A PRESENTATION ON

EMOTIONAL INTELLIGENCE2005

BYV.K.SINGH

EMOTIONAL INTELLIGENCE WHAT IS EMOTIONAL INTELLIGENCE OR EQ?

HISTORY OF THE TERM “EMOTIONAL INTELLIGENCE”.

MAYER AND SALOVEY AND EMOTIONAL INTELLIGENCE (EI).

GOLEMAN AND EMOTIONAL INTELLIGENCE.

MEASURES OF EMOTIONAL INTELLIGENCE.

WHY IT CAN MATTER MORE THAN IQ?

WHAT IS EMOTIONAL INTELLIGENCE OR EQ?

EMOTIONAL INTELLIGENCE REPRESENTS AN ABILITY TO VALIDLY REASON WITH EMOTIONS AND TO USE EMOTIONS TO ENHANCE THOUGHT.

A MORE FORMAL DEFINITION IS...

EMOTIONAL INTELLIGENCE, ALSO CALLED EI OR EQ (EMOTIONAL QUOTIENT), DESCRIBES AN ABILITY, CAPACITY, OR SKILL TO PERCEIVE, ASSESS, AND MANAGE THE EMOTIONS OF ONE'S SELF, OF OTHERS, AND OF GROUPS. HOWEVER, BEING A RELATIVELY NEW AREA, THE DEFINITION OF EMOTIONAL INTELLIGENCE IS STILL IN A STATE OF FLUX.

HISTORY OF THE TERM EMOTIONAL INTELLIGENCE

=EMOTIONAL INTELLIGENCE

SKILL TO PERCEVIVE, ASSESS AND MANAGE THE EMOTIONS OF ONE’S SELF, OF OTHERS, OF GROUPS AND TO USE EMOTION TO ENHANCE THOUGHT.

IN 1985 WAYNE LEON PAYNE, A GRADUATE STUDENT AT AN ALTERNATIVE LIBERAL ARTS COLLEGE IN THE USA WROTE A DOCTORAL DISSERTATION WHICH INCLUDED THE TERM "EMOTIONAL INTELLIGENCE" IN THE TITLE. THIS SEEMS TO BE THE FIRST ACADEMIC USE OF THE TERM "EMOTIONAL INTELLIGENCE." IN NEXT FIVE YEARS, NO ONE ELSE SEEMS TO HAVE USED THE TERM "EMOTIONAL INTELLIGENCE" IN ANY ACADEMIC PAPERS.

THE TERM "EMOTIONAL INTELLIGENCE" APPEARS TO HAVE ORIGINATED WITH WAYNE PAYNE (1985), BUT WAS POPULARIZED BY DANIEL GOLEMAN (1995). THE LEADING RESEARCH ON THE CONCEPT ORIGINATED WITH PETER SALOVEY AND JOHN "JACK" MAYER STARTING IN THE LATE 1980S. IN 1990, THEIR SEMINAL PAPER DEFINED THE CONCEPT AS INTELLIGENCE. MAYER AND SALOVEY CONTINUE TO RESEARCH THE CONCEPT AND CREATED AND EMOTIONAL INTELLIGENCE TEST CALLED THE MSCEIT (MAYER-SALOVEY-CARUSO EMOTIONAL INTELLIGENCE TEST). THE TERM "EMOTIONAL QUOTIENT" SEEMS TO HAVE ORIGINATED IN AN ARTICLE BY KEITH BEASLEY (1987).

THE PERSON MOST COMMONLY ASSOCIATED WITH THE TERM ‘EMOTIONAL INTELLIGENCE’ IS ACTUALLY A NEW YORK WRITER NAMED DANIEL GOLEMAN. GOLEMAN HAD BEEN WRITING ARTICLES FOR THE MAGAZINE POPULAR PSYCHOLOGY AND THEN LATER FOR THE NEW YORK TIMES NEWSPAPER. AROUND 1994 AND EARLY 1995 HE WAS EVIDENTLY PLANNING TO WRITE A BOOK ABOUT “EMOTIONAL LITERACY.” EVER SINCE THE PUBLICATION OF DANIEL GOLEMAN’S FIRST BOOK ON THE TOPIC IN 1995, EMOTIONAL INTELLIGENCE HAS BECOME ONE OF THE HOTTEST BUZZWORDS IN CORPORATE AMERICA. FOR INSTANCE, WHEN THE HARVARD BUSINESS REVIEW PUBLISHED AN ARTICLE ON THE TOPIC TWO YEARS AGO, IT ATTRACTED A HIGHER PERCENTAGE OF READERS THAN ANY OTHER ARTICLE PUBLISHED IN THAT PERIODICAL IN THE LAST 40 YEARS.

MAYER AND SALOVEY AND EMOTIONAL INTELLIGENCE

1985: WAYNE LEON PAYNE STUDENT OF LIBERAL ARTS COLLEGE IN USA, WORTE A DOCTORAL DISSERTATION WHICH INCLUDE THE TERM EMOTIONAL INTELLIGENCE IN THE TITLE.

1990: JOHN D.MAYER AND PETER SALOVEY PUBLISHED A SERIES OF PAPER ON EMOTIONAL INTELLIGENCE.

1995: AFTER MAYER AND SALOVEY DANIEL GOLEMAN POPULARIZED HIS VIEW OF EI IN THE BEST SELLING BOOK: EMOTIONAL INTELLIGENCE: WHY IT CAN MATTER MORE THAN IQ.

IN THE EARLY 1990S, JOHN D. MAYER AND PETER SALOVEY PUBLISHED A SERIES OF PAPERS ON EMOTIONAL INTELLIGENCE. (SALOVEY AND MAYER 1990) (MAYER AND SALOVEY 1993) THEY SUGGESTED THAT THE CAPACITY TO PERCEIVE AND UNDERSTAND EMOTIONS DEFINE A NEW VARIABLE IN PERSONALITY. THE MAYER-SALOVEY MODEL DEFINES EMOTIONAL INTELLIGENCE AS THE CAPACITY TO UNDERSTAND EMOTIONAL INFORMATION AND TO REASON WITH EMOTIONS. MORE SPECIFICALLY, THEY DIVIDE EMOTIONAL INTELLIGENCE ABILITIES INTO FOUR AREAS -- IN THEIR FOUR BRANCH MODEL:

1. THE CAPACITY TO ACCURATELY MANAGING EMOTIONS.2. THE CAPACITY TO UNDERSTAND EMOTIONAL MEANINGS.3. THE CAPACITY TO USE EMOTIONS TO FACILITATE THINKING.4. THE CAPACITY TO PERCEIVING EMOTIONS.

THESE FOUR ABILITIES ARE ASSESSED BY CRITERION-BASED (OR ABILITIES-BASED) TESTS (THE RESEARCHERS HAVE INTRODUCED SEVERAL VERSIONS, THE LATEST OF WHICH IS THE MSCEIT V2.0).

GOLEMAN AND EMOTIONAL INTELLIGENCE DANIEL GOLEMAN POPULARIZED HIS VIEW OF EMOTIONAL INTELLIGENCE IN THE 1995 BEST-SELLING BOOK: EMOTIONAL INTELLIGENCE: WHY IT CAN MATTER MORE THAN IQ. (GOLEMAN 1995) GOLEMAN GENERALIZED THE MAYER/SALOVEY RESEARCH AND ADAPTED IT TO A GENERAL PUBLIC AUDIENCE. IN DOING SO, HE ALTERED THE MEANING OF THE TERM AND ADDED CLAIMS THAT THE ORIGINAL THEORY NEVER MADE. MUCH OF HIS BOOK IS BASED ON MAYER AND SALOVEY'S ORIGINAL 1990 ARTICLE. HOWEVER, HE MODIFIED (MAYER 2005).

MANAGING EMOTIONS

UNDERSTANDING EMOTIONS

FACILITATING THOUGHT

PERCEIVEING EMOTIONS

EMOTIONAL INTELLIGENCE

GOLEMAN'S POPULARIZED DEFINITION OF EMOTIONAL INTELLIGENCE AT FIRST DISPLACED THE MORE CAREFUL SCIENTIFIC DEFINITION OF MAYER AND SALOVEY IN THE PUBLIC IMAGINATION. GOLEMAN BROUGHT ATTENTION TO THE FACT THAT EMOTIONS PLAY A CRUCIAL ROLE IN EVERYDAY LIFE, AND THAT SO-CALLED "NORMAL" PEOPLE CAN ENHANCE THEIR EMOTIONAL COMPETENCY. GOLEMAN DIVIDES EMOTIONAL INTELLIGENCE INTO THE EMOTIONAL COMPETENCIES FRAMEWORK AND THIS FRAMEWORK DEPEND ON THE GOLEMAN FIVE COMPETENCE.

a FRAMEWORK OF EMOTIONAL COMPETENCESSELF PERSONAL COMPETENCE

OTHER SOCIAL COMPETENCE

RECOGNITION

SELF-AWARENESS

EMTIONAL SELF-AWARENESS

ACCURATE SELF-AWARENESS

SELF CONFIDENCE

SOCIAL AWARENESS

EMPATHY SERVICE ORIENTATION ORGANIZATIONAL

AWARENESS

REGULATION

SELF-MANAGEMENT

SELF-CONTROL TRUSTWORTHINESS CONSCIENTIOUSNESS ADAPTABILITY ACHIEVEMENT DRIVE INITIATIVE

RELATIONSHIP MANAGEMENT

DEVELOPING OTHERS INFLUENCE COMMUNICATION CONFLICT MANAGEMENT LEADERSHIP CHANGE CATALYST BUILDING BONDS TEAMWORK &

COLLABORATION

GOLEMAN'S FIVE EMOTIONAL COMPETENCIES1. THE ABILITY TO IDENTIFY AND NAME ONE'S EMOTIONAL STATES AND TO UNDERSTAND

THE LINK BETWEEN EMOTIONS, THOUGHT AND ACTION.2. THE CAPACITY TO MANAGE ONE'S EMOTIONAL STATES — TO CONTROL EMOTIONS OR

TO SHIFT UNDESIRABLE EMOTIONAL STATES TO MORE ADEQUATE ONES.3. THE ABILITY TO ENTER INTO EMOTIONAL STATES (AT WILL) ASSOCIATED WITH A DRIVE

TO ACHIEVE AND BE SUCCESSFUL.4. THE CAPACITY TO READ, BE SENSITIVE, AND INFLUENCE OTHER PEOPLE'S EMOTIONS.5. THE ABILITY TO ENTER AND SUSTAIN SATISFACTORY INTERPERSONAL

RELATIONSHIPS.

IN GOLEMAN'S VIEW, THESE EMOTIONAL COMPETENCIES BUILD ON EACH OTHER IN A HIERARCHY. GOLEMAN OBSERVES THAT EMOTIONS ALWAYS EXIST — WE ALWAYS FEEL SOMETHING.

MEASURES OF EMOTIONAL INTELLIGENCE

SOME PEOPLE ASK WHETHER EMOTIONAL INTELLIGENCE SHOULD BE MEASURED AT ALL. YES, THE MAYER-SALOVEY-CARUSO EMOTIONAL INTELLIGENCE TESTS (MSCEIT'S) ARE TESTS DESIGNED TO MEASURE EMOTIONAL INTELLIGENCE BY DIRECTLY ASSESSING A PERSON'S CAPACITY TO IDENTIFY EMOTIONS IN OTHERS, TO USE EMOTIONS TO FACILITATE THOUGHT, TO UNDERSTAND EMOTIONAL MEANINGS, AND TO KNOW HOW TO

MANAGE EMOTIONS. THE MSCEIT MEASURE IS AN ‘OBJECTIVE’ MEASURE OF EI INVOLVING A SERIES OF EMOTION-BASED PROBLEM SOLVING ITEMS WITH RELATIVELY LOW FACE-VALIDITY. THE MSCEIT’S CLAIM TO MEASURE EMOTIONAL INTELLIGENCE ACROSS THE FOLLOWING DOMAINS:

EXPERIENTIAL AREA STRATEGIC AREA

PERCEVING EMOTION BRANCH

FACILITATING THINKING BRANCH

UNDERSTANDING EMOTIONAL MEANING BRANCH

MANAGING EMOTIONS BRANCH

WHY IT CAN MATTER MORE THAN IQ?

COGNITIVE OR IQ BASED LEARNING INVOLVES FITTING NEW DATA AND INSIGHTS INTO EXISTING FRAMEWORKS OF ASSOCIATION AND UNDERSTANDING, EXTENDING AND ENRICHING THE CORRESPONDING NEURAL CIRCUITRY. BUT EMOTIONAL LEARNING INVOLVES THAT AND MORE-IT REQUIRES THAT WE ALSO ENGAGE THE NEURAL CIRCUITRY WHERE OUR SOCIAL AND EMOTIONAL HABIT REPERTOIRE IS STORED. CHANGING HABITS SUCH AS LEARNING TO APPROACH PEOPLE POSITIVELY INSTEAD OF AVOIDING THEM, TO LISTEN BETTER, OR TO GIVE FEEDBACK SKILLFULLY, IS A MORE CHALLENGING TASK THAN SIMPLY ADDING NEW INFORMATION TO OLD.

IQ BY ITSELF IS NOT A VERY GOOD PREDICTOR OF JOB PERFORMANCE. TO PUT IT ANOTHER WAY, IF YOU ARE A SCIENTIST, YOU PROBABLY NEEDED AN IQ OF 120 OR SO SIMPLY TO GET A DOCTORATE AND A JOB. BUT THEN IT IS MORE IMPORTANT TO BE ABLE TO PERSIST IN THE FACE OF DIFFICULTY AND TO GET ALONG WELL WITH COLLEAGUES AND SUBORDINATES THAN IT IS TO HAVE AN EXTRA 10 OR 15 POINTS OF IQ. THE SAME IS TRUE IN MANY OTHER OCCUPATIONS.

WE ALSO SHOULD KEEP IN MIND THAT COGNITIVE AND NON-COGNITIVE ABILITIES ARE VERY MUCH RELATED. IN FACT, THERE IS RESEARCH SUGGESTING THAT EMOTIONAL AND SOCIAL SKILLS ACTUALLY HELP IMPROVE COGNITIVE FUNCTIONING. EMOTIONAL INTELLIGENCE IS MATTER MORE THAN COGNITIVE OR IQ.

CONCLUSIONSO IS THERE ANYTHING NEW ABOUT EMOTIONAL INTELLIGENCE? IN SOME WAYS, EMOTIONAL INTELLIGENCE REALLY IS NOT NEW. IN FACT, IT IS BASED ON A LONG HISTORY OF RESEARCH AND THEORY IN PERSONALITY AND SOCIAL, AS WELL AS I/O, PSYCHOLOGY. FURTHERMORE, GOLEMAN HAS NEVER CLAIMED OTHERWISE. IN FACT, ONE OF HIS MAIN POINTS WAS THAT THE ABILITIES ASSOCIATED WITH EMOTIONAL INTELLIGENCE HAVE BEEN STUDIED BY PSYCHOLOGISTS FOR MANY YEARS, AND THERE IS AN

IMPRESSIVE, AND GROWING, BODY OF RESEARCH SUGGESTING THAT THESE ABILITIES ARE IMPORTANT FOR SUCCESS IN MANY AREAS OF LIFE.

HOWEVER, RATHER THAN ARGUING ABOUT WHETHER EMOTIONAL INTELLIGENCE IS NEW, I BELIEVE IT IS MORE USEFUL AND INTERESTING TO CONSIDER HOW IMPORTANT IT IS FOR EFFECTIVE PERFORMANCE AT WORK. ALTHOUGH I HAVE NOT HAD THE TIME TO COVER VERY MUCH OF IT, I HOPE I HAVE SHOWN THAT THERE NOW IS A CONSIDERABLE BODY OF RESEARCH SUGGESTING THAT A PERSON'S ABILITY TO PERCEIVE, IDENTIFY, AND MANAGE EMOTION PROVIDES THE BASIS FOR THE KINDS OF SOCIAL AND EMOTIONAL COMPETENCIES THAT ARE IMPORTANT FOR SUCCESS IN ALMOST ANY JOB. FURTHERMORE, AS THE PACE OF CHANGE INCREASES AND THE WORLD OF WORK MAKE EVER GREATER DEMANDS ON A PERSON'S COGNITIVE, EMOTIONAL, AND PHYSICAL RESOURCES, THIS PARTICULAR SET OF ABILITIES WILL BECOME INCREASINGLY IMPORTANT. AND THAT IS GOOD NEWS FOR I/O PSYCHOLOGISTS, FOR THEY ARE THE ONES WHO ARE BEST SITUATED TO HELP CLIENTS TO USE EMOTIONAL INTELLIGENCE TO IMPROVE BOTH PRODUCTIVITY AND PSYCHOLOGICAL WELL-BEING IN THE WORKPLACE OF TOMORROW.