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A Personalized Emotional Action Plan Based on Emotional Intelligence Assessment

According to the latest scores, the subject has significantly improved from the previous scores in all four areas of emotional intelligence (EQ) assessment. The new average emotional score is 91 out of a possible 100. This means that the subject has the strength to capitalize on, based on what she sees and can do with herself and others. The above score indicates that the subject has a “much higher than average score and indicates a noteworthy strength” (Bradberry and Greaves, 2009).

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From the previous scores, we can deduce that the increments in these scores are due to hard work to develop them rather than natural presence. Thus, the subject is capable of learning and improving her EQ. The subject can exploit every opportunity available for utilizing these strengths to maximize her success. This is an extremely high level of competence that the subject can capitalize on to achieve her potential.

The subject must understand that EQ is a flexible skill that she can readily learn. Learning is only possible where an individual has outlined skills for self-improvement. Studies indicate that improvement in EQ will only be possible when people have a “strong motivation to learn or change, practice new behaviors consistently, and seek feedback on their own behavior” (Bradberry and Greaves, 2009). Some scholars note that EQ is more important than IQ (Goleman, 1995).

Self-Awareness

The ability to perceive “self emotions and stay aware of them as they happen” (Bradberry and Greaves, 2009). This includes keeping on top of how the subject tends to respond to specific situations and certain people. The subject intends to carry out the following.

  • Always seek feedback
  • Develop personality
  • Focus on personal value
  • Identify habits that lead to ineffectiveness
  • Identify needs that cause motivation
  • Develop high emotional self-awareness
  • Engage in reflection of actions
  • Seek professional intervention

Self-Management

The ability to use awareness of “self emotions to stay flexible and positively direct your behavior” (Bradberry and Greaves, 2009). This means managing self emotional reactions to all situations and people.

  • Self-monitoring (enables awareness of own behaviors and values).
  • Self-evaluation (learn the skill of assessing personal behaviors alongside personal goals).
  • Self-reinforcement (enables the subject to recognize self success and achievements of personal goals).
  • Feedback (asking colleagues, families, and friends feedback on self-performance).

Social Awareness

The ability to notice “emotions in other people and get what is going on in other people i.e. the subject understands what other people think and feel, even if the subject does not share a similar feeling” (Bradberry and Greaves, 2009). The plan includes the following.

  • Understanding the emotions of others.
  • Recognizing the strength and qualities of others.
  • Recognize and respond appropriately to different feelings.
  • Building a sense of others’ identity and strength.
  • Promoting positive talks.

Relationship Management

The ability to use awareness of “self emotions and the emotions of others to manage interactions successfully i.e. relying on emotional awareness to guide clear communication and effective handling of conflict” (Bradberry and Greaves, 2009). The plan includes the following.

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  • Using communication to build positive relationships.
  • Having a sense of belonging.
  • Embracing teamwork.
  • Recognizing the needs of others.
  • Building relationships.
  • Enhancing positive conflict resolution.

Selection of EQ skill and three strategies that an individual will plan to use in practice

Relationship Management

Communication to build positive relationships

  • Communicate often about issues.
  • Listen to understand the effectiveness of communications, others’ points of view and restating their positions.
  • Translate due to cultural differences, and enhance clear expectations in order to avoid miscommunications and misunderstandings.
  • Concentrate on common goals, values, and beliefs to enhance the building of relationships.
  • Provide compliments and emphasize positive communications.
  • Enhance developments of mutual communication skills.

Embracing teamwork

  • The subject should share knowledge, skills, proficiency and individuality with others. This makes the person approachable by colleagues.
  • Encouraging positive talks about colleagues and they will recognize the value an individual has.
  • Providing support to others and when a need arises. This creates trust and improves the relationship with colleagues.
  • Collaborating with colleagues through sharing and caring enhances positive feelings of self and colleagues.
  • Appreciating every person’s inputs is crucial in maintaining positive relationships.

Positive conflict resolution

  • Concentrating on what is important to the other party.
  • Avoid confrontation by remaining calm.
  • Seeking comprises and avoiding confrontation.
  • Recognizing common goals and seeking a win-win situation.

A narrative of the individual reviewing the EQ assessment with colleagues, peers, mentors sharing feedback for developing the plan and executing strategies for improvement

The subject has based the EQ assessment on the ability to learn new skills and apply them in interaction with others. The approach is flexible, practical and allows for self reflection and feedback provisions for improvement.

The subject has recognized that there is a need for continuous practice and learning when developing EQ. Thus, the approach attempts to avoid making any expansive claims on possible outcomes of the assessment plan (Landy, 2005). At the same time, the subject has recognized the inherent issue of bias when formulating these development plan; thus, she has approached the issue from an objective point of view. The approach is simple to enable the subject follow the assessment development plan.

References

Bradberry, T. and Greaves, J. (2009). Emotional Intelligence 2.0. San Diego, CA: TalentSmart.

Goleman, D. (1995). Emotional Intelligence: why it can matter more than IQ. New York: Bantam Books.

Landy, F. (2005). Some historical and scientific issues related to research on emotional intelligence. Journal of Organizational Behavior, 26, 411-424.

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StudyCorgi. (2022, May 13). A Personalized Emotional Action Plan Based on Emotional Intelligence Assessment. Retrieved from https://studycorgi.com/a-personalized-emotional-action-plan-based-on-emotional-intelligence-assessment/

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