ConceptsNest

  ***Continued from Chapter 01 (Covered previously: Intelligence & its meaning, Emotional & Social Intelligence, Social Intelligence at the Workplace, Social Intelligence & Nurturing Behaviours ) Link to Chapter 01: CHAPTER - 01 Attributes that Aid in Building Social Intelligence [01]:- The Proto-conversation: There is so much going on behind our words. As we speak, our brains are taking in micro-expressions, voice intonations, gestures and pheromones. People who have high SI have a greater awareness of their proto-conversations. This may be viewed under two aspects: [02]:- Our Social Triggers: Let’s start with our social awareness. People and places trigger different emotions and this affects our ability to connect. Think about a time when we felt excited and energized by an interaction. Now think of a time when we felt drained and defeated after an interaction. The theory on how our brain processes social interactions is: Why are these important? The Low Road guides our g

  Social intelligence is the ability to understand and navigate social situations effectively. It involves the ability to read and interpret social cues, manage emotions, communicate effectively, and build and maintain relationships. Social intelligence has been linked to a range of positive outcomes, including improved job performance, better health outcomes, and more satisfying relationships. Intelligence According to Psychology Today, intelligence is “…a construct that includes problem solving abilities, spatial manipulation and language acquisition.” Intelligence measured by IQ tests isn’t the be all and end all. Regardless of the number of languages that we learn to speak, the amount of information we memorize, and even how well we can complete math problems, intelligence inevitably is a more complex measure.  There are three types of intelligence, two of which are unmeasurable in IQ tests, and are pivotal for success in leadership levels in business, and even in innovation.

  Background By definition, competence is a collection of related abilities, commitments, knowledge, and skills that enable a person to act effectively in a job or situation. Competency is measurable and can be developed through learning & development. The term "competence" first appeared in an article authored by R.W. White in 1959 as a concept for performance motivation . The term gained traction in 1973 when David McClelland wrote a seminal paper entitled, "Testing for Competence Rather Than for Intelligence". The term, created by McClelland, was commissioned by the State Department (USA) to explain characteristics common to high-performing agents of embassy, as well as help them in recruitment and development. It has since been popularized by Richard Boyatzis, and many others who used the concept in performance improvement. Its uses vary widely, which has led to considerable misunderstanding. Some scholars see "competence" as a combination o

  These two words have a special significant in the context of education and development, and although many people tend to use these terms interchangeably, there is a distinct difference between the two. Assessments and evaluations are two essential components in the process of teaching and learning. Although teaching, learning, and assessment have been there since forever, people still have dozens of misconceptions regarding them. An assessment is the process of investigating what and how participants are learning/ working, while evaluating involves making a judgment about the quality of participants’ learning/ work. Assessment is a systematic process of collecting information from diverse sources about something or someone to gauge the skills, knowledge, and usage , whereas the meaning of evaluation is concerned about making a judgment about quality, skills, or importance or something or someone. The basic difference between assessment and evaluation lies in the orientation, i.e.