EMOTIONAL EMOTIONAL INTELLIGENCE INTELLIGENCE QUOTIENT (EQ)QUOTIENT (EQ)

Emotional intelligence includes self-Emotional intelligence includes self-awareness and impulse control, awareness and impulse control,

persistence, zeal and self-motivation, persistence, zeal and self-motivation, empathy and social deftness.empathy and social deftness.

1.1. You are on an airplane that suddenly hits You are on an airplane that suddenly hits extremely bad turbulence and begins rocking extremely bad turbulence and begins rocking from side to side. What do you do?from side to side. What do you do?

a)a) Continue to read you book or magazine, Continue to read you book or magazine, or watch the movie, paying little attention or watch the movie, paying little attention to the turbulence.to the turbulence.

b)b) Become vigilant for an emergency, Become vigilant for an emergency, carefully monitoring the flight attendants carefully monitoring the flight attendants and reading the emergency instructions and reading the emergency instructions card.card.

c)c) A little of both a and b.A little of both a and b.d)d) Not sure—never noticed.Not sure—never noticed.

2.2. You have taken a group of 4—year—olds to You have taken a group of 4—year—olds to the park, and one of them starts crying the park, and one of them starts crying because the others will not play with him. because the others will not play with him. What do you do?What do you do?

a)a) Stay out of it—let the kids deal with it on Stay out of it—let the kids deal with it on their own.their own.

b)b) Talk to him and help him figure out ways Talk to him and help him figure out ways to get the other kids to play with him.to get the other kids to play with him.

c)c) Tell him in a kind voice not to cry.Tell him in a kind voice not to cry.

d)d) Try to distract the crying boy by showing Try to distract the crying boy by showing him some other things he could play him some other things he could play with.with.

3.3. Assume you are a college student who had Assume you are a college student who had hoped to get an A in a course, but you have hoped to get an A in a course, but you have just found out you got a C- on the midterm. just found out you got a C- on the midterm. What do you do?What do you do?

a)a) Sketch out a specific plan for ways to improve Sketch out a specific plan for ways to improve your grade and resolve to follow through on your grade and resolve to follow through on your plans.your plans.

b)b) Resolve to do better in the future.Resolve to do better in the future.c)c) Tell yourself it really does not matter much Tell yourself it really does not matter much

how you do in the course, and concentrate how you do in the course, and concentrate instead on other classes where your grades instead on other classes where your grades are higher.are higher.

d)d) Go to see the professor and try to talk her into Go to see the professor and try to talk her into giving you a better grade.giving you a better grade.

4.4. Imagine you are an insurance salesperson Imagine you are an insurance salesperson calling prospective clients. Fifteen people in calling prospective clients. Fifteen people in a row have hung up on you, and you are a row have hung up on you, and you are getting discouraged. What do you do?getting discouraged. What do you do?

a)a) Call it a day and hope you have better Call it a day and hope you have better luck tomorrow.luck tomorrow.

b)b) Assess qualities in yourself that may be Assess qualities in yourself that may be undermining your ability to make a sale.undermining your ability to make a sale.

c)c) Try something new in the next call, and Try something new in the next call, and keep plugging away.keep plugging away.

d)d) Consider another line of work.Consider another line of work.

5.5. You are a manager in an organization that is You are a manager in an organization that is trying to encourage respect for racial and trying to encourage respect for racial and ethnic diversity. You overhear someone ethnic diversity. You overhear someone telling a racist joke. What do you do?telling a racist joke. What do you do?

a)a) Ignore it—it is only a joke.Ignore it—it is only a joke.

b)b) Call the person into your office for a Call the person into your office for a reprimand.reprimand.

c)c) Speak on the spot, saying that such Speak on the spot, saying that such jokes are inappropriate and will not be jokes are inappropriate and will not be tolerated in your organization.tolerated in your organization.

d)d) Suggest to the person telling the joke he Suggest to the person telling the joke he go through a diversity training program.go through a diversity training program.

6.6. You are trying to calm down a friend who has You are trying to calm down a friend who has worked herself up into a fury at a driver in worked herself up into a fury at a driver in another car who has cut dangerously close in another car who has cut dangerously close in front of her. What do you do?front of her. What do you do?

a)a) Tell her to forget it—she is okay now and it is Tell her to forget it—she is okay now and it is no big deal.no big deal.

b)b) Put on one of her favourite tapes and try to Put on one of her favourite tapes and try to distract her.distract her.

c)c) Join her in putting down the other driver, as a Join her in putting down the other driver, as a show of rapport.show of rapport.

d)d) Tell her about a time something like this Tell her about a time something like this happened to you and how you felt as mad as happened to you and how you felt as mad as she does now, but then you saw the other she does now, but then you saw the other driver was on the way to a hospital emergency driver was on the way to a hospital emergency room.room.

7.7. You and your best friend have gotten into an You and your best friend have gotten into an argument that has escalated into a shouting argument that has escalated into a shouting match. You are both upset and , in the heat match. You are both upset and , in the heat of anger, make personal attacks you do not of anger, make personal attacks you do not really mean. What is the best thing to do?really mean. What is the best thing to do?

a)a) Take a 20-minute break and then Take a 20-minute break and then continue the discussion.continue the discussion.

b)b) Just stop the argument—go silent, no Just stop the argument—go silent, no matter what your friend says.matter what your friend says.

c)c) Say you are sorry and ask your friend to Say you are sorry and ask your friend to apologize, too.apologize, too.

d)d) Stop for a moment, collect your thoughts, Stop for a moment, collect your thoughts, then state your side of the case as then state your side of the case as precisely as you can.precisely as you can.

8.8. You have been assigned to head a group that You have been assigned to head a group that is trying to come up with a creative solution is trying to come up with a creative solution to a nagging problem at school. What is the to a nagging problem at school. What is the first thing you do?first thing you do?

a)a) Draw up an agenda and allot time for Draw up an agenda and allot time for discussion of each item so you make the best discussion of each item so you make the best use of your time together.use of your time together.

b)b) Have people take the time to get to know one Have people take the time to get to know one another better.another better.

c)c) Begin by asking each person for ideas about Begin by asking each person for ideas about how to solve the problem, while the ideas are how to solve the problem, while the ideas are fresh.fresh.

d)d) Start out with a brainstorming session, Start out with a brainstorming session, encouraging everyone to say whatever comes encouraging everyone to say whatever comes to mind, no matter how wild.to mind, no matter how wild.

9.9. Your 3—year—old sister is extremely timid, Your 3—year—old sister is extremely timid, and has been hypersensitive about—and a bit and has been hypersensitive about—and a bit fearful of—new places and people virtually fearful of—new places and people virtually since she was born. What do you do?since she was born. What do you do?

a)a) Accept that she has a shy temperament and Accept that she has a shy temperament and think of ways to shelter her from situations that think of ways to shelter her from situations that would upset her.would upset her.

b)b) Suggest that a parent/guardian take her to a Suggest that a parent/guardian take her to a child psychiatrist for help.child psychiatrist for help.

c)c) Purposely expose her to lots of new people Purposely expose her to lots of new people and places so she can get over her fear.and places so she can get over her fear.

d)d) With a parent/guardian, engineer an ongoing With a parent/guardian, engineer an ongoing series of challenging but manageable series of challenging but manageable experiences that will teach her she can handle experiences that will teach her she can handle new people and places.new people and places.

10.10. You have been wanting to get back to learning to You have been wanting to get back to learning to play a musical instrument you tried in childhood, play a musical instrument you tried in childhood, and now, just for fun, you have finally gotten and now, just for fun, you have finally gotten around to starting. You want to make the most around to starting. You want to make the most effective use of your time. What do you do?effective use of your time. What do you do?

a)a) Hold yourself to a strict practice time Hold yourself to a strict practice time each day.each day.

b)b) Choose pieces that stretch your abilities Choose pieces that stretch your abilities a bit.a bit.

c)c) Practice only when you are really in the Practice only when you are really in the mood.mood.

d)d) Pick pieces that are far beyond your Pick pieces that are far beyond your ability, but that you can master with ability, but that you can master with diligent effort.diligent effort.

1.1. Anything but D—that answer Anything but D—that answer reflects a lack of awareness reflects a lack of awareness on your habitual responses on your habitual responses

under stress.under stress.

A = 20, B = 20, C = 20, D = 0A = 20, B = 20, C = 20, D = 0

2.2. B is best. An emotionally intelligent B is best. An emotionally intelligent person uses moments of upset as person uses moments of upset as

opportunities to act as emotional opportunities to act as emotional coach, helping a person to coach, helping a person to understand understand what made him or her what made him or her upset, what the upset, what the person is feeling, person is feeling, and alternatives he and alternatives he or she can try.or she can try.

A = 0, B = 20, C = 0, D = 0A = 0, B = 20, C = 0, D = 0

3.3. A. One mark of self-A. One mark of self-motivation is being able to motivation is being able to formulate a plan for formulate a plan for overcoming overcoming obstacles and obstacles and frustrations and frustrations and follow follow through on it.through on it.

A = 20, B = 0, C = 0, D = 0A = 20, B = 0, C = 0, D = 0

4.4. C. Optimism, a mark of C. Optimism, a mark of emotional emotional intelligence, leads people to see intelligence, leads people to see

setbacks as challenges to learn setbacks as challenges to learn from, from, and to persist, trying out new and to persist, trying out new approaches rather than giving up, approaches rather than giving up, blaming themselves, or getting blaming themselves, or getting demoralized.demoralized.

A = 0, B = 0, C = 20, D = 0A = 0, B = 0, C = 20, D = 0

5.5. C. The most effective way to create an C. The most effective way to create an atmosphere that welcomes diversity is atmosphere that welcomes diversity is to make clear in public that the social to make clear in public that the social

norms of your organization do not norms of your organization do not tolerate such expressions. Instead of tolerate such expressions. Instead of trying trying to change prejudices (a much to change prejudices (a much harder harder task), keep people from acting task), keep people from acting on them.on them.

A = 0, B = 0, C = 20, D = 0A = 0, B = 0, C = 20, D = 0

6.6. D. Data on rage and how to calm it D. Data on rage and how to calm it show the effectiveness of distracting the show the effectiveness of distracting the angry person from the focus of her angry person from the focus of her rage, rage, empathizing with her feelings and empathizing with her feelings and perspective, and suggesting a less perspective, and suggesting a less anger-anger-provoking way of seeing the provoking way of seeing the situation.situation.

A = 0, B = 5, C = 5, D = 20A = 0, B = 5, C = 5, D = 20

7.7. A. Take a break of 20 minutes or more. A. Take a break of 20 minutes or more. It takes at least that long to clear the It takes at least that long to clear the

body of the physiological arousal of body of the physiological arousal of angeranger—which distorts your perception —which distorts your perception and makes and makes you more you more likely to launch likely to launch damaging damaging personal attacks. After personal attacks. After cooling down you cooling down you will be more likely to will be more likely to have a fruitful have a fruitful discussion.discussion.

A = 20, B = 0, C = 0, D = 0A = 20, B = 0, C = 0, D = 0

8.8. B. Creative groups work at B. Creative groups work at their peak when rapport, their peak when rapport, harmony, and comfort levels harmony, and comfort levels are highest—then people are are highest—then people are freer to make their best freer to make their best contribution.contribution.

A = 0, B = 20, C = 0, D = 0A = 0, B = 20, C = 0, D = 0

9.9. D. Children born with a timid D. Children born with a timid temperament can often temperament can often

become more outgoing if a become more outgoing if a parent/guardian and sibling parent/guardian and sibling arrange an ongoing series of arrange an ongoing series of manageable challenges to manageable challenges to their their shyness.shyness.

A = 0, B = 5, C = 0, D = 20A = 0, B = 5, C = 0, D = 20

10.10. B. By giving yourself B. By giving yourself moderate challenges, you moderate challenges, you are are most likely to get into the most likely to get into the state state of flow, which is both of flow, which is both pleasurable and where pleasurable and where people people learn and perform at learn and perform at their their best.best.

A = 0, B = 20, C = 0, D = 0A = 0, B = 20, C = 0, D = 0

What Your EQ MeansWhat Your EQ Means

• • 200—Highest score200—Highest score•• 175 175•• 150 150•• 125 125•• 100—Average 100—Average•• 75 75•• 50 50•• 25 25• • 0—Best to try again another time0—Best to try again another time

If you have a highly developed EQ, you If you have a highly developed EQ, you would be able to excel in your work life. You would be able to excel in your work life. You would be able to make decisions that could be would be able to make decisions that could be applied in a practical and realistic way to applied in a practical and realistic way to workplace problems. Setbacks would be seen workplace problems. Setbacks would be seen as challenges that you could overcome with as challenges that you could overcome with strategic planning. Your people skills would strategic planning. Your people skills would make you a good team player and supervisor. make you a good team player and supervisor. Your ability to control your emotions would also Your ability to control your emotions would also serve you well in your dealings with co-workers. serve you well in your dealings with co-workers. Because you would be goal-oriented, you Because you would be goal-oriented, you would be able to plan and succeed at whatever would be able to plan and succeed at whatever you wanted to accomplish.you wanted to accomplish.