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Self-Analysis Journal on Emotional Intelligence, Cultural Intelligence, and Diversity


Task: Your Task
To complete an Individual Self Analysis Journal based on the completion of several selfanalysis tools and surveys.

Assessment Description
Based on the topics covered in Weeks 1-4, you will create an Individual Self Analysis Journal based on the completion of two evaluative surveys and getting others to complete two evaluative surveys on you. You will then use the Johari Window Model of Self-Awareness to discuss the results.


I have conducted a survey on self-assessment in terms of “emotional intelligence, cultural intelligence and diversity”. The survey includes a bunch of questionnaires and answering them in three divisions. One has been answered by me, as a student. The other two are answered by two of my teachers. The results obtained from the survey analysis are discussed in the paper in accordance with their strengths and weaknesses, and reflective measures that must be adopted by me to function globally.

• Critical comparison of my results with those of the two people who evaluated me. In my analysis, I have used the four quadrants of the Johari Window; i.e. Open, Blind, Hidden, Unknown.
I have conducted a research survey through the distribution of three sets of questionnaires among myself, and two of my teachers in order to assess my emotional intelligence level, cultural intelligence level and diversities (Devis-Rozental, 2018). A critical comparison of the obtained results from the survey are hereby analyzed by me in order to evaluate myself in proper terms. The critical analysis and comparison are discussed in the following. Firstly, my self-assessment of the results clearly denotes that what I think about myself and what my teachers think about me are distinguished. According to me, my emotional intelligence, cultural intelligence and diversities happen to be great and I can establish great kind of relationships by finding probable approaches or advices. According to my teachers, my intelligence level and diversities are good in making relationships, but others may find it difficult for working with sometimes. Secondly, according to me, I’ve got great opportunities for improving my skills in my domain but get deviated due to the people’s admiration. My teachers also agreed with me at this point. Thirdly, according to me, when I’m upset, I do not hold any idea on how much time I take to calm down and initiate thinking in a rational way. My teachers have stated in this regard that I take a lot of time to calm down and start thinking rationally and logically once I’m upset or angry. Fourthly, I’m not aware on how I’m going to react in a stressful or distressing situation. I can either feel overwhelmed and avoid conflict, or become impulsive and annoyed by my channeling of emotions (Gregory, et al., 2017). This uncertainty is also marked by my teachers as they also possess no idea in this regard.

Emotional intelligence test





Relationship Management






Teacher 1





Teacher 2





**Implications of scores mentioned in appendix section
My analysis of the self-assessment is made on the basis of the four quadrants of the model of Johari Window, namely – open, blind, hidden, and unknown.


My interpretation

Interpretation of first teacher

Interpretation of second teacher

Model analysis

Skill improving

Deviation in improving skills, for people’s admiration

Deviation in improving skills, for people’s admiration

Deviation in improving skills, for people’s admiration


Dealing with upset situations

When upset, I don’t know how much time I need to cool down and think logically

When upset, I take much time to calm down and think rationally

When upset, I take much of time to calm down and think rationally


Making relationships

I can make great relationships

I can make great relationships, but it becomes difficult for other sometimes

I can make great relationships but it becomes difficult for other sometimes


Reacting in a distressing situation

No idea

No idea

No idea



• Analyzation of the strengths and weaknesses based on my own survey results.
In the Johari Window Model analysis, the open is considered to be a factual detail that is both known and perceived by me and my teachers. The blind is considered to be a factual detail that is only known by my teachers through observation, but is not known by me consciously. The hidden is considered to be a factual detail that is known by me, but not by my teachers (Hurley & Linsley, 2018). Even the observations of my teachers could not reach the information and results into misinterpretation. The unknown is considered to be a factual detail that is both unknown by my teachers and by me as the situation has never raised before (Kun, et al., 2019). The model analysis is shown in the below tabular structure. Several strengths and weaknesses can be obtained through the survey analysis.

They are discussed in the following.
Firstly, my strength includes my ability to communicate with my colleagues and develop a relationship among myself and them. I can make great relationships. My weakness is that my creation of relationships may lead to negligence in my own skill improvements. Secondly, I have emotional intelligence factor in shaping and reshaping my skills for further development. My weakness in this regard is concerned with the fact that I get carried away by the admiration I receive from people and eventually my focus on improving my skills shift to another whole new level. Lastly, another weakness that has been identified by me in this survey is that the factor of loosing my cool and rationality in a case where I get upset. This is a serious weakness to be considered by me and I must take appropriate measures to check this in the longer run.

• Reflection on what competencies I would like to develop in order to function well as a global citizen. Practical examples with the assumption of my work in a culturally diverse global organization is provided.
Based on the “strengths and weaknesses” as an outcome of the survey analysis, I must adopt certain measures to check my weaknesses for further improvement in functioning as a global citizen. Firstly, I must consider my personal insights of skill development through continuous analysis and must represent myself in a new way (Neubauer, et al., 2018). Secondly, I must not get carried away by the people’s admiration of my communication skills, but focus on how it can be improved further (Panait, 2017). Thirdly, I must get enlightened with the theoretical approaches and techniques of boosting self-confidence, but not get acquired by over confidence. Fourthly, I must develop the idea of taking criticisms and must develop accordingly. Fifthly, I must control my anger and sense of being upset in an upsetting situation. Sixthly, I must not ever get deviated from logical reasoning and rational thinking under any circumstance. Lastly, I must contribute myself towards a further developmental process incorporating all the above-mentioned criterions (Parameswaran & Balasubramanian, 2019).

As to cite an example, in a situation where there is tremendous mismanagement and disruption leading to a distressing environment, I must learn to keep my cool and maintain logical thinking. I must not give importance to my personal impulsiveness and emotional imbalances in such a situation. I should try to maintain my emotional intelligence in a way of proper channeling supported by all other diversities and my quotient of culture. In this way it will be possible for me to develop a rationality which will act as an aid in making appropriate decisions (Tran, 2018). It will also enable the rational part of my brain to cooperate with my emotions and balancing personal opinions and values in accordance with the global diversities. Thus, it will be possible for me to reach towards the possible solution in a problematic situation.

It can be concluded that by self-assessing the analysis of the results of the conducted survey, I identified my strengths and weaknesses and they are to be reflected in my activities for further development and improvement in the future as a global citizen.

Devis-Rozental, C., 2018. Developing Socio-Emotional Intelligence Through Self-Reflection. In: Developing Socio-Emotional Intelligence in Higher Education Scholars. s.l.:Springer, pp. 131-156.
Gregory, P. J., Robbins, B., Schwaitzberg, S. D. & Harmon, L., 2017. Leadership development in a professional medical society using 360-degree survey feedback to assess emotional intelligence. Surgical endoscopy, 31(9), pp. 3565-3573.
Hurley, J. & Linsley, P., 2018. Emotional intelligence in health and social care: a guide for improving human relationships. s.l.:Routledge.
Kun, B. et al., 2019. The effects of trait emotional intelligence on adolescent substance use: Findings from a Hungarian representative survey. Frontiers in psychiatry, Volume 10.
Neubauer, A. C., Pribil, A., Wallner, A. & Hofer, G., 2018. The self–other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity. Heliyon, 4(12), p. e01061.
Panait, C., 2017. Emotional intelligence in leadership. Scientific Research and Education in the.
Parameswaran, S. & Balasubramanian, V., 2019. Assessing the Relation Between Emotional Intelligence and Driving Behavior: An Online Survey. s.l., Springer, pp. 233-239.
Tran, B., 2018. Communication: The Role of the Johari Window on Effective Leadership Communication in Multinational Corporations. In: Social Issues in the Workplace: Breakthroughs in Research and Practice. s.l.:IGI Global, pp. 135-160.

GEIT test outcomes


Teacher 1


Teacher 2


Implication of obtained score



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