emotional intelligenceIn 1990, in my role as a science reporter at The New York Times, I chanced upon an article in a small academic journal by two psychologists, John Mayer, now at the University of New Hampshire, and Yale’s Peter Salovey. Mayer and Salovey offered the first formulation of a concept they called “emotional intelligence.”Those were days when the preeminence of IQ as the standard of excellence in life was unquestioned; a debate raged over whether it was set in our genes or due to experience. But here, suddenly, was a new way of thinking about the ingredients of life success. I was electrified by the notion, which I made the title of this book in 1995. Like Mayer and Salovey, I used the phrase to synthesize a broad range of scientific findings, drawing together what had been separate strands of research – reviewing not only their theory but a wide variety of other exciting scientific developments, such as the first fruits of the nascent field of affective neuroscience, which explores how emotions are regulated in the brain.

I remember having the thought, just before this book was published ten years ago, that if one day I overheard a conversation in which two strangers used the phrase emotional intelligence and both understood what it meant, I would have succeeded in spreading the concept more widely into the culture. Little did I know.The phrase emotional intelligence, or its casual shorthand EQ, has become ubiquitous, showing up in settings as unlikely as the cartoon strips Dilbert and Zippy the Pinhead and in Roz Chast’s sequential art in The New Yorker. I’ve seen boxes of toys that claim to boost a child’s EQ; lovelorn personal ads sometimes trumpet it in those seeking prospective mates. I once found a quip about EQ printed on a shampoo bottle in my hotel room.And the concept has spread to the far corners of our planet. EQ has become a word recognized, I’m told, in languages as diverse as German and Portuguese, Chinese, Korean, and Malay. (Even so, I prefer EI as the English abbreviation for emotional intelligence.) My e-mail inbox often contains queries, from, for example, a doctoral student in Bulgaria, a school teacher in Poland, a college student in Indonesia, a business consultant in South Africa, a management expert in the Sultanate of Oman, an executive in Shanghai. Business students in India read about EI and leadership; a CEO in Argentina recommends the book I later wrote on the topic. I’ve also heard from religious scholars within Christianity, Judaism, Islam, Hinduism, and Buddhism that the concept of EI resonates with outlooks in their own faith.Most gratifying for me has been how ardently the concept has been embraced by educators, in the form of programs in “social and emotional learning or SEL. Back in 1995 I was able to find only a handful of such programs teaching emotional intelligence skills to children. Now, a decade later, tens of thousands of schools worldwide offer children SEL. In the United States many districts and even entire states currently make SEL curriculum requirement, mandating that just as students

must attain a certain level of competence in math and language, so too should they master these essential skills for living.

In Illinois, for instance, specific learning standards in SEL abilities have been established for every grade from kindergarten through the last year of high school. To give just one example of a remarkably detailed and comprehensive curriculum, in the early elementary years students should learn to recognize and accurately label their emotions and how they lead them to act. By the late elementary years lessons in empathy should make children able to identify the nonverbal clues to how someone else feels; in junior high they should be able to analyze what creates stress for them or what motivates their best performance. And in high school the SEL skills include listening and talking in ways that resolve conflicts instead of escalating them and negotiating for win-win solutions.

Around the world Singapore has undertaken an active initiative in SEL, as have some schools in Malaysia, Hong Kong, Japan, and Korea. In Europe, the U.K. Has led the way, but more than a dozen other countries have schools that embrace EI, as do Australia and New Zealand, and here and there countries in Latin America and Africa. In 2002 UNESCO began a worldwide initiative to promote SEL, sending a statement of ten basic principles for implementing SEL to the ministries of education in 140 countries.

In some states and nations, SEL has become the organizing umbrella under which are gathered programs in character education, violence prevention, antibullying, drug prevention and school discipline. The goal is not just to reduce these problems among schoolchildren but to enhance the school climate and, ultimately, students’ academic performance.

In 1995, I outlined the preliminary evidence suggesting that SEL was the active ingredient in programs that enhance children’s learning while preventing problems such as violence. Now the case can be made scientifically: helping children improve their self-awareness and confidence, manage their disturbing emotions and impulses, and increase their empathy pays off not just in improved behavior but in measurable academic achievement.

This is the big news contained in a recently completed meta-analysis of 668 evaluation studies of SEL programs for children from preschoolers through high school. The massive survey was conducted by Roger Weissberg, who directs the Collaborative for Academic, Social and Emotional Learning at the University of Illinois at Chicago – the organization that has led the way in bringing SEL into schools worldwide.

The data show that SEL programs yielded a strong benefit in academic accomplishment, as demonstrated in achievement test results and grade-point averages. In participating schools, up to 50 percent of children showed improved achievement scores and up to 38 percent improved their grade-point averages. SEL programs also made schools safer: incidents of misbehavior dropped by an average of 28 percent; suspensions by 44 percent; and other disciplinary actions by 27 percent. At the same time, attendance rates rose, while 63 percent of students demonstrated significantly more positive behavior. In the world of social science research, these remarkable results for any program promoting behavioral change, SEL had delivered on its promise.

In 1995 I also proposed that a good part of the effectiveness of SEL came from its impact in shaping children’s developing neural circuitry, particularly the executive functions of the prefrontal cortex, which manage working memory – what we hold in mind as we learn – and inhibit disruptive emotional impulses. Now the first preliminary scientific evidence for that notion has arrived. Mark Greenberg of Pennsylvania State University. A codeveloper of the PATHS curriculum in SEL, reports not only that the program for elementary school students boasts academic achievement but, even more significantly, that much of the increased learning can be attributed to improvements in attention and working memory, key functions of the prefrontal cortex. This strongly suggests that neuroplasticity, the shaping of the brain through repeated experience, plays a key role in the benefits from SEL.

Perhaps the biggest surprise for me has been the impact of EI in the world of business, particularly in the areas of leadership and employee development (a form of adult education). The Harvard Business Review has hailed emotional intelligence as “a ground-breaking, paradigm-shattering idea,” one of the most influential business ideas of the decade.Such claims in the business world too often prove to be fads, with no real underlying substance. But here a far-flung network of researchers has been at work, ensuring that the application of EI will be grounded in solid data. The Rutgers University-based Consortium for Research on Emotional Intelligence in Organizations (CREIO) has led the way in catalyzing this scientific work, collaborating with organizations that range from the Office of Personnel Management in the federal government to American Express.

Today companies worldwide routinely look through the lens of EI in hiring, promoting, and developing their employees. For instance, Johnson and Johnson (another CREIO member) found that in divisions around the world, those identified at mid career as having high leadership potential were far stronger in EI competencies than were their less-promising peers. CREIO continues to foster such

research, which can offer evidence-based guidelines for organizations seeking to enhance their ability to achieve their business goals or fulfill a mission.

Emotional IntelligenceDeveloping strong "people skills"

Develop your emotional intelligence with James Manktelowand Amy Carlson.

We probably all know people, either at work or in our personal lives, who are really good listeners. No matter what kind of situation we're in, they always seem to know just what to say – and how to say it – so that we're not offended or upset. They're caring and considerate, and even if we don't find a solution to our problem, we usually leave feeling more hopeful and optimistic.We probably also know people who are masters at managing their emotions. They don't get angry in stressful situations. Instead, they have the ability to look at a problem and calmly find a solution. They're excellent decision makers, and they know when to trust their intuition. Regardless of their strengths, however, they're usually willing to look at themselves honestly. They take criticism well, and they know when to use it to improve their performance.People like this have a high degree of emotional intelligence, or EI. They know themselves very well, and they're also able to sense the emotional needs of others.Would you like to be more like this?As more and more people accept that emotional intelligence is just as important to professional success as technical ability, organizations are increasingly using EI when they hire and promote.For example, one large cosmetics company recently revised their hiring process for salespeople to choose candidates based on emotional intelligence. The result? Salespeople hired with the new system have sold, on average, $91,000 more than salespeople selected under the old system. There has also been significantly lower staff turnover among the group chosen for their emotional intelligence.So, what exactly is emotional intelligence, and what can you do to improve yours?What is Emotional Intelligence?We all have different personalities, different wants and needs, and different ways of showing our emotions. Navigating through this all takes tact and cleverness – especially if we hope to succeed in life. This is where emotional intelligence becomes important.

Emotional intelligence is the ability to recognize your emotions, understand what they're telling you, and realize how your emotions affect people around you. Emotional intelligence also involves your perception of others: when you understand how they feel, this allows you to manage relationships more effectively.People with high emotional intelligence are usually successful in most things they do. Why? Because they're the ones that others want on their team. When people with high EI send an email, it gets answered. When they need help, they get it. Because they make others feel good, they go through life much more easily than people who are easily angered or upset.Characteristics of Emotional IntelligenceDaniel Goleman, an American psychologist, developed a framework of five elements that define emotional intelligence:1. Self-Awareness – People with high emotional intelligence are usually

very self-aware. They understand their emotions, and because of this, they don't let their feelings rule them. They're confident – because they trust their intuition and don't let their emotions get out of control. 

They're also willing to take an honest look at themselves. They know their strengths and weaknesses, and they work on these areas so they can perform better. Many people believe that this self-awareness is the most important part of emotional intelligence.

2. Self-Regulation – This is the ability to control emotions and impulses. People who self-regulate typically don't allow themselves to become too angry or jealous, and they don't make impulsive, careless decisions. They think before they act. Characteristics of self-regulation are thoughtfulness, comfort with change, integrity, and the ability to say no.

3. Motivation – People with a high degree of emotional intelligence are usually motivated. They're willing to defer immediate results for long-term success. They're highly productive, love a challenge, and are very effective in whatever they do.

4. Empathy – This is perhaps the second-most important element of emotional intelligence. Empathy is the ability to identify with and understand the wants, needs, and viewpoints of those around you. People with empathy are good at recognizing the feelings of others, even when those feelings may not be obvious. As a result, empathetic people are usually excellent at managing relationships, listening, and relating to others. They avoid stereotyping and judging too quickly, and they live their lives in a very open, honest way.

5. Social Skills – It's usually easy to talk to and like people with good social skills, another sign of high emotional intelligence. Those with strong social skills are typically team players. Rather than focus on their own success first, they help others develop and shine. They can

manage disputes, are excellent communicators, and are masters at building and maintaining relationships.

As you've probably determined, emotional intelligence can be a key to success in your life – especially in your career. The ability to manage people and relationships is very important in all leaders, so developing and using your emotional intelligence can be a good way to show others the leader inside of you.How to Improve Your Emotional IntelligenceThe good news is that emotional intelligence CAN be taught and developed. Many books and tests are available to help you determine your current EI, and identify where you may need to do some work. You can also use these tips: Observe how you react to people. Do you rush to judgment before you

know all of the facts? Do you stereotype? Look honestly at how you think and interact with other people. Try to put yourself in their place, and be more open and accepting of their perspectives and needs.

Look at your work environment. Do you seek attention for your accomplishments? Humility can be a wonderful quality, and it doesn't mean that you're shy or lack self-confidence. When you practice humility, you say that you know what you did, and you can be quietly confident about it. Give others a chance to shine – put the focus on them, and don't worry too much about getting praise for yourself.

Do a self-evaluation. What are your weaknesses? Are you willing to accept that you're not perfect and that you could work on some areas to make yourself a better person? Have the courage to look at yourself honestly – it can change your life.

Examine how you react to stressful situations. Do you become upset every time there's a delay or something doesn't happen the way you want? Do you blame others or become angry at them, even when it's not their fault? The ability to stay calm and in control in difficult situations is highly valued – in the business world and outside it. Keep your emotions under control when things go wrong.

Take responsibility for your actions. If you hurt someone's feelings, apologize directly – don't ignore what you did or avoid the person. People are usually more willing to forgive and forget if you make an honest attempt to make things right.

Examine how your actions will affect others – before you take those actions. If your decision will impact others, put yourself in their place. How will they feel if you do this? Would you want that experience? If you must take the action, how can you help others deal with the effects?

See our article on Emotional Intelligence in Leadership for specific tips related to that role.

Key PointsAlthough "regular" intelligence is important to success in life, emotional intelligence is key to relating well to others and achieving your goals. Many people believe that emotional intelligence is at least as important as regular intelligence, and many companies now use EI testing to hire new staff.Emotional intelligence is an awareness of your actions and feelings – and how they affect those around you. It also means that you value others, listen to their wants and needs, and are able to empathize or identify with them on many different levels.Emotional Intelligence (EQ)FIVE KEY SKILLS FOR RAISING YOUR EMOTIONAL INTELLIGENCE

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 Emotional intelligence (EQ) is a different type of intelligence. It’s about being “heart smart,” not just “book smart.” The evidence shows that emotional intelligence matters just as much as intellectual ability, if not more so, when it comes to happiness and success in life. Emotional intelligence helps you build strong relationships, succeed at work, and achieve your goals.The skills of emotional intelligence can be developed throughout life. You can boost your own “EQ” by learning how to rapidly reduce stress, connect to your emotions, communicate nonverbally, use humor and play to deal with challenges, and defuse conflicts with confidence and self-assurance.IN THIS ARTICLE:

What is emotional intelligence? How to raise your emotional intelligence Skill 1: Rapidly reduce stress Skill 2: Connect to your emotions Skill 3: Improve nonverbal communication Skill 4: Use humor to deal with challenges Skill 5: Resolve conflict positively Related links

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What is emotional intelligence?Emotional intelligence is the ability to identify, use, understand, and manage your emotions in positive and constructive ways. It's about recognizing your own emotional state and the emotional states of others. Emotional intelligence is also about engaging with others in ways that draw people to you.

Emotional intelligence consists of four core abilities:

Self-awareness – The ability to recognize your own emotions and how they affect your thoughts and behavior, know your strengths and weaknesses, and have self-confidence.

Self-management – The ability to control impulsive feelings and behaviors, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances.

Social awareness – The ability to understand the emotions, needs, and concerns of other people, pick up on emotional cues, feel comfortable socially, and recognize the power dynamics in a group or organization.

Relationship management – The ability to develop and maintain good relationships, communicate clearly, inspire and influence others, work well in a team, and manage conflict.

Emotional Intelligence (EQ) vs. Intellectual Intelligence (IQ)

Most of us have learned not to trust our emotions. We've been told emotions distort the more “accurate” information our intellect supplies. Even the term “emotional” has come to mean weak, out of control, and even childish. "Don't be a baby!" we say to the little boy who is crying on the playground. "Leave him alone! Let him work it out!" we admonish the little girl who runs to help the little boy.On the other hand, our abilities to memorize and problem-solve, to spell words and do mathematical calculations, are easily measured on written tests and slapped as grades on report cards. Ultimately, these intellectual abilities dictate which college will accept us and which career paths we‘re advised to follow.However, intellectual intelligence (IQ) is usually less important in determining how successful we are than emotional intelligence (EQ). We all know people who are academically brilliant and yet are socially inept and unsuccessful. What they are missing is emotional intelligence.

Emotional development: How to raise your emotional intelligenceMost of us know that there is a world of difference between knowledge and behavior, or applying that knowledge to make changes in our lives. There are many things we may know and want to do, but don’t or can’t when we’re under pressure. This is especially true when it comes to emotional intelligence.

Emotional intelligence is not learned in the standard intellectual way; it must be learned and understood on an emotional level. We can’t simply read about emotional intelligence or master it through memorization. In order to learn about emotional intelligence in a way that produces change, we need to engage the emotional parts of the brain in ways that connect us to others. This kind of learning is based on what we see, hear, and feel. Intellectual understanding is an important first step, but the development of emotional intelligence depends on sensory, nonverbal learning and real-life practice.

Developing emotional intelligence through five key skills:Emotional intelligence consists of five key skills, each building on the last:

Emotional intelligence (EQ) skill 1: The ability to quickly reduce stress. Emotional intelligence (EQ) skill 2: The ability to recognize and manage your emotions. Emotional intelligence (EQ) skill 3: The ability to connect with others using nonverbal

communication. Emotional intelligence (EQ) skill 4: The ability to use humor and play to deal with challenges. Emotional intelligence (EQ) skill 5: The ability to resolve conflicts positively and with confidence.The five skills of emotional intelligence can be learned by anyone, at anytime. But there is a difference between learning about emotional intelligence and applying that knowledge to your life. Just because

you know you should do something doesn’t mean you will—especially when you’re feeling stressed. This is especially true when it comes to the skills of emotional intelligence.

Raising your emotional intelligence by engaging your emotionsWhen you become overwhelmed by stress, the emotional parts of your brain override the rational parts—hijacking your best-laid plans, intentions, and strategies. In order to permanently change behavior in ways that stand up under pressure, you need to learn how to take advantage of the powerful emotional parts of the brain that remain active and accessible even in times of stress. This means that you can’t simply read about emotional intelligence in order to master it. You have to learn the skills on a deeper, emotional level—experiencing and practicing them in your everyday life. 

Emotional intelligence (EQ) skill 1: Rapidly reduce stressWhen we’re under high levels of stress, rational thinking and decision making go out the window. Runaway stress overwhelms the mind and body, getting in the way of our ability to accurately “read” a situation, hear what someone else is saying, be aware of our own feelings and needs, and communicate clearly. The first key skill of emotional intelligence is the ability to quickly calm yourself down when you’re feeling overwhelmed. Being able to manage stress in the moment is the key to resilience. This emotional intelligence skill helps you stay balanced, focused, and in control–no matter what challenges you face.

Stress busting: functioning well in the heat of the momentDevelop your stress busting skills by working through the following three steps:

Realize when you’re stressed – The first step to reducing stress is recognizing what stress feels like. Many of us spend so much time in an unbalanced state that we’ve forgotten what it feels like to be calm and relaxed.

Identify your stress response – Everyone reacts differently to stress. Do you tend to space out and get depressed? Become angry and agitated? Freeze with anxiety? The best way to quickly calm yourself depends on your specific stress response.

Discover the stress busting techniques that work for you – The best way to reduce stress quickly is through the senses: through sight, sound, smell, taste, and touch. But each person responds differently to sensory input, so you need to find things that are soothing to you.

Emotional intelligence (EQ) skill 2: Connect to your emotionsThe second key skill of emotional intelligence is having a moment-to-moment awareness of your emotions and how they influence your thoughts and actions. Emotional awareness is the key to understanding yourself and others.

Many people are disconnected from their emotions–especially strong core emotions such as anger, sadness, fear, and joy. But although we can distort, deny, or numb our feelings, we can’t eliminate them. They’re still there, whether we’re aware of them or not. Unfortunately, without emotional awareness, we are unable to fully understand our own motivations and needs, or to communicate effectively with others.

What kind of a relationship do you have with your emotions? Do you experience feelings that flow, encountering one emotion after another as your

experiences change from moment to moment?

Are your emotions accompanied by physical sensations that you experience in places like your stomach or chest?

Do you experience discrete feelings and emotions, such as anger, sadness, fear, joy, each of which is evident in subtle facial expressions?

Can you experience intense feelings that are strong enough to capture both your attention and that of others?

Do you pay attention to your emotions? Do they factor into your decision making?If any of these experiences are unfamiliar, your emotions may be turned down or turned off. In order to be emotionally healthy and emotionally intelligent, you must reconnect to your core emotions, accept them, and become comfortable with them.

Emotional intelligence skill (EQ) 3: Nonverbal communicationBeing a good communicator requires more than just verbal skills. Oftentimes, what we say is less important than how we say it or the other nonverbal signals we send out. In order to hold the attention of others and build connection and trust, we need to be aware of and in control of our nonverbal cues. We also need to be able to accurately read and respond to the nonverbal cues that other people send us. 

Nonverbal communication is the third skill of emotional intelligence. This wordless form of communication is emotionally driven. It asks the questions: “Are you listening?” and “Do you understand and care?” Answers to these questions are expressed in the way we listen, look, move, and react. Our nonverbal messages will produce a sense of interest, trust, excitement, and desire for connection–or they will generate fear, confusion, distrust, and disinterest.

Part of improving nonverbal communication involves paying attention to: Eye contact Facial expression Tone of voice

Posture and gesture Touch Timing and pace

To learn more, see Nonverbal Communication Skills: The Power of Nonverbal Communication and Body Language.

Emotional intelligence (EQ) skill 4: Use humor and play to deal with challenges

Humor, laughter, and play are natural antidotes to life’s difficulties. They lighten our burdens and help us keep things in perspective. A good hearty laugh reduces stress, elevates mood, and brings our nervous system back into balance.

The ability to deal with challenges using humor and play is the fourth skill of emotional intelligence. Playful communication broadens our emotional intelligence and helps us:

Take hardships in stride. By allowing us to view our frustrations and disappointments from new perspectives, laughter and play enable us to survive annoyances, hard times, and setbacks.

Smooth over differences. Using gentle humor often helps us say things that might be otherwise difficult to express without creating a flap.

Simultaneously relax and energize ourselves. Playful communication relieves fatigue and relaxes our bodies, which allows us to recharge and accomplish more.

Become more creative. When we loosen up, we free ourselves of rigid ways of thinking and being, allowing us to get creative and see things in new ways.To learn more, see Playful Communication Skills: The Power of Laughter, Humor, and Play

Emotional intelligence (EQ) skill 5: Resolve conflict positivelyConflict and disagreements are inevitable in relationships. Two people can’t possibly have the same needs, opinions, and expectations at all times. However, that needn’t be a bad thing! Resolving conflict in healthy, constructive ways can strengthen trust between people. When conflict isn’t perceived as threatening or punishing, it fosters freedom, creativity, and safety in relationships.

The ability to manage conflicts in a positive, trust-building way is the fifth key skill of emotional intelligence. Successfully resolving differences is supported by the previous four skills of emotional intelligence. Once you know how to manage stress, stay emotionally present and aware, communicate nonverbally, and use humor and play, you’ll be better equipped to handle emotionally-charged situations and catch and defuse many issues before they escalate.

Tips for resolving conflict in a trust-building way: Stay focused in the present. When we are not holding on to old hurts and resentments, we

can recognize the reality of a current situation and view it as a new opportunity for resolving old feelings about conflicts.

Choose your arguments. Arguments take time and energy, especially if you want to resolve them in a positive way. Consider what is worth arguing about and what is not.

Forgive. If you continue to be hurt or mistreated, protect yourself. But someone else’s hurtful behavior is in the past, remember that conflict resolution involves giving up the urge to punish.

End conflicts that can't be resolved. It takes two people to keep an argument going. You can choose to disengage from a conflict, even if you still disagree.

What Is Emotional Intelligence?Definitions, History, and Measures of Emotional IntelligenceBy Kendra Cherry, About.com GuideSee More About:

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What is Emotional Intelligence?

Emotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while others claim it is an inborn characteristic.

Since 1990, Peter Salovey and John D. Mayer have been the leading researchers on emotional intelligence. In their influential article "Emotional Intelligence," they defined emotional intelligence as, "the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions" (1990).

The Four Branches of Emotional Intelligence

Salovey and Mayer proposed a model that identified four different factors of emotional intelligence: the perception of emotion, the ability reason using emotions, the ability to understand emotion and the ability to manage emotions.

1. Perceiving Emotions: The first step in understanding emotions is to accurately perceive them. In many cases, this might involve understanding nonverbal signals such as body language and facial expressions.

2. Reasoning With Emotions: The next step involves using emotions to promote thinking and cognitive activity. Emotions help prioritize what we pay attention and react to; we respond emotionally to things that garner our attention.

3. Understanding Emotions: The emotions that we perceive can carry a wide variety of meanings. If someone is expressing angry emotions, the observer must interpret the cause of their anger and what it might mean. For example, if your boss is acting angry, it might mean that he is dissatisfied with your work; or it could be because he got a speeding ticket on his way to work that morning or that he's been fighting with his wife.

4. Managing Emotions: The ability to manage emotions effectively is a key part of emotional intelligence. Regulating emotions, responding appropriately and responding to the emotions of others are all important aspect of emotional management.

According to Salovey and Mayer, the four branches of their model are, "arranged from more basic psychological processes to higher, more psychologically integrated processes. For example, the lowest level branch concerns the (relatively) simple abilities of perceiving and expressing emotion. In contrast, the highest level branch concerns the conscious, reflective regulation of emotion" (1997).

A Brief History of Emotional Intelligence

1930s – Edward Thorndike describes the concept of "social intelligence" as the ability to get along with other people.

1940s – David Wechsler suggests that affective components of intelligence may be essential to success in life.

1950s – Humanistic psychologists such as Abraham Maslow describe how people can build emotional strength.

1975 - Howard Gardner publishes The Shattered Mind, which introduces the concept ofmultiple intelligences.

1985 - Wayne Payne introduces the term emotional intelligence in his doctoral dissertation entitled “A study of emotion: developing emotional intelligence; self-integration; relating to fear, pain and desire (theory, structure of reality, problem-solving, contraction/expansion, tuning in/coming out/letting go).”

1987 – In an article published in Mensa Magazine, Keith Beasley uses the term “emotional quotient.” It has been suggested that this is the first published use of the term, although Reuven Bar-On claims to have used the term in an unpublished version of his graduate thesis.

1990 – Psychologists Peter Salovey and John Mayer publish their landmark article, "Emotional Intelligence," in the journal Imagination, Cognition, and Personality.

1995 - The concept of emotional intelligence is popularized after publication of psychologist and New York Times science writer Daniel Goleman’s book Emotional Intelligence: Why It Can Matter More Than IQ.

Measuring Emotional Intelligence

"In regard to measuring emotional intelligence – I am a great believer that criterion-report (that is, ability testing) is the only adequate method to employ. Intelligence is an ability, and is directly measured only by having people answer questions and evaluating the correctness of those answers." --John D. Mayer

Reuven Bar-On’s EQ-iA self-report test designed to measure competencies including awareness, stress tolerance, problem solving, and happiness. According to Bar-On, “Emotional intelligence is an array of noncognitive capabilities, competencies, and skills that influence one’s ability to succeed in coping with environmental demands and pressures.”

Multifactor Emotional Intelligence Scale (MEIS)An ability-based test in which test-takers perform tasks designed to assess their ability to perceive, identify, understand, and utilize emotions.

Seligman Attributional Style Questionnaire (SASQ)Originally designed as a screening test for the life insurance company Metropolitan Life, the SASQ measures optimism and pessimism.

Emotional Competence Inventory (ECI)Based on an older instrument known as the Self-Assessment Questionnaire, the ECI involves having people who know the individual offer ratings of that person’s abilities on a number of different emotional competencies.

Emotional intelligence (EI) is the ability to identify, assess, and control the emotions of oneself, of others, and of groups. Various models and definitions have been proposed of which the ability and trait EI models are the most widely accepted in the scientific literature. Criticisms have centered on whether the construct is a real intelligence and whether it has incremental validity over IQ and the Big Five personality dimensions.

Contents

  [hide] 

1   History

2   Definitions

o 2.1   Ability model

2.1.1   Measurement of the ability model

o 2.2   Mixed models

2.2.1   Measurement of the Emotional Competencies (Goleman) model

2.2.2   Bar-On model of emotional-social intelligence (ESI)

2.2.3   Measurement of the ESI model

o 2.3   Trait EI model

2.3.1   Measurement of the trait EI model

3   Alexithymia and EI

4   Criticisms of the theoretical foundation of EI

o 4.1   EI cannot be recognized as a form of intelligence

o 4.2   EI has little predictive value

5   Criticisms of measurement issues

o 5.1   Ability EI measures measure conformity, not ability

o 5.2   Ability EI measures measure knowledge (not actual ability)

o 5.3   Ability EI measures measure personality and general intelligence

o 5.4   Self-report measures are susceptible to faking

o 5.5   Claims for the predictive power of EI are too extreme

o 5.6   EI, IQ and job performance

6   See also

7   External links

8   Notes and references

[edit]History

The earliest roots of emotional intelligence can be traced to Charles Darwin's work on the importance of emotional expression for survival and, second, adaptation.[1] In the 1900s, even though traditional definitions of intelligence emphasized cognitive aspects such as memory and problem-solving, several influential researchers in the intelligence field of study had begun to recognize the importance of the non-cognitive aspects. For instance, as early as 1920, E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people.[2]

Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that our models of intelligence would not be complete until we could adequately describe these factors.[1] In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences[3] introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people)

and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability.[4] Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence were lacking in ability to fully explain performance outcomes.

The first use of the term "emotional intelligence" is usually attributed to Wayne Payne's doctoral thesis, A Study of Emotion: Developing Emotional Intelligence from 1985.[5] However, prior to this, the term "emotional intelligence" had appeared in Leuner (1966).[6] Greenspan (1989) also put forward an EI model, followed by Salovey and Mayer (1990),[7] and Daniel Goleman (1995). The distinction between trait emotional intelligence and ability emotional intelligence was introduced in 2000. [8]

[edit]Definitions

Substantial disagreement exists regarding the definition of EI, with respect to both terminology and operationalizations. Currently, there are three main models of EI:

Ability EI model Mixed models of EI (usually subsumed under trait EI)[9][10]

Trait EI model

Different models of EI have led to the development of various instruments for the assessment of the construct. While some of these measures may overlap, most researchers agree that they tap different constructs.

[edit]Ability modelSalovey and Mayer's conception of EI strives to define EI within the confines of the standard criteria for a new intelligence.[11] Following their continuing research, their initial definition of EI was revised to "The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth."

The ability-based model views emotions as useful sources of information that help one to make sense of and navigate the social environment.[12][13] The model proposes that individuals vary in their ability to process information of an emotional nature and in their ability to relate emotional processing to a wider cognition. This ability is seen to manifest itself in certain adaptive behaviors. The model claims that EI includes four types of abilities:

1. Perceiving emotions – the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifacts—including the ability to identify one's own emotions. Perceiving emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible.

2. Using emotions – the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in order to best fit the task at hand.

3. Understanding emotions – the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time.

4. Managing emotions – the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals.

The ability EI model has been criticized in the research for lacking face and predictive validity in the workplace.[14]

[edit]Measurement of the ability modelThe current measure of Mayer and Salovey's model of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is based on a series of emotion-based problem-solving items.[13][15]Consistent with the model's claim of EI as a type of intelligence, the test is modeled on ability-based IQ tests. By testing a person's abilities on each of the four branches of emotional intelligence, it generates scores for each of the branches as well as a total score.

Central to the four-branch model is the idea that EI requires attunement to social norms. Therefore, the MSCEIT is scored in a consensus fashion, with higher scores indicating higher overlap between an individual's answers and those provided by a worldwide sample of respondents. The MSCEIT can also be expert-scored, so that the amount of overlap is calculated between an individual's answers and those provided by a group of 21 emotion researchers.[13]

Although promoted as an ability test, the MSCEIT is unlike standard IQ tests in that its items do not have objectively correct responses. Among other challenges, the consensus scoring criterion means that it is impossible to create items (questions) that only a minority of respondents can solve, because, by definition, responses are deemed emotionally "intelligent" only if the majority of the sample has endorsed them. This and other similar problems have led some cognitive ability experts to question the definition of EI as a genuine intelligence.

In a study by Føllesdal,[16] the MSCEIT test results of 111 business leaders were compared with how their employees described their leader. It was found that there were no correlations between a leader's test results and how he or she was rated by the employees, with regard to empathy, ability to motivate, and leader effectiveness. Føllesdal also criticized the Canadian company Multi-Health Systems, which administers the MSCEIT test. The test contains 141 questions but it was found after publishing the test that 19 of these did not give the expected answers. This has led Multi-Health Systems to remove answers to these 19 questions before scoring, but without stating this officially.

[edit]Mixed modelsThe model introduced by Daniel Goleman[17] focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman's model outlines four main EI constructs:

1. Self-awareness – the ability to read one's emotions and recognize their impact while using gut feelings to guide decisions.

2. Self-management – involves controlling one's emotions and impulses and adapting to changing circumstances.

3. Social awareness – the ability to sense, understand, and react to others' emotions while comprehending social networks.

4. Relationship management  – the ability to inspire, influence, and develop others while managing conflict.

Goleman includes a set of emotional competencies within each construct of EI. Emotional competencies are not innate talents, but rather learned capabilities that must be worked on and can be developed to achieve outstanding performance. Goleman posits that individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies. [18]Goleman's model of EI has been criticized in the research literature as mere "pop psychology" (Mayer, Roberts, & Barsade, 2008).

[edit]Measurement of the Emotional Competencies (Goleman) modelTwo measurement tools are based on the Goleman model:

1. The Emotional Competency Inventory (ECI), which was created in 1999, and the Emotional and Social Competency Inventory (ESCI), which was created in 2007.

2. The Emotional Intelligence Appraisal, which was created in 2001 and which can be taken as a self-report or 360-degree assessment.[19]

While there are many tools based on the Goleman model, the ECI and the ESCI are the only ones developed by him. Both the ECI and ESCI were created in conjunction with and are available exclusively through Hay Group.

[edit]Bar-On model of emotional-social intelligence (ESI)Bar-On[1] defines emotional intelligence as being concerned with effectively understanding oneself and others, relating well to people, and adapting to and coping with the immediate surroundings to be more successful in dealing with environmental demands.[20] Bar-On posits that EI develops over time and that it can be improved through training, programming, and therapy.[1] Bar-On hypothesizes that those individuals with higher than average EQs are in general more successful in meeting environmental demands and pressures. He also notes that a deficiency in EI can mean a lack of success and the existence of emotional problems. Problems in coping with one's environment are thought, by Bar-On, to be especially common among those individuals lacking in the subscales of reality testing, problem solving, stress tolerance, and impulse control. In general, Bar-On considers emotional intelligence and cognitive intelligence to contribute equally to a person's general intelligence, which then offers an indication of one's potential to succeed in life.[1] However, doubts have been expressed about this model in the research literature (in particular about the validity of self-report as an index of emotional intelligence) and in scientific settings it is being replaced by the trait emotional intelligence (trait EI) model discussed below.[9]

[edit]Measurement of the ESI modelThe Bar-On Emotional Quotient Inventory (EQ-i), is a self-report measure of EI developed as a measure of emotionally and socially competent behavior that provides an estimate of one's emotional and social intelligence. The EQ-i is not meant to measure personality traits or cognitive capacity, but rather the mental ability to be successful in dealing with environmental demands and pressures.[1] One hundred and thirty three items (questions or factors) are used to obtain a Total EQ (Total Emotional Quotient) and to produce five composite scale scores, corresponding to the five main components of the Bar-On model. A limitation of this model is that it claims to measure some kind of ability through self-report items (for a discussion, see Matthews, Zeidner, & Roberts, 2001). The EQ-i has been found to be highly susceptible to faking (Day & Carroll, 2008; Grubb & McDaniel, 2007).

[edit]Trait EI model

Soviet-born British psychologist Konstantin Vasily Petrides ("K. V. Petrides") proposed a conceptual distinction between the ability based model and a trait based model of EI and has been developing the latter over many years in numerous scientific publications.[8][21] Trait EI is "a constellation of emotional self-perceptions located at the lower levels of personality."[21] In lay terms, trait EI refers to an individual's self-perceptions of their emotional abilities. This definition of EI encompasses behavioral dispositions and self perceived abilities and is measured by self report, as opposed to the ability based model which refers to actual abilities, which have proven highly resistant to scientific measurement. Trait EI should be investigated within a personality framework.[22] An alternative label for the same construct is trait emotional self-efficacy.

The trait EI model is general and subsumes the Goleman and Bar-On models discussed above. The conceptualization of EI as a personality trait leads to a construct that lies outside the taxonomy of human cognitive ability. This is an important distinction in as much as it bears directly on the operationalization of the construct and the theories and hypotheses that are formulated about it. [8]

[edit]Measurement of the trait EI modelThere are many self-report measures of EI,[23] including the EQ-i, the Swinburne University Emotional Intelligence Test (SUEIT), and the Schutte EI model. None of these assess intelligence, abilities, or skills (as their authors often claim), but rather, they are limited measures of trait emotional intelligence. [21] One of the more comprehensive and widely researched measures of this construct is the Trait Emotional Intelligence Questionnaire (TEIQue), which was specifically designed to measure the construct comprehensively and is available in many languages.

The TEIQue provides an operationalization for the model of Petrides and colleagues, that conceptualizes EI in terms of personality.[24] The test encompasses 15 subscales organized under four factors:Well-Being, Self-Control, Emotionality, and Sociability. The psychometric properties of the TEIQue were investigated in a study on a French-speaking population, where it was reported that TEIQue scores were globally normally distributed and reliable.[25]

The researchers also found TEIQue scores were unrelated to nonverbal reasoning (Raven's matrices), which they interpreted as support for the personality trait view of EI (as opposed to a form of intelligence). As expected, TEIQue scores were positively related to some of the Big Five personality traits (extraversion, agreeableness, openness, conscientiousness) as well as inversely related to others (alexithymia, neuroticism). A number of quantitative genetic studies have been carried out within the trait EI model, which have revealed significant genetic effects and heritabilities for all trait EI scores. [26]

Two recent studies (one a meta-analysis) involving direct comparisons of multiple EI tests yielded very favorable results for the TEIQue[10][27]

[edit]Alexithymia and EI

Alexithymia from the Greek words "λέξις" (lexis) and "θυμός" (thumos) (literally "lack of words for emotions") is a term coined by Peter Sifneos in 1973[28][29] to describe people who appeared to havedeficiencies in understanding, processing, or describing their emotions. Viewed as a spectrum between high and low EI, the alexithymia construct is strongly inversely related to EI, representing its lower range.[30] The individual's level of alexithymia can be measured with self-scored questionnaires such as the Toronto Alexithymia Scale (TAS-20) or the Bermond-Vorst Alexithymia Questionnaire (BVAQ) [31] or by observer rated measures such as the Observer Alexithymia Scale (OAS).

[edit]Criticisms of the theoretical foundation of EI

[edit]EI cannot be recognized as a form of intelligenceGoleman's early work has been criticized for assuming from the beginning that EI is a type of intelligence. Eysenck (2000)[32] writes that Goleman's description of EI contains unsubstantiated assumptions about intelligence in general, and that it even runs contrary to what researchers have come to expect when studying types of intelligence:

"[Goleman] exemplifies more clearly than most the fundamental absurdity of the tendency to class almost

any type of behaviour as an 'intelligence'... If these five 'abilities' define 'emotional intelligence', we would

expect some evidence that they are highly correlated; Goleman admits that they might be quite

uncorrelated, and in any case if we cannot measure them, how do we know they are related? So the

whole theory is built on quicksand: there is no sound scientific basis."

Similarly, Locke (2005)[33] claims that the concept of EI is in itself a misinterpretation of the intelligence construct, and he offers an alternative interpretation: it is not another form or type of intelligence, but intelligence—the ability to grasp abstractions—applied to a particular life domain: emotions. He suggests the concept should be re-labeled and referred to as a skill.

The essence of this criticism is that scientific inquiry depends on valid and consistent construct utilization, and that before the introduction of the term EI, psychologists had established theoretical distinctions between factors such as abilities and achievements, skills and habits, attitudes and values, and personality traits and emotional states.[34] Thus, some scholars believe that the term EImerges and conflates such accepted concepts and definitions.

[edit]EI has little predictive valueLandy (2005)[35] claimed that the few incremental validity studies conducted on EI have shown that it adds little or nothing to the explanation or prediction of some common outcomes (most notably academic and work success). Landy suggested that the reason why some studies have found a small increase in predictive validity is a methodological fallacy, namely, that alternative explanations have not been completely considered:

"EI is compared and contrasted with a measure of abstract intelligence but not with a personality

measure, or with a personality measure but not with a measure of academic intelligence." Landy (2005)

Similarly, other researchers have raised concerns about the extent to which self-report EI measures correlate with established personality dimensions. Generally, self-report EI measures and personality measures have been said to converge because they both purport to measure personality traits.[21] Specifically, there appear to be two dimensions of the Big Five that stand out as most related to self-report EI – neuroticism and extroversion. In particular, neuroticism has been said to relate to negative emotionality and anxiety. Intuitively, individuals scoring high on neuroticism are likely to score low on self-report EI measures.

The interpretations of the correlations between EI questionnaires and personality have been varied. The prominent view in the scientific literature is the Trait EI view, which re-interprets EI as a collection of personality traits.[36][37][38]

[edit]Criticisms of measurement issues

[edit]Ability EI measures measure conformity, not abilityOne criticism of the works of Mayer and Salovey comes from a study by Roberts et al. (2001),[39] which suggests that the EI, as measured by the MSCEIT, may only be measuring conformity. This argument is rooted in the MSCEIT's use of consensus-based assessment, and in the fact that scores on the MSCEIT are negatively distributed (meaning that its scores differentiate between people with low EI better than people with high EI).

[edit]Ability EI measures measure knowledge (not actual ability)Further criticism has been leveled by Brody (2004),[40] who claimed that unlike tests of cognitive ability, the MSCEIT "tests knowledge of emotions but not necessarily the ability to perform tasks that are related to the knowledge that is assessed". The main argument is that even though someone knows how he should behave in an emotionally laden situation, it doesn't necessarily follow that the person could actually carry out the reported behavior.

[edit]Ability EI measures measure personality and general intelligenceNew research is surfacing that suggests that ability EI measures might be measuring personality in addition to general intelligence. These studies examined the multivariate effects of personality and intelligence on EI and also corrected estimates for measurement error (which is often not done in some validation studies). For example, a study by Schulte, Ree, Carretta (2004),[41] showed that general intelligence (measured with the Wonderlic Personnel Test), agreeableness (measured by the NEO-PI), as well as gender had a multiple R of .81 with the MSCEIT. This result has been replicated by Fiori and Antonakis (2011),;[42] they found a multiple R of .76 using Cattell’s “Culture Fair” intelligence test and the Big Five Inventory (BFI); significant covariates were intelligence (standardized beta = .39), agreeableness (standardized beta = .54), and openness (standardized beta = .46). Antonakis and Dietz (2011a), [43] who investigated the Ability Emotional Intelligence Measure found similar results (Multiple R = .69), with significant predictors being intelligence, standardized beta = .69 (using the Swaps Test and a Wechsler scales subtest, the 40-item General Knowledge Task) and empathy, standardized beta = .26 (using the Questionnaire Measure of Empathic Tendency)--see also Antonakis and Dietz (2011b),[44] who show how including or excluding important controls variables can fundamentally change results—thus, it is important to always include important controls like personality and intelligence when examining the predictive validity of ability and trait EI models.

[edit]Self-report measures are susceptible to fakingMore formally termed socially desirable responding (SDR), faking good is defined as a response pattern in which test-takers systematically represent themselves with an excessive positive bias (Paulhus, 2002). This bias has long been known to contaminate responses on personality inventories (Holtgraves, 2004; McFarland & Ryan, 2000; Peebles & Moore, 1998; Nichols & Greene, 1997; Zerbe & Paulhus, 1987), acting as a mediator of the relationships between self-report measures (Nichols & Greene, 1997; Ganster et al., 1983).

It has been suggested that responding in a desirable way is a response set, which is a situational and temporary response pattern (Pauls & Crost, 2004; Paulhus, 1991). This is contrasted with a response style, which is a more long-term trait-like quality. Considering the contexts some self-report EI inventories

are used in (e.g., employment settings), the problems of response sets in high-stakes scenarios become clear (Paulhus & Reid, 2001).

There are a few methods to prevent socially desirable responding on behavior inventories. Some researchers believe it is necessary to warn test-takers not to fake good before taking a personality test (e.g., McFarland, 2003). Some inventories use validity scales in order to determine the likelihood or consistency of the responses across all items.

[edit]Claims for the predictive power of EI are too extremeLandy[35] distinguishes between the "commercial wing" and "the academic wing" of the EI movement, basing this distinction on the alleged predictive power of EI as seen by the two currents. According to Landy, the former makes expansive claims on the applied value of EI, while the latter is trying to warn users against these claims. As an example, Goleman (1998) asserts that "the most effective leaders are alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. ...emotional intelligence is the sine qua non of leadership". In contrast, Mayer (1999) cautions "the popular literature's implication—that highly emotionally intelligent people possess an unqualified advantage in life—appears overly enthusiastic at present and unsubstantiated by reasonable scientific standards." Landy further reinforces this argument by noting that the data upon which these claims are based are held in "proprietary databases", which means they are unavailable to independent researchers for reanalysis, replication, or verification.[35] Thus, the credibility of the findings cannot be substantiated in a scientific way, unless those datasets are made public and available for independent analysis.

In an academic exchange, Antonakis and Ashkanasy/Dasborough mostly agreed that researchers testing whether EI matters for leadership have not done so using robust research designs; therefore, currently there is no strong evidence showing that EI predicts leadership outcomes when accounting for personality and IQ.[45] Antonakis argued that EI might not be needed for leadership effectiveness (he referred to this as the "curse of emotion" phenomenon, because leaders who are too sensitive to their and others' emotional states might have difficult to take decisions that would result inemotional labor for the leader or followers). A recently-published meta-analysis seems to support the Antonakis position: In fact, Harms and Credé found that overall (and using data free from problems of common source and common methods), EI measures correlated only r = .11 with measures of transformational leadership.[46] Interestingly, ability-measures of EI fared worst (i.e., r = .04); the WLEIS (Wong-Law measure) did a bit better (r = .08), and the Bar-On measure better still (r = .18). However, the validity of these estimates does not include the effects of IQ or the big five personality, which correlate both with EI measures and leadership.[47] In a subsequent paper analyzing the impact of EI on both job performance and leadership, Harms and Credé[48] found that the meta-analytic validity estimates for EI dropped to zero when Big Five traits and IQ were controlled for.

[edit]EI, IQ and job performanceResearch of EI and job performance shows mixed results: a positive relation has been found in some of the studies, in others there was no relation or an inconsistent one. This led researchers Cote and Miners (2006)[49] to offer a compensatory model between EI and IQ, that posits that the association between EI and job performance becomes more positive as cognitive intelligence decreases, an idea first proposed in the context of academic performance (Petrides, Frederickson, & Furnham, 2004). The results of the former study supported the compensatory model: employees with low IQ get higher task performance and organizational citizenship behavior directed at the organization, the higher their EI.

Emotional Intelligence: EQ the Key to a Successful Future

Helen Maffini

Emotional Intelligence, sometimes known as EQ or EI, is the key to building good relationships both with yourself and with others. The definition of EQ is important to clarify. What do we mean by EI or EQ and what does it encompass?

Why is emotional intelligence important? Imagine having the strategies and tools you need to manage yourself and your emotions when you are feeling upset, angry or irritated! Learning how to improve your emotional literacy and being able to read others faces and body language so you know how to handle situation to your best advantage is a key concept. 

EQ skills can help you to do all this and more! It is the key for teachers and parents to help all children succeed. Through social emotional learning, SEL or character education these skills can and must be developed.

As a parent or an educator developing the EQ of a child is one of the greatest gifts available. Research shows people who have the skills of EI are the ones who are happy and successful in life. Of course academic achievement is important too, but EI skills are the ones that differentiate people, that lead to more happiness and success. 

Emotional intelligence skills can help be developed in everyone, from a very young child to the CEO of a major corporation. Competences that are especially important are developing intrinsic motivation, managing reactions to events, reading body language, showing  empathy , improving self-reflection and   self-awareness  and pursuing your "big" goals.

Read more: http://www.emotional-intelligence-education.com/#ixzz1oB8SuYeO

emotional intelligence (EQ)

emotional intelligence theory (EQ - Emotional Quotient)Emotional Intelligence - EQ - is a relatively recent behavioural model, rising to prominence with Daniel Goleman's 1995 Book called 'Emotional Intelligence'. The early Emotional Intelligence theory was originally developed during the 1970s and 80s by the work and writings of psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and John 'Jack' Mayer (New Hampshire). Emotional Intelligence is increasingly relevant to organizational development and developing people, because the EQ principles provide a new way to understand and assess people's behaviours, management styles, attitudes, interpersonal skills, and potential. Emotional Intelligence is an important consideration in human resources planning, job profiling, recruitment interviewing and selection, management development, customer relations and customer service, and more.Emotional Intelligence links strongly with concepts of love and spirituality: bringing compassion and humanity to work, and also to 'Multiple Intelligence' theory which illustrates and measures the range of capabilities people possess, and the fact that everybody has a value.The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there are wider areas of Emotional Intelligence that dictate and enable how successful we are. Success requires more than IQ (Intelligence Quotient), which has tended to be the traditional measure of intelligence, ignoring essential behavioural and character elements. We've all met people who are academically brilliant and yet are socially and inter-personally inept. And we know that despite possessing a high IQ rating, success does not automatically follow.Different approaches and theoretical models have been developed for Emotional Intelligence. This summary article focuses chiefly on the Goleman interpretation. The work of Mayer, Salovey and David Caruso (Yale) is also very significant in the field of Emotional Intelligence, and will in due course be summarised here too. 

emotional intelligence - two aspectsThis is the essential premise of EQ: to be successful requires the effective awareness, control and management of one's own emotions, and those of other people. EQ embraces two aspects of intelligence:

Understanding yourself, your goals, intentions, responses, behaviour and all.

Understanding others, and their feelings.

emotional intelligence - the five domainsGoleman identified the five 'domains' of EQ as:

1. Knowing your emotions.2. Managing your own emotions.3. Motivating yourself.4. Recognising and understanding other people's emotions.5. Managing relationships, i.e., managing the emotions of

others.

Emotional Intelligence embraces and draws from numerous other branches of behavioural, emotional and communications theories, such as NLP (Neuro-Linguistic Programming), Transactional Analysis, and empathy. By developing our Emotional Intelligence in these areas and the five EQ domains we can become more productive and successful at what we do, and help others to be more productive and successful too. The process and outcomes of Emotional Intelligence development also contain many elements known to reduce stress for individuals and organizations, by decreasing conflict, improving relationships and understanding, and increasing stability, continuity and harmony. 

emotional intelligence competence framework, case studies, examples, tools, tests, information and related theory references

The following excellent free Emotional Intelligence materials in pdf file format (Acrobat Reader required to view) are provided with permission of Daniel Goleman on behalf of the Consortium for Research on Emotional Intelligence, which is gratefully acknowledged:

The Emotional Competence Framework - a generic EQ competence framework produced by Daniel Goleman and CREI covering in summary:

personal competence - self-awareness, self-regulation, self-motivation

social competence - social awareness, social skills

'Emotional Intelligence: what is it and why it matters'. An excellent information paper by Dr Cary Cherniss originally presented at the annual meeting of the Society for Industrial and Organizational Psychology, in New Orleans, April 2000. This is a detailed history and explanation of Emotional Intelligence.

The Business Case for Emotional Intelligence - a paper by Dr Cary Cherniss featuring 19 referenced business and organizational case studies demonstrating how Emotional Intelligence contributes to corporate profit performance. The paper is an excellent tool which trainers, HR professionals and visionaries can use to help justify focus, development, assessment, etc., of EQ in organizations.

Guidelines for Promoting Emotional Intelligence in the Workplace - a paper chiefly constructed by Cary Cherniss and Daniel Goleman featuring 22 guidelines which represent the best current knowledge relating to the promotion of EQ in the workplace, summarised as:paving the way

assess the organization's needs assessing the individual delivering assessments with care

maximising learning choice encouraging participation linking goals and personal values adjusting individual expectations assessing readiness and motivation for EQ development

doing the work of change foster relationships between EQ trainers and learners self-directed change and learning setting goals breaking goals down into achievable steps providing opportunities for practice give feedback using experiential methods build in support use models and examples encourage insight and self-awareness

encourage transfer and maintenance of change (sustainable change)

encourage application of new learning in jobs develop organizational culture that supports learning

evaluating the change - did it work? evaluate individual and organizational effect

 More information about Emotional Intelligence, plus details of EQ tests, EQ training and EQ development in general are available at the Consortium for Research on Emotional Intelligence in Organizations.

 

tips on how to explain emotional intelligence - perspectives and examplesAs mentioned above, Daniel Goleman's approach to Emotional Intelligence is not the only one. The work of Mayer, Salovey and Caruso is also very significant in the field of Emotional Intelligence and can be explored further on John Meyer's Emotional Intelligence website.When teaching or explaining Emotional Intelligence it can be helpful to the teacher and learners to look at other concepts and methodologies, many of which contain EQ elements and examples.Emotional Intelligence tests/activities/exercises books - for young people ostensibly, but just as relevant to grown-ups - provide interesting and useful exercises, examples, theory, etc., for presentations and participative experience if you are explaining EQ or teaching a group. For example '50 Activities For Teaching Emotional Intelligence' by Dianne Schilling - my copy was published by Innerchoice Publishing - ISBN 1-56499-37-0, if you can find it. Otherwise look at Amazon and search for 'activities for teaching emotional intelligence').There's a very strong link between EQ and TA (Transactional Analysis). To understand and explain EQ you can refer to the 'adult' aspect of the TA model (for example, we are less emotional intelligent/mature when slipping into negative child or parent modes). In this way we can see that one's strength in EQ is certainly linked to personal experience, especially formative years.NLP (Neuro -Linguistic Programming ) is very relevant to EQ, as is Multiple Intelligences Theory.Ethical business and socially responsible leadership are strongly connected to EQ.So is the concept of love and spirituality in organisations. Compassion and humanity are fundamental life-forces; our Emotional Intelligence enables us to appreciate and develop these vital connections between self, others, purpose, meaning, existence, life and the world as a whole, and to help others do the same.

People with strong EQ have less emotional 'baggage', and conversely people with low EQ tend to have personal unresolved issues which either act as triggers (see Freud/Penfield TA roots explanation) or are constants in personality make-up.Cherie Carter-Scott's 'If Life Is Game' and Don Miguel Ruiz's The Four Agreements' also provide excellent additional EQ reference perspectives.Empathy and active interpretive modes of listening are also very relevant to EQ.Ingham and Luft's Johari Window and associated exercises on the free team building games section also help explain another perspective. That is, as a rule, the higher a person's EQ, the less insecurity is likely to be present, and the more openness will be tolerated.High EQ = low insecurity = more openness.A person's preparedness to expose their feelings, vulnerabilities, thoughts, etc., is a feature of EQ. Again the converse applies. Johari illustrates this very well (see the Johari Window diagram  pdf also).Maslow' theory is also relevant to Emotional Intelligence. Self-actualizers naturally have stronger EQ. People struggling to meet lower order needs - and arguably even middle order needs such as esteem needs - tend to have lower EQ than self-actualizers. The original 5 stage Hierarchy of Needs explains that all needs other than self-actualization are deficiency drivers, which suggest, in other words, some EQ development potential or weakness.There is a strong thread of EQ running through Stephen Covey's 7 Habits.In fact, most theories involving communications and behaviour become more powerful and meaningful when related to Emotional Intelligence, for example:

Leadership Buying Facilitation ® Benziger Thinking Styles and Assessment Model McGregor XY Theory