of emotional intelligence.
The main objectives of these studies are to find out the impact of emotional intelligence at the workplace, in learning institutions as well as in the social circles of human beings. The concept of emotional intelligence has been linked with self-confidence when it comes to learning. This is because according to recent studies emotional intelligence can be related to improving the self-esteem of learners. It’s not possible for an individual to be confident if they don’t recognize who they are, especially how to manage frustrations and temper (Elizabeth, 2002). The ability for an individual to remain calm even in challenging moments shows that they have high emotional stability and great
This paper is aimed at evaluating my own emotional intelligence while subsequent parts of the paper will discuss how this emotional intelligence affects other aspects of human life like business, religion and politics. In this part of the paper, I will reflect on and demonstrate the skills and the knowledge needed to enable one to accurately see and understand the emotional strengths, weaknesses and nuances of other workers at the workplace.
In this write-up, attempt is made to provide conceptual clarifications on the subject matter, “Emotional intelligence”, an overview of the theories of emotional intelligence, including a brief discussion about how important the role of emotional intelligence can be in leadership, performance (both educational and work place settings) and in wellbeing.