Most of us believe we can improve in some areas. Emo­tional Intel­li­gence Learn­ing Sys­tems (EILS) helps indi­vid­u­als and orga­ni­za­tions iden­tify strengths and areas for improve­ment by offer­ing  research-derived assess­ments, ser­vices, and mate­ri­als for achiev­ing mean­ing­ful growth and change.  We offer assess­ment, research, con­sult­ing, and pub­lish­ing ser­vices focused on person-centered approaches for devel­op­ing impor­tant social-emotional skills.   Our work is shaped by a forty-plus-year guid­ing phi­los­o­phy that respects indi­vid­ual dif­fer­ences and healthy ways of being in the world.  Our empha­sis is on indi­vid­ual poten­tial for intel­li­gent self-direction; behav­iors that lead to pos­i­tive per­sonal and orga­ni­za­tional development.

Our the­ory of human behav­ior is pos­i­tive, inte­gra­tive, and research derived.  Our phi­los­o­phy pro­vides a holis­tic view of the per­son based on the assump­tion that cog­ni­tive, affec­tive, and behav­ioral skills can be learned and devel­oped through trans­for­ma­tive learn­ing expe­ri­ences that are rel­e­vant and mean­ing­ful from the learner’s frame of ref­er­ence.  We believe that peo­ple have the poten­tial to develop them­selves in mean­ing­ful and self-valued ways that lead to higher lev­els of per­sonal well-being, achieve­ment, and life/career effec­tive­ness.  Our approach fits extremely well for indi­vid­u­als that believe peo­ple can and do change for the bet­ter, and for orga­ni­za­tions and insti­tu­tions that fun­da­men­tally value their employ­ees, clients, and stakeholders.

Our pos­i­tive assess­ments and emo­tional learn­ing mod­els are exten­sions of our guid­ing phi­los­o­phy and offer prac­ti­cal approaches to quan­tify and develop emo­tional intel­li­gence skills. We see emo­tional intel­li­gence overtly reflected in con­struc­tive think­ing processes and wise behav­iors that improve a person’s qual­ity of life, pro­duc­tiv­ity, and success.

EILS Vision

EILS strives for excel­lence in pro­vid­ing research derived EI-centric assess­ments, learn­ing pro­grams, prod­ucts, and ser­vices to cul­tur­ally and geo­graph­i­cally diverse clien­tele.  We imag­ine a world in which all peo­ple are col­lab­o­ra­tive and have the oppor­tu­nity to enjoy health and mean­ing­ful work.

EILS Mis­sion

The mis­sion of EILS is to build healthy and effec­tive indi­vid­u­als and orga­ni­za­tions.  Pos­i­tive per­sonal and orga­ni­za­tional changes occur as indi­vid­u­als learn to model and apply the key skills and com­pe­ten­cies of our trans­for­ma­tional model of emo­tional intelligence.

What is the trans­for­ma­tive model of emo­tional intelligence?

It’s a skills-based model that incor­po­rates an edu­ca­tional process inte­grat­ing pos­i­tive self-assessment with the facil­i­tated emo­tional learn­ing sys­tem (ELS) to improve qual­ity of life and per­sonal pro­duc­tiv­ity.  Specif­i­cally, improve­ments target:

• the accu­rate knowl­edge and value of self
• indi­vid­ual respon­si­ble actions based on per­sonal worth and dignity
• a vari­ety of strong, healthy relationships
• the abil­ity to work well with others
• pro­duc­tive reac­tions to the demands and pres­sures of every day life and work

What is pos­i­tive self-assessment?

Pos­i­tive self-assessment is a process of non-threatening self-exploration that results in a per­sonal skills pro­file which can be used in a dis­ci­plined approach for improv­ing health, hap­pi­ness, and success.

What is the emo­tional learn­ing system?

Achiev­ing higher lev­els of health, hap­pi­ness, and career suc­cess is based on the life skill areas encom­passed in the trans­for­ma­tive model of emo­tional intel­li­gence. The emo­tional learn­ing sys­tem is a dis­ci­plined, five-step approach for learn­ing to model and apply wiser, more appro­pri­ate behav­ior in emo­tion­ally charged sit­u­a­tions.  The life skill areas of the trans­for­ma­tive model of emo­tional intel­li­gence include:

• Inter­per­sonal Com­mu­ni­ca­tion Under Stress
• Per­sonal Leadership
• Self Man­age­ment in Life and Career
• Intrap­er­sonal Development