Communication Skills

Explanation of Outcome:

Effective oral and written communication skills.

Its a topic that I have found to be of immeasurable importance and interest, as I learn to be a more intuitive communicator and classroom facilitator. The dynamic of EI can be used in training and development in the corporate world, in community college learning environments and in virtually any classroom setting in which a diverse group of learners are gathered. 

Communication skills seem to become more fluid and spontaneous as individuals grow in social sophistication and this relates directly to intuition and the dynamic of EI. Learning appropriate and fluid communication skills, by better understanding emotional intelligence is an essential function for any group leader or instructor, who wishes to positively impact a particular population. 

Being able to facilitate and mediate in a classroom setting, when group discussion may lead to differences of opinion and debate is vitally important to maintaining harmony for the whole of the group. Communications skills and how they relate specifically to emotional intelligence cannot be overlooked, as an integral function of a skilled and gifted instructor, who can quietly command a classroom with understanding, patience and gentle personalism.  

ARTIFACT: 

Professor: Christine Cress

Student: Ms. Theresa Kennedy

506 Project/paper, Fall 2011     

The Importance and Value of Emotional Intelligence in Higher Education 

Introduction: The sometimes challenging dynamic of Emotional Intelligence can often be misunderstood, by those who may not clearly perceive its subtle and unspoken nuances. However, its value in all walks of life, both personal and professional, in the military, the corporate world and even in adult education is surely priceless to all those who may benefit from it.

“Emotional Intelligence (EI) is a relatively new and growing area of behavioral investigation, having matured recently with the aid of lavish international media attention. EI refers to the competence to identify and express emotions, understand emotions, assimilate emotions in thought, and regulate both positive and negative emotions in others. The construct has received widespread, international attention, both within secular and academic circles, ever since its inception in the 1980's. Subsequently, researchers have purportedly made important strides toward understanding its nature, components, determinants, developmental track, and modes of modification.” (Matthews, pp4).

The main benefit of understanding emotional intelligence is that it assists the corporate worker, nurse, doctor, teacher or university instructor in better understanding certain behaviors and the probable outcomes or repercussions of those behaviors. One of the benefits of learning to recognize and assess EI is that an organization will operate more effectively and more harmoniously when individuals clearly understand why they're behaving in a particular way. EI also helps individuals learn how to modify negative behaviors or develop the positive behaviors that create professional and personal effectiveness. This helps alleviate confusion, frustration, disappointment and ultimately the stress that is the trigger for those complex emotions.

“Coping strategies refer to the specific efforts, both behavioral and psychological that people employ to master, tolerate, reduce or minimize stressful events. Two general coping strategies have been distinguished: problem solving strategies are efforts to do something active to alleviate stressful circumstances, whereas emotion-focused coping strategies involve efforts to regulate the emotional consequences of stressful or potentially stressful events. (Folkman & Lazarus, 1980, as cited by Seyedeh, Et Al, 2010).

When we are required by our professions to assist others, in whatever manner we must, then it is very helpful to understand the motivations behind a particular behavior pattern, so we can better communicate with others and achieve a more productive and positive rapport with them. EI is very useful, not only in professional settings but also in educational settings and in all aspects of the life experience. Yet, to thoroughly understand the interesting dynamics of EI, we must first begin to understand emotions and their power to influence human behavior. This really ought to begin with a rudimentary assessment of emotions and how they affect our ability to gain further awareness of the complexity of emotional intelligence and how we can both recognize and monitor it.

“We view emotions as organized responses, crossing the boundaries of many psychological subsystems, including the physiological, cognitive, motivational and experiential systems. Emotions typically arise in response to an event, either internal or external, that has a positively or negatively valanced meaning for the individual.” Continued… “Emotions can be distinguished from the closely related concept of mood in the emotions are shorter and generally more intense.” (Salovey, pp 186).

When the sharing of emotions is an integral aspect of human communication and the error of wrongly communicating negative emotions results in conflict, disharmony and failed interactions on both a professional and personal level, it seems logical that an understanding of emotions as relates to EI can be a tool for better workplaces and personal relations that will result in stronger companies and more effective leaders.

Emotions as Perceived by others:

“Nonverbal perception of emotion: From an evolutionary standpoint, it was important that people be able to perceive emotions not only in themselves but also in those around them. Such perceptual abilities insure smoother inter-personal cooperation, for example, permitting the monitoring of displeasure. There are several indications that individual differences exist in the interpretation of emotions through facial expressions.” (Salovey, pp 193).

One aspect of this important dynamic: being able to recognize and understand facial expressions and what that might mean with regard to nonverbal communication involves its impact on higher education. When teachers are attempting to instruct learners and gain their trust, respect and even perhaps their affection, particularly if those learners are either developmentally disabled or other at risk persons, for example, prison inmates in a creative writing class, then having an understanding of the subtext, so to speak, of facial expressions and nonverbal communication and what that can mean is of the utmost importance and will determine how successful an instructor will become or not.

Many adults and adult student learners have colorful war stories, which they can and often do share of a particularly ineffective and/or insensitive grammar, high school or university instructor who failed to communicate effectively with them and also failed to connect on any human level. This can have a direct impact on whether or not student learners actually benefit from instruction and learn or whether they disengage from the learning process due to a lack of successful communication and rapport. Not only is EI vitally important in the corporate world of business and also the military but perhaps even more so, the tool of adequate understanding of EI is needed and best used in the field of education, in both K-12 and in higher Ed.

Sometimes when a reluctant learner, who is apprehensive about writing or submitting an essay, poem or bit of personal memoir is given the simple reassurance of a smile with direct eye contact, the end result is that human validation has just been given and success is the hinted desire from the instructor to the learner.

When this manner of communication comes from an instructor, towards their learner/student, then the most inspiring and trans-formative learning experiences can be the result. This is when an instructor succeeds as a teacher and directly impacts the lives of others in a positive and meaningful manner.

Learning to Regulate Emotions in Ourselves and Others: 

Stressful situations occur daily in our lives and the control we place on our emotions, especially if we are involved in the profession of teaching others, can never be underestimated or devalued.

If an instructor is having a bad day, struggling with the despondency of a failing marriage, or any number of other emotionally charged interpersonal conflicts, it’s necessary to always attempt to maintain a level of controlled professionalism that will respect the humanity of the learner. Having an understanding of EI and how it can enhance an instructors teaching experience will make all the difference in who becomes successful as an instructor and who does not. The best teachers are able to recognize what may be going on with a student learner and make suppositions that can assist that learner in gaining greater knowledge, information or maybe simply greater self esteem.

“People experience mood on both a direct and a reflective level. In their reflective experience, individuals have access to knowledge regarding their own and others moods. This experience, in part, represents a willingness and ability to monitor, evaluate and regulate emotions.” (Salovey, pp196).

When we have this ability, to see the expression of a person’s emotions and what this can mean, and when we are able to respond to others moods and reflect that back to them, in a positive frame generally, we then have developed the ability to alter negative emotions that would possibly have fostered without restraint. This ability to redirect the expression of certain negative emotions is also a professional imperative within an instructor who truly wishes to make a difference for whatever reason and/or become successful as a teacher/instructor.

“Because the ability to perceive and understand emotions in others is an important component of emotional intelligence, persons with higher emotional intelligence should have a greater ability to experience empathy.” (Salovey, as cited in Schutte, pp524). Empathy, obviously, is a very important aspect to teaching well and the ability to communicate empathy to another person is perhaps the most important aspect of the power of EI. When students don't feel their instructor has any manner of empathy or ability to understand the difficulties they may be facing, they will begin to feel alienated, isolated and either bewildered or resentful, depending. However, when learners feel that an instructor has empathy with them and is willing to work with them, perhaps give more time with the learner, to explain difficult concepts or assist in further understanding specific requirements for an assignment, or even to allow for a small extra credit assignment, the communicated message is that the leaner is valid and important.

This can result in a renewed desire on the part of the student to not only succeed academically, in order for them to achieve their own personal academic goals but also there is a desire to do well academically, in an effort to please the instructor. This can be particularly true of younger students, K-12 or for university freshman. This dynamic clearly illustrates the power that approval or communicated disapproval on the part of the instructor may have on a young or disadvantaged student and how that lack of beneficial communication can and will affect a learner, either positively or detrimentally. The other component that is needed in both a learner and instructor, or any professional person is the ability to engage in receptivity. Having the skill to adapt to change is an important part of being successful in any given profession or vocation.

“Receptivity to change can be characterized by varying gradations of willingness to accept the proposed change, from resigned, passive acceptance to enthusiastic endorsement. Resistance to change represents the alter ego to receptivity and can range from moral outrage, which can translate into such extreme actions as vandalism and sabotage, to quiet cynicism and withdrawn behavior. Some degree of receptivity is necessary for mobilization and learning to occur.” (Quy, N. pp 328).

This is not only a natural imperative that most learners must grapple with intellectually but also emotionally, as it’s really an integral aspect of all successful living and surviving in a potentially hostile world.

Receptivity is also a component to being a good leader and being able to engage in transformational leadership. Being able to determine the differing kinds of traits and proclivities that an individual may possess as a leader and being able to stimulate those strengths based leadership qualities makes for a more successful group, team and organization.

“Goleman, (1998a, 1998b) argues strongly that emotional intelligence is a prerequisite for successful leadership, and we assert that there are several reasons why individuals high in emotional intelligence would be more likely to use transformational behaviors. First, leaders who know and can manage their own emotions, and who display self-control and delay of gratification, could serve as role models for their followers, thereby enhancing followers' trust in and respect for their leaders.” (Barling, J. pp 157).

As has been previously mentioned in this paper, the delay of gratification is an integral aspect of most mature adult behavior and cannot be underestimated. The ability to control ones emotions and emotional expression is a valuable asset in a university professor, community college instructor or creative writing coach, whose job it is to stimulate, nourish the minds of and lead students in a positive manner, helping them avoid the pitfalls of academic failure. Often the delay of some manner of gratification is involved in doing this.

But how can one really know if EI is even an intelligence at all? According to current sources, for EI to be considered an intelligence there must be consistent factors that support the theory or supposition that it even exists as an intelligence. (Mayer). From my research into EI and how it impacts lives, how effective it is in promoting more harmonious relationships, in the working environment, and in academia, it seems like a common sense realization that this new intelligence is not only effective but also useful.

“An intelligence such as emotional intelligence must meet stringent criteria in order to be judged as a true intelligence. For the purposes here, these criteria can be divided into three fairly distinct groups: conceptual, correlational and developmental. The first, conceptual criteria, includes that intelligence must reflect mental performance rather than simply preferred ways of behaving, or a person’s self esteem, or non-intellectual attainments…moreover, mental performance should plainly measure the concept in question, i.e., emotion-related abilities…(Mayer, pp 269-270).

Clearly EI is an intelligence that can be measured and even taught in work and educational settings and its helpfulness in both the corporate and world of education is immense and intrinsically connected to overall group success.

In our casual presentation of self--in all aspects of the life experience--in job interviews, difficult or challenging work settings not to mention our ability to monitor our emotions and by extension others emotions as well; having an ability to track and understand emotional intelligence has been shown to contribute to much better working environments with greater emphasis on the part of the worker to engage in more dedicated and success oriented work, training and advancement. (Fox, pp 211).

One aspect to this understanding is developing the skill to track emotional intelligence through nonverbal communication and nonverbal cues.

“Goffman (1959) considered non-verbal communication to be a particularly powerful component of self-presentation in critical situations such as job interviews, because while it tends to be taken by the observer as an ungovernable representation of the actors ‘true’ self, a skillful actor may manipulate it strategically to create desired impressions. To the extent to which non-verbal behaviors are employed to manage the interviewers’ affective response to the candidate, they may be considered a component of emotional intelligence.” (Goffman, as cited in Fox Et al, pp 211).

Non-verbal cues, such as the placement of arms, in either a crossed or uncrossed fashion, certain facial expressions are also indicative of non-verbal cues.

Reflective Conclusion: With the research done for this paper, I've achieved a greater understanding of what emotional intelligence is and how it can be used to better hone my ability to teach creative writing to the most marginalized of all populations: Prison inmates, who are, in my opinion, representative of the voiceless and the ignored. My goal is to start with women prison inmates, offenders who have been given the reward of a creative writing class, as a result of good behavior, therefore are more likely to come into the class setting with a desire to learn and grow from the experience.

Learning about nonverbal cues and what they can mean will assist me in the difficult process of predicting behaviors and being in a position to properly support learners in an environment that is not only positive and supportive but also an environment that is described from the first class session as a “safe space” for learning. In which all negative baggage will be left at the door. Learners will be encouraged to approach the class as a new experience, in which we all treat our fellow learners, in the manner that we would want to be treated. Being able to observe, and perhaps even predict behaviors is a valued skill but maybe more important than that will be the need to understand my own reactions to stimuli and how that may affect me emotionally. Being able to monitor my own emotions, having insight into my own behavior will assist me in the desire to become a trusted writing instructor who can provide equal and unconditional support to all learners, in an environment of unspoken respect and egalitarian values.

This study into emotional intelligence has helped me learn a few of the important aspects of what it means to be a good teacher and communicator. My fondest wish, as I complete my master’s degree in the graduate department of education at PSU is to learn all the many and diverse ways in which I can become the best and most supportive writing instructor possible to prison inmates and to hopefully help them to achieve their goals of self improvement and better understanding of self, their history and their importance as living agents of their own lives, their own histories, many which are meaningful stories that deserve an audience and a telling. 

                                                    References 

Barling, J. (2000). Transformational Leadership and Emotional Intelligence: An Exploratory Study. 

        Leadership and Development Journal. 21/3(2000) 157-161.

Fox, S. Et al (2000). Relations of Emotional Intelligence: Practical Intelligence, General Intelligence and Trait Affectivity with Interview Outcomes.               

        Journal of Organizational Behavior. Vol 21, No. 2, Special Issue: Emotions in Organizational Behavior. (Mar., 2000), pp. 203-220.

Mayer, J. Et al. (2000). Emotional Intelligence Meets Traditional Standards for an Intelligence. 

        University of New Hampshire.

Matthews, G. Et al, (2004) Emotional Intelligence: Science and Myth. MIT Press. 

        Cambridge, Massachusetts & London England.

Schutte, N. (1990). Emotional Intelligence. Imagination, Cognition and Personality. 

        Vol. 9(3) 185-211.1989-1990).

Seyedeh, N. (March 2010). Emotional Intelligence and Coping Styles with Stress. 

        Published by the Department of Psychology, University of Tehran, Republic of Iran. 

Quy, N. Emotional Capability; Emotional Intelligence and Radical Change. (1999). 

        The Academy of Management Review, Vol 24. No 2 (Apr., 1999). pp 325-345).