Psychology : Psychometric Report
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PSY4046andPSY3018Week20-DevelopingEQandPersonalityplusrecap-session.pdf
PSY4046 and PSY3018 Week 20
Developing EQ in the Workplace Dr Jackie Meredith
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CONTINUITY AND DEVELOPMENT OF PERSONALITY
The dispositional perspective
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Personality Stability • Plasticity hypothesis
• William James 1890 • Ideal personality = “the possession of a structure weak enough to yield to an
influence, but strong enough not to yield all at once”. • Plasticity in personality reflected by gradual, evolving change • Habits associated with character take hold and become permanent • Character set like plaster by age of 30
• Period of 20-30 = critical period for the formation of personal habits • So most of you are busy forming your personalities!
• Plaster hypothesis has received modern reinforcement • McCrae & Costa 1994 • Personality set by about the age of 30.
• If you don’t like your personality after the age of 30 – tough!! • What about the possibilities for therapy?
• Changes can be made over time, but this is not easy and requires ’work’ • Learning new adaptive ways of interacting with environment
• But is this PERSONALITY in the same sense, or adaptive ability? 3
Personality change across the lifespan
Cross-Sectional Studies Longitudinal Studies
Personality Domain Ages 18 to 80 Young Adulthood
(20-40 years)
Middle Age (40-
60 years)
Midlife to Old Age
(Over 60 years)
Extraversion
Social Dominance + + + ?
Extraversion
Social Vitality - - - - Agreeableness
+ + + + Conscientiousness
+ + + + Neuroticism
- - - - Openness to
Experience - + 0 0 + = developmental increase, - = decrease, 0 = no change, ? = more research required
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Roberts, B.W., Robins, R.W., Trzesniewski, K H. And Caspi, A. (2003). Personality Trait Development in Adulthood. In J.L. Mortimer & M.J.
Shanahan (Eds) Handbook of the life course. (pp579-595) New York: Klewer Academic/ Plenum Publishers .
Research Conclusions: Stability of Personality
EXTRAVERSION Social Vitality
EXTRAVERSION Social
Dominance
AGREEABLENESS CONSCIENTIOUS
NESS NEUROTICISM
OPENNESS TO EXPERIENCE
Maturation brings confidence and
skills
Age brings settling and a
decline in energy
Maturity brings acceptance
acquiescence and an appreciation of
cooperation
Age brings responsibility and
accountability
Age brings better coping skills and
experience dealing with
anxiety
? Some increase in young
adulthood
? Some decrease across
lifespan
INCREASE OVER TIME
DECREASE OVER TIME
Why personality stability
Stabilisation of frontal lobes
Accentuation principle =
coping with stress by familiar
patterns
Experience and response to
environmental challenges
Self-Affirmation principle = change
feels uncomfortable
Continuing Influence of
genetic factors (reinforcement)
Can trigger change and adaptation +ve or -ve
Highly incongruent stressors can effect change over time
Threat may lead to self- defensive
adaptations
• Cohen, G.L. & Sherman, D.K. (2014). The Psychology of Change: Self-Affirmation and Social Psychological Intervention. Annu. Rev. Psychol. 65. p333–71
• Helson, R., Kwan, V. S. Y., John, O. P., & Jones, C. (2002). The growing evidence for personality change in adulthood: Findings from research with personality inventories. Journal of Research in Personality, 36, 287-306.
• Soto, C. J., John, O. P., Gosling, S. D., & Potter, J. (2008). The developmental psychometrics of Big Five self-reports: Acquiescence, factor structure, coherence, and differentiation from ages 10 to 20. Journal of Personality and Social Psychology, 94, 718- 737.
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Some papers
DEVELOPING EQ
Traditional western view of Emotion
• Evolutionary • a lower function
• Largely physiological
• Superfluous
• Haphazard
• Incompatible with reason • divorced from higher cognitive process
• Chaotic
• Disorganised
• Resulting from the lack of effective adjustment 9
Contemporary view of Emotion
• Evolutionary – linked to higher cognitive processes
• Emotions inform, colour experience
• High survival value
• Linked to genetics
• Amygdala, executive function (strategy)
• Linked to social learning
• Understanding social values
• Linked to developmental process
• Awareness and response to emotion in self and others
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‘Hot’ intelligences...
Social Intelligence
Thorndike
Act wisely in interpersonal
relations
Multiple Intelligences
Gardner
Added interpersonal
and intrapersonal
elements
Practical Intelligence
Sternberg
Added handling everyday life:
being ‘streetwise’
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Emotional Intelligence
Salovey
Mayer
Goleman
Identify and manage own and others’ emotions
1920 19861983 1990
When we communicate our emotions:
• 55% is non-verbal
• 38% is the tone of voice
• 7% is dependent on the verbal content
These are rather arbitrary figures, but the principle remains ...
• Anybody can become angry - that is easy, but to be angry with the right person and to the right degree and at the right time and for the right purpose, and in the right way - that is not within everybody's power and is not easy.
• Aristotle, 384-322 BC
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An ancient truth gains a modern name
Let’s talk about feelings
• Right now you’re feeling all your feelings out in public – why don’t you go somewhere and stuff them back in.
• I’m here to hear about your feelings. I’m a sensitive person and I have come to listen to you talk about your feelings. I have 15 minutes to listen to you, so let’s get started...
14 Grey’s Anatomy
People with high EIQ:
1. Label their feelings, rather than people
2. Can distinguish between thoughts and feelings
3. Take responsibility for their feelings
4. Use their emotions to help make decisions
5. Show respect for others’ feelings
6. Feel energised, not angry
7. Validate others’ feelings
8. Don’t command, control, criticise, blame or judge others
9. Don’t get over-involved with people who invalidate them
10. Practise getting a positive value from their negative emotions
6 steps to building effective relationships:
1. Know the boundaries of a relationship • what can and can’t be said or done: behaviours that are acceptable
outside of work may be inappropriate within the workplace
2. Check out expectations • respective needs and wants
3. Review your perceptions • You may not be right…
4. Review the other person’s perceptions of you • How much might be true?
5. Examine interactions • consider what worked well or not so well, and why this might be
the case
6. Determine the desired outcomes
Building relationships with colleagues
1. Appreciate their individual skills, knowledge and capabilities
2. Make time to get to know them and actively listen to what they have to say
3. You do not have to be their bosom pal
4. If you have a disagreement with someone, look for an early solution
5. Spend some social time as well as work time with them
Building relationships with colleagues
6. Give positive feedback for a job well done
7. Seek their advice and opinions whenever you can
8. Support them through the tough times
9. Recognise individual uniqueness • Understand their ‘map’ of reality
10. Be flexible in your style and approach
11. Use common courtesies and friendly greeting • Misery can be contagious!
You are part of the process
• Don’t assume others understand who you are or where you’re coming from
• Understand how your preferred style of working comes across to other people
• “Read” other people’s behaviour so you’ll know the best way to work with them
• Find common ground with people while maintaining your individuality and integrity
• Adjust your behaviour in small ways that dramatically improve results among different styles
• Relate effectively—no matter how others react to you
Strong EIQ can help you to ….
• Motivate others • Communicate elegantly and effectively • Listen so you get the real message • Take setbacks without feeling distraught • Stop anger ruining your health, relationships and job
prospects • Enjoy extremely satisfying and productive relationships • Protect yourself, your family and your friends from
emotional problems • Be more comfortable with uncertainty
Key Competencies
• The ability to recognize your emotions and keep them from overwhelming you
• Includes handling stress is a positive way
• The ability to connect emotionally with others by using nonverbal communication
• The ability to believe in yourself and be assertive
• The ability to resolve conflicts positively and with confidence
• Stay focused in the present
• Choose your arguments
• End conflicts that can't be resolved
Taking the time for mindfulness
Recognising and naming emotions
Understanding the causes of feelings
Differentiating between emotion and the need to take action
Preventing depression through “learned optimism”
Managing anger through learned behaviour or distraction techniques
Listening for the lessons of feelings
Using “gut feelings” in decision making
Developing listening skills
Nine Strategies For
Promoting Emotional
Intelligence
Differentiating between emotion and the need to take action
Nine Strategies For
Promoting Emotional
Intelligence
Two subcomponents:
• promoting action in response to sadness/depression
• inhibiting action in response to anger/hostility
Using “gut feelings” in decision making
Nine Strategies For
Promoting Emotional
Intelligence
“Gut feelings” are somatic markers. They are conscious manifestations of internal emotional responses and are related to past knowledge and lessons. We can use them to effectively guide decisions if we listen to them and work out what they are telling us.
EIQ can make a difference
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LIFE EVENTS
Major life events Daily hassles Daily Uplifts
Other emotion-eliciting events
LIFE OUTCOMES
Mental Health Relationship Quality
Work Success Education Success
Physical Health
EMOTIONAL INTELLIGENCE
Perceiving Expressing
Understanding Managing
Attitudes Coping Skills
Skills Stratagems
Idea adapted from: Emotional Intelligence in Everyday Life Ciarrochi, Forgas & Mayer, 2001
How can we improve our own EIQ?
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CHALLENGING AND IMPROVING YOUR EIQ
perseverance
a process of critical self-evaluation
commitment to improvement
behavioural practice
Mapping the 5 domains
Self-Insight
Communication Judgement
Resilience
Foundations
RECAP – PROFILING YOUR CLIENT
Personality and EQ Profiles
Remember the brief
• This is a CLIENT PROFILE
• Consider how you write to your client
• Aim for continuity
• Inform
• Advise
• Reassure
• Support
• Present all of your work in an appropriate format
• Consider the client as a naïve but intelligent individual
• (it’s you, of course)
• This is not an essay or a lab report, but something a consultancy might provide in an applied setting.
EXAMPLE PROFILE - PERSONALITY
EMOTIONALITY: Score = 56: High Average Janeen’s score for Emotionality suggests that she is amongst the more
sensitive of her peers to negative emotions like guilt and embarrassment.
She may find some pressured workplace situations more stressful than the
average person. For example although she generally copes with life’s
demands she many sometime feel irrationally anxious about outcomes and
be prone to negative thinking. She may also find herself feeling angry or
hostile when upset by others, but this is not an extreme problem and she is
generally able to handle these impulses.
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You will need to write like this about every factor of Personality.
Client reply Janeen accepts that occasions she finds herself more affected by worry and
anxieties than those around her, for example ………..…………………. etc
Heading for each section
Interpretation based on TRAIT words
• Words were: Anxiety, hostility, depression, self- consciousness, impulsiveness, vulnerability to stress.
• AVERAGE: (Janeen)’s average score suggests a profile much like other similarly educated people: she is generally emotionally stable. Like most people she can at times be impulsive and experience negative or hostile thinking but is generally able to cope well with stressors and her anxiety is not above typical levels, even in times of stress or workplace pressure.
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EXAMPLE PROFILE - EQ
RESILIENCE: Score = 48: Average George’s average score for Resilience indicates he is as self-motivated as
most undergraduates and has the emotional strength to achieve most targets in life. He is generally an emotionally resilient person and does not need to rely heavily on others for approval to remain motivated or focused. However, like most of his peers there may be occasions when George needs the support of others and…
33You will need to write like this about every domain of EIQ.
Client reply My client was pleased but surprised at this score. Although he is generally
self-motivated George feels he often needs extra support not to give up when things get tough for example he…………………. etc
Interpretation based on linked CONCEPTS
RESILIENCE: Score = 48: Average
George’s average score for Resilience indicates he is as self-motivated as most undergraduates and has the emotional strength to achieve most targets in life. He is generally an emotionally resilient person and does not need to rely heavily on others for approval to remain motivated or focused. However, like most of his peers there may be occasions when George needs the support of others and…
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There are no sets of ‘words’ to engage with for EQ, but make sure you present several points for the client. Here there are five pointers…
EXAMPLE PROFILE RESILIENCE: Score = 48: Average
George’s average score for RESILIENCE indicates he is as self-motivated as most undergraduates and has the emotional strength to achieve most targets in life. He is generally an emotionally resilient person and does not need to rely heavily on others for approval to remain motivated or focused. However, like most of his peers there may be occasions when George needs the support of others and…
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Client reply
My client was pleased but surprised at this score. Although he is generally self- motivated George feels he often needs extra support not to give up when things get tough for example he…………………. etc
The client does not have to respond to all the points made by the consultant, but the response must match the comment.
PERSONALITY PROFILING
• Look at the career ambition of these people • Tony’s ambition = Nursing.
• Tony is caring, creative and sensitive, Tony is highly empathic and has always known he wants to help others. He’s also outgoing and sociable and loves company and he thinks he’ll thrive in a busy hospital setting. He hopes to progress to a senior role in time. Tony can be a bit of a worrier, however, and he doesn’t always like being pressured to stick to rules and regulations – he prefers to find his own path.
• Helen’s ambition = Barrister. • Helen is strong minded and has always been determined to find her own
path. However she’s also a sensitive person and doesn’t always find it easy to challenge others. She’s happy to follow the lead of others, but only where she agrees with them – she will follow the rules but she can also be highly sceptical. Helen doesn’t rely heavily on others, she’s more a loner, and she’s happy with her own company.
• What personality scores are indicated in each profile? How might these be a STRENGTH or a CHALLENGE in their desired profession?
• How might developing domains of EQ help Tony or Sarah to succeed in their profession by enhancing strengths and mitigating challenges? 36
EQ and Personality in Careers
• Your client wants a job in Counselling, but his personality profile
demonstrates high average emotionality, introversion and low
openness to experience.
• What problems might this profile suggest for his career choice?
• Think of some of the emotional aspects and demands that relate to counselling psychology
• How might emotional competence mediate these challenges and help
your client to develop the skills and strategies needed for this career?
• You will need to look at how, in literature, these personal qualities link
to success in Counselling careers, or working with people, or ‘public
sector’ jobs (which means the same thing). 37
EQ and Personality in Careers
• Your client wants to be a Clinical Psychologist. She is highly
Agreeable, low average in Openness and high average Extraversion.
• She also has strong Foundations, high Communications but low
Judgement.
• What challenges might low Judgement and high Agreeableness
present in working with clients?
• Is there any other area that might present a challenge in terms of her
personality?
• How might strong Foundations help her with this goal?
• You will need to look at how papers link personality to careers in
science, medicine, research and working with clients. 38
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Available on OVID
• Roberts, R., Schulze, R., O'Brien, K., MacCann, C., Reid, J. & Maul, A. (2006). Exploring the Validity of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) with
Established Emotions Measures. Emotion. 6(4):663-669.
• Brackett, M., Rivers, S., Shiffman, S., Lerner, N. & Salovey, P. (2006) Relating Emotional Abilities to Social Functioning: A Comparison of Self-Report and Performance Measures of Emotional Intelligence. Journal of Personality & Social Psychology. 91(4):780-795
• Depape, A-M, Hakim-Larson, J., Voelker, S., Page, S. & Jackson, D. (2006) Self-Talk and Emotional Intelligence in University Students. Canadian Journal of Behavioural Science. 38(3):250-260
• Matthews, G., Emo, A., Funke, G., Zeidner, M., Roberts, R., Costa, P. & Schulze, R. (2006). Emotional Intelligence, Personality, and Task-Induced Stress. Journal of Experimental Psychology: Applied. 12(2):96-107
• Available for free electronic download: • Sánchez-Núñez, M. T., Fernández-Berrocal, P., Montañez, J. & Latorre, J. M. (2008). Does
emotional intelligence depend on gender? The socialization of emotional competencies in men and women and its implications. Electronic Journal of Research in Educational Psychology. Vol 6 (2) pp455-474. http://www.investigacion-
psicopedagogica.org/revista/articulos/15/english/Art_15_253.pdf
NEXT WEEK - PSY4046 • You do not need to attend! (Even though it
will be on your university timetable) • Prepare for Formative Assessment in WEEK 22
(PSY4046 only) • Bring 1 profile of Personality and 1 profile of EQ which you
have written about yourself • Include the client reply
• DO NOT bring your applied focus. • You can bring any other draft material you’d like me to take
a quick look at – if we have time • Anything you bring should be PRINTED.
• You will NOT be marked by anyone else • You will annotate your OWN profiles • You will be marking PREVIOUS STUDENT’S WORK in Groups
NEXT WEEK – PSY3018
• TUTORIAL OPPORTUNITY FOR THE ASSESSMENT TASK – IN TG65, next week (week 21) either: • Tuesday between 3.30 and 5.50
• Thursday between 11 and 1pm (drop in)
• This will be your last session for the module, you do not need to attend in Weeks 22-24.
• You DO have to make sure you’ve: • Constructed your HR interview
• Confirmed a ‘client’ to work with and got contact details
• Make a date to conduct your interview • You will do this in your own time.
