We see feelings that organized responses across the boundaries of many psychological platforms, including physiological, cognitive, motivational and experiential systems. Emotions usually occur at events, either internal or external, which have a positive or negative effect on the individual. Feelings can be distinguished from the closely related concept of mood by the fact that emotions are shorter and generally more intense. [Peter Salovey, John D Mayer, Imagination, Cognition and Personality, Vol.9 (3) 185-211,1989-90].
The idea of EI has recently gained significant significance in various books, magazines and magazines. However, everyone seems to have different definitions or requirements for its importance. This has encouraged us to explore different aspects of EI and its components as well as to explain the actual current definition of EI. Let us first understand the concepts of EI.
To understand the concept of EI, we need to explore its part, ie. Intelligence and emotions. Intelligence concerns talent such as & # 39; power to unite and understand ideas, to judge and to reason and to engage in abstract thinking. Wherever emotions belong to the so-called influential balls of a benign activity involving emotions, creatures and other emotions including fatigue or energy. However, Goleman (1995) has given new meaning to EI. According to his IQ accounts, only 20% of a person's success is in life, with 80% of EI assets. Taking into account the above arguments, EI became, "the ability to perceive emotions, access, and create feelings to help thoughts, understand understanding and emotional knowledge, and reflect emotions to think emotionally to promote emotional and cognitive interest. " The above definition combines both feelings that make thought more intelligent and that one feels intelligent about emotions. However, the definition is detailed in the following figure:
REGISTRATION OF INTELLIGENCE PROPERTIES
1. Reflections on emotion to enhance emotional and subjective growth
· Ability to be open to emotions, both fun and unfit.
· Ability to contemplate or take a stand on emotional dependence on formativity or utility
· Ability to reflect emotions related to one's self and others, such as clearly, typically, influential or fair.
· Be able to control emotions in themselves and others by treating negative emotions and increasing pleasure without pushing or pushing up information they may convey
2 . Understanding and analysis of emotions; Use of Emotional Knowledge
· Ability to label feelings and to recognize the relationship between words and emotions themselves, such as the relationship between love and love.
· Can interpret meaning as emotion transfer links, such as sadness, often business loss.
· Ability to understand complex emotions: Simultaneously feelings of love and hatred, or mixes like fear as a combination of fear and surprise.
· Ability to recognize likely transformation among emotions, such as transition from anger to consummation, or from anger to shame.
3. Emotional Facilitation of Thinking
· Emotions prioritize thinking by focusing on important information.
· Emotions are sufficiently vivid and available that can be generated as an aid to justice and memory-related memory.
· Emotional fluctuations fluctuate from a person's perspective from optimistic to pessimistic and encouraging thinking of many points of view.
· Emotional states specifically encourage specific problem actions, such as when happiness facilitates inductive reasoning and creation.
4. Philosophy and expression of feeling
· Ability to feel emotions in one physical condition, emotions and thoughts.
· Can find feelings in other people, design, artwork etc., with language, sound, appearance and behavior.
· Can express emotions accurately and to express feelings related to emotions.
· Ability to discriminate between accurate and inaccurate or honest versus unfair feelings of emotion.
On the other side of the term, EI is also a type of social intelligence that includes the ability to monitor one's own and other emotions, to discriminate against them, and to use the information to guide one thought and action. [Mayer and Salovey, 1993: 443]. However, Goleman (1995) said that EI is, in fact, a constellation of talent, talent, and action that, when combined, can prove the likelihood of future success in various fields, including a single place in society. This constellation contains (but is not limited to) leadership, the ability to nurture relationships, and keep friends, the ability to resolve conflicts and competencies in social analysis.
Subsequently, EI is mixed with human and domestic intelligence. Interpersonal intelligence is the ability to understand other people: what motivates them, how they work, and how to work together. Personal intelligence is a match of talent within. It is the ability to form a precise model of one self and to be able to effectively control that model.
The key of EI is to use your emotions intelligently; You really make your feelings for you by using them to help guide behavior and thinking in a way that enhances your success.
Now let's look at EI things.
EI has various components and dimensions as well as sub-elements that are classified in the following image:
EI COMPONENT MATRIX:
o Service orientation
o Organizational awareness
o Developing others
o Conflict management
o Conflict management
] o Leader
o Bond building
o Work and collaboration
o EI matrix consists of two sizes themselves and others – recognition and rules
o Self-service institutions with personal skills, divided into two parts: self-awareness and self-control.
o Self-awareness consists of the assessment of emotional factors as well as the self-esteem of the individual, while self-control is about its own level of governance as well as one's own adaptability. , initiative and performance drive.
o Other elements of the EI group of social skills, which is part of social awareness and relationship management.
o Social awareness is related to compassion, service, and organization, but relationship management is about human relations and common behavior.
EI is caused by four basic elements that act as DNA constructions. These blocks represent abilities that together bring you to EI. They are incremental, with each level falling and building on the ability of all the past. Four building blocks are:
- Ability to sense, evaluate, and express emotions precisely
- Ability to access or create feelings of demand when they can facilitate understanding of yourself and others.
- Ability to Understand Emotions
- Ability to Control Emotions to Promote Emotional and Intellectual Interest
Mentorship is an important training and development tool for boosting professional advancement in organizations. It is a fundamental form of human development where one person invests time, energy, and personal knowledge to assist another person's growth and abilities.
The idea of guidance is not new. The story of a mentor comes from Homer's "Odyssey". When Odysseus, King Ithaca, went to fight in the Trojan War, he pleaded his home affairs to a mentor, who served as a teacher and overseer of Odysseus's son. Similar to Indian mythology, the story of Chanakaya competes with the concept of guidance. Today, our mentors are often referred to, but trainers can touch the whole of life if we take their offer and apply it to various aspects of our lives.
Mentoring can be defined as,
"A complex, interactive process between individuals of different levels of experience and expertise, involving human or psychosocial development, career and / or education development, and associate functions related to levels that help to determine both the conditions that affect and the outcome of the process ". [Carmin, 1988]
In organization, senior executives are experienced people who, as officers, also need to take the role of coach and guide for new students. An instructor is an important part of this role.
The main purpose of the guidelines is to give young people the opportunity to share their concerns and receive both moral support and guidance on their development. It includes the following:
- Confidence Building
- Modeling behavioral norms for new entrants
- Listening to the new and new participants' work
- Helping New Parties Find Free Solutions for Their Problems
- Share Your Own your experiences so that cumulative experience is shared and handed over
- Responding to the emotional needs of new students without making him dependent on the mentor
- Building long-lasting and lasting relationships
] Characteristics of the mentors
To be good and effective guideline, the individual must have the following abilities and properties:
· Organizational Knowledge
· Development Policy
· Maintain relationship
Inside personal and human skills (P arikh, Indira and Kollan, Bharti, Paradigms of Mentoring Process, Indian Institute of Management Worksheet, Ahmedabad, March 2004)
- Acceptance and Confirmation
- Advice  Friendship
By analyzing and relating to Figure 2 and Figure 3, we find that EI components correspond to elements of teaching actions and with the characteristics of supervisors. This includes the fact that in order to be a good tutor you need to have a high level of EI in general and few EI elements in particular. However, if the mentor adheres to his or her career, he needs to be a mode of several EIs such as service assistance, organizational awareness, performance, and change techniques. An instructor should have a high EI level (called EQ, ie an Emotional Quotient) on that dimension. Subsequently, if the mentor operates through a psychosocial viewpoint, then he needs to have a high score on EI dimensions, such as emotional self-confidence, self-confidence, compassion, credibility, conscientiousness, adaptability, initiative, influence, communication, leadership and last but not least the team work and patchwork.
Following, the following characteristic features will increase the individual to be a good mentor with a high EI ratio
- Knowing Man and Others Feelings
- Managing Feelings Both
- Encourage Himself and Others
- Treating Relationships [Reference
Goleman, D. Emotional Intelligence, New York: Bantam, 1995
Mayer, JD, and Salovey, P., The Intelligence Intelligence, Intelligence, Vol. 443-42, 1993
Parikh, Indira and Kollan, Bharti, Paradigms of Mentoring Process, Indian Institute of Management Worksheet, Ahmedabad, March 2004
Peter Salovey, John D Mayer, Imagination, Understanding and Personality, Vol. 9 (3) 185-211, 1989-90