Emotional Intelligence

Definitions and History

Working Definitions
y Emotion - Organized mental response to an event that

includes psychological, experiential, and cognitive aspects

y Internal, external
y Darwin said that emotional expression has evolved across species - implies that

emotion and the capacity to read it is universal across human beings and related mammals.

Definitions
y Intelligence - as defined by others y "I define [intelligence] as your skill in achieving whatever

it is you want to attain in your life within your sociocultural context. By capitalizing on your strengths and compensating for, or correcting, your weaknesses Sternberg
y "An intelligence is the ability to solve problems, or to

create products, that are valued within one or more cultural settings ( Gardner, 1983/2003, p. x)"

Putting it together
y The Connection between emotion and intelligence

y Emotional intelligence is the capacity to reason about

emotions and to enhance thinking.

y Emotional intelligence combines affect with cognition,

emotion with intelligence

Robert Thorndike (1937)

y Began writing about social intelligence in 1937 y Mechanical intelligence - the ability to visualize relationships

among objects and understand how the physical world worked y Social intelligence - the ability to function successfully in interpersonal situations".

y http://www.indiana.edu/~intell/ethorndike.shtml

David Weschler
y Defined intelligence as the aggregate

or global capacity of the individual to think rationally and to deal effectively with his environment
y viewed intelligence as an effect rather

than a cause, and asserted that nonintellective factors, such as personality, contribute to the development of each persons intelligence.
y Tests are still based on his philosophy

that intelligence is "the global capacity to act purposefully, to think rationally, and to deal effectively with [one's] environment" (cited in Kaplan & Saccuzzo, p. 256).

Howard Gardner
Theory of Multiple Intelligence
y Proposed that intrapersonal

and interpersonal intelligences are as important as IQ

Peter Salovey and John Mayer - 1990

y Credited with coining the

term emotional intelligence y Helped develop valid measures of EI

y A type of social intelligence that helps

to monitor emotions and discriminate among them to guide ones actions

Daniel Goleman - 1985

y Produced best seller book

Emotional Intelligence y Started discussing how traditional tests of cognitive intelligence (IQ) dont adequately predict success in life y Said EQ matters twice as much as IQ

5 Attributes of Emotional Intelligence

y Self Awareness y Self Regulation y Motivation y Empathy y Social Skill

IQ vs. EQ
y Researches are finding y High Levels of EI are

that IQ alone is not a good predictor of job performance y Understanding emotion is most cognitive in reasoning and has the highest correlation to IQ

associated with: y Participative Managment y Putting people at ease y self-awareness y Balance of life and work y Building and mending Relationships

IQ vs. EQ
Difference in Emotional and Cognitive INFO
y Emotional Info y Cognitive Info

y Emotional information

y Describes rules that have

pertains to the human world y People are studied y Less universal agreement to the systemization

areas of application beyond immediate living world y Objects are studied y High level of systemization more fixed, certain, and objective

Sommerville Study
y IQ gets you hired, but Emotional

Intelligence (EQ) gets you promoted is the slogan mentioned in the TIME magazine cover story on The EQ Factor (TIME, 1995 )
Sommerville Study
y 40 yr longitudinal study 450 boys in MA y 66% from welfare families, 33% had IQ below 90 y Showed IQ had little correlation to how well the boys did at

work later in life

Berkley - Ph.Ds
y 80 PhDs in science underwent a battery of personality and

intelligence testing and interviews y 40 yrs later researchers followed up on resumes and repeat interviews to determine level of success y Found social and emotional abilities were 4x more important than IQ in determining professional success and prestige

Marshmallow studies - Stanford

y 4 yr olds were placed in a room with

marshmallows - the investigator told the children they could have two marshmallows if they wait to eat when the investigator got back y 14 yrs later follow up studies were conducted and the investigators found that those who were able to resist temptation scored an average 210 pts higher on SAT

Emotional Intelligence
Measurement Instruments

EQ-i
yDeveloped by Dr. Reuven Bar-On in 1996. yThe first test of emotional intelligence to be published by a psychological test publisher (1997). yEQ-I is the most comprehensive, practical and widelyadministered tool in the field of emotional intelligence (EQ) yThe test y A self-report measure designed to measure a number of constructs related to EI. y Consists of 133 items. y Takes approximately 30 minutes to complete.

yIt gives an overall EQ score as well as scores for the following five composite scales and 15 subscales:
y

Intrapersonal (self-awareness and self-expression) y Self-Regard: To accurately perceive, understand and accept oneself y Emotional Self-Awareness: To be aware of and understand ones emotions y Assertiveness: To effectively and constructively express ones emotions and oneself y Independence: To be self-reliant and free of emotional dependency on others y Self-Actualization: To strive to achieve personal goals and actualize ones potential Interpersonal (social awareness and interpersonal relationship) y Empathy: To be aware of and understand how others feel y Social Responsibility: To identify with ones social group and cooperate with others y Interpersonal Relationship: To establish mutually satisfying relationships and relate well with others Stress Management (emotional management and regulation) y Stress Tolerance: To effectively and constructively manage emotions y Impulse Control: To effectively and constructively control emotions Adaptability (change management) y Reality-Testing: To objectively validate ones feelings and thinking with external reality y Flexibility: To adapt and adjust ones feelings and thinking to new situations y Problem-Solving: To effectively solve problems of a personal and interpersonal nature General Mood (self-motivation) y Optimism: To be positive and look at the brighter side of life y Happiness: To feel content with oneself, others and life in general

Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)

yAn ability-based test designed to measure the four branches of the EI model of Mayer and Salovey. yDeveloped from an intelligence-testing tradition formed by the emerging scientific understanding of emotions and their function and from the first published ability measure specifically intended to assess emotional intelligence, namely Multifactor Emotional Intelligence Scale (MEIS). yConsists of 141 items and takes 30-45 minutes to complete.

yMeasures the four branches of Emotional Intelligence: y Perceiving Emotions - The ability to perceive emotions in oneself and others as well as in objects, art, stories, music, and other stimuli. y Facilitating Thought - The ability to generate, use, and feel emotion as necessary to communicate feelings or employ them in other cognitive processes. y Understanding Emotions - The ability to understand emotional information, to understand how emotions combine and progress through relationship transitions, and to appreciate such emotional meanings. y Managing Emotions - The ability to be open to feelings, and to modulate them in oneself and others so as to promote personal understanding and growth.

Emotional Competence Inventory (ECI)

yDeveloped by the Hay Group in conjunction with Drs. Daniel Goleman and Richard Boyatzis, both thought leaders and researchers in the field of emotional intelligence, leadership and adult development. yState-of-the-art multi-rater (360-degree) online survey that gives you valuable insight into how key people in your environment perceive your effectiveness in intra- and interpersonal relationships skills.

yProvides information on the consistency and competency demonstrated in 4 critical areas of emotional intelligence that encompass the following 18 abilities:
y

y y y

Self-Awareness Emotional Self-Awareness Accurate Self-Assessment Self-Confidence Self-Management Emotional Self-Control Transparency Adaptability Achievement Orientation Initiative Optimism Social Awareness Empathy Organizational Awareness Service Orientation Relationship Management Developing Others Inspirational Leadership Change Catalyst Influence Conflict Management Teamwork and Collaboration

y
y y y y y y

y
y y y
y

y y y y y y

Emotional Intelligence Quiz

y from y Emotionaliq.net

Questions and Answers

Question 1
yYou're on an airplane that suddenly hits

extremely bad turbulence and begins rocking from side to side. yWhat do you do?
y a. Continue to read your book or magazine, or watch the movie,

paying little attention to the turbulence. yb. Become vigilant for an emergency, carefully monitoring the stewardesses and reading the emergency instructions card. yc. A little of both a and b. yd. Not sure -- never noticed.

Answer 1
yAnything but D -- that answer reflects a

lack of awareness of your habitual responses under stress.

y

A=20, B=20, C=20, D=0.

Question 2
yYou've taken a group of 4-year-olds to the

park, and one of them starts crying because the others won't play with her. y What do you do?
ya. Stay out of it -- let the kids deal with it on their own. yb. Talk to her and help her figure out ways to get the other kids to

play with her. yc. Tell her in a kind voice not to cry. yd. Try to distract the crying girl by showing her some other things she could play with.

Answer 2
yB is best. Emotionally intelligent parents use

their children's moments of upsets as opportunities to act as emotional coaches, helping their children understand what made them upset, what they are feeling, and alternatives the child can try.
A=0, B=20, C=0, D=0.

Question 3
yAssume you're a college student who had hoped to get an "A" in

a course, but you have just found out you got a "C-" on the midterm.
y What do you do?

ya. Sketch out a specific plan for ways to improve your grade and resolve

to follow through on your plans.

yb. Resolve to do better in the future. yc. Tell yourself it really doesn't matter much how you do in the course,

and concentrate instead on other classes where your grades are higher. grade.

yd. Go to see the professor and try to talk her into giving you a better

Answer 3
yA. One mark of self-motivation is being

able to formulate a plan for overcoming obstacles and frustrations and follow through on it.
A=20, B=0, C=0, D=0.

Question 4
yImagine you're an insurance salesman

calling prospective clients. Fifteen people in a row have hung up on you, and you're getting discouraged. y What do you do?
ya. Call it a day and hope you have better luck tomorrow. yb. Assess qualities in yourself that may be undermining your ability

to make a sale. yc. Try something new in the next call, and keep plugging away. yd. Consider another line of work.

Answer 4
yC. Optimism, a mark of emotional

intelligence, leads people to see setbacks as challenges they can learn from, and to persist, trying out new approaches rather than giving up, blaming themselves, or getting demoralized.
y

A=0, B=0, C=20, D=0.

Question 5
yYou're a manager in an organization that

is trying to encourage respect for racial and ethnic diversity. You overhear someone telling a racist joke. yWhat do you do?
ya. Ignore it -- it's only a joke. yb. Call the person into your office for a reprimand. yc. Speak up on the spot, saying that such jokes are inappropriate

and will not be tolerated in your organization. yd. Suggest to the person telling the joke he go through a diversity training program.

Answer 5
yC. The most effective way to create an

atmosphere that welcomes diversity is to make clear in public that the social norms of your organization do not tolerate such expressions. Instead of trying to change prejudices (a much harder task), keep people from acting on them.
yA=0, B=0, C=20, D=0.

Question 6
yYou're trying to calm down a friend who

has worked himself up into a fury at a driver in another car who has cut dangerously close in front of him. yWhat do you do?
ya. Tell him to forget it -- he's okay now and it's no big deal. yb. Put on one of his favorite tapes and try to distract him. yc. Join him in putting down the other driver, as a show of rapport. yd. Tell him about a time something like this happened to you and

how you felt as mad as he does now, but then you saw the other driver was on the way to a hospital emergency room.

Answer 6
yD. Data on rage and how to calm it show the

effectiveness of distracting the angry person from the focus of his rage, empathizing with his feelings and perspective, and suggesting a less anger-provoking way of seeing the situation.
yA=0, B=5, C=5, D=20.

Question 7
yYou and your life partner have gotten into an

argument that has escalated into a shouting match; you're both upset and, in the heat of anger, making personal attacks you don't really mean.
yWhat's the best thing to do?
ya. Take a 20-minute break and then continue the discussion. yb. Just stop the argument -- go silent, no matter what your partner

says. yc. Say you're sorry and ask your partner to apologize, too. yd. Stop for a moment, collect your thoughts, then state your side of the case as precisely as you can.

Answer 7
y A. Take a break of 20 minutes or more. It

takes at least that long to clear the body of the physiological arousal of anger -which distorts your perception and makes you more likely to launch damaging personal attacks. After cooling down you'll be more likely to have a fruitful discussion.
y A=20, B=0, C=0, D=0.

Question 8
yYou've been assigned to head a working

team that is trying to come up with a creative solution to a nagging problem at work. yWhat's the first thing you do?
ya. Draw up an agenda and allot time for discussion of each item so

you make best use of your time together. yb. Have people take the time to get to know each other better. yc. Begin by asking each person for ideas about how to solve the problem, while the ideas are fresh. yd. Start out with a brainstorming session, encouraging everyone to say whatever comes to mind, no matter how wild.

Answer 8
yB. Creative groups work at their peak

when rapport, harmony, and comfort levels are highest -- then people are freer to make their best contribution.

yA=0, B=20, C=0, D=0

Question 9
yYour 3-year-old son is extremely timid,

and has been hypersensitive about -- and a bit fearful of -- new places and people virtually since he was born. yWhat do you do?
ya. Accept that he has a shy temperament and think of ways to

shelter him from situations that would upset him. yb. Take him to a child psychiatrist for help. yc. Purposely expose him to lots of new people and places so he can get over his fear. yd. Engineer an ongoing series of challenging but manageable experiences that will teach him he can handle new people and places.

Answer 9
yD. Children born with a timid

temperament can often become more outgoing if their parents arrange an ongoing series of manageable challenges to their shyness.
yA=0, B=5, C=0, D=20

Question 10
yFor years you've been wanting to get back to

learning to play a musical instrument you tried in childhood, and now, just for fun, you've finally gotten around to starting. You want to make the most effective use of your time. yWhat do you do?
ya. Hold yourself to a strict practice time each day. yb. Choose pieces that stretch your abilities a bit. yc. Practice only when you're really in the mood. yd. Pick pieces that are far beyond your ability, but that you can

master with diligent effort.

Answer 10
yB. By giving yourself moderate

challenges, you are most likely to get into the state of flow, which is both pleasurable and where people learn and perform at their best.
yA=0, B=20, C=0, D=0.

Total your score!

Results
y

y y y y

200 -- Highest Score 125 to 175 -- High 76-124 -- Average 0 to 75 -- Low

What does your score mean?

Emotional Intelligence
yEmotional Intelligence tests assesses your capacity to recognize your own emotions and those of others; understand how best to motivate yourself; become close to others; and manage your own feelings and those of others. yEmotional intelligence contributes a great deal to your potential in life. A poor emotional intelligence can hold a brilliant individual back from achieving his or her goals, while a good EIQ can help someone who might otherwise struggle achieve success in life.

yEmotionally intelligent people have an easy time overcoming difficulties in their lives and they are generally able to control their moods. They are able to motivate themselves to overcome obstacles and to reach their goals. In addition, they find social interactions to be quite easy and fulfilling. They are comfortable allowing themselves to get close with others, and feel comfortable being vulnerable enough to establish intimacy. They also report having an easy time offering support to others; likely due to an empathetic nature and a solid ability to offer advice.

yLeaders with high emotional intelligence excel in participative management and change management. They are self-aware, decisive, and straightforward. These leaders are experts at putting people at ease and dealing with problem employees. They are well versed in building and mending relationships and are able to find balance between work and personal life. They are generally successful, optimistic, and willing to do whatever it takes.

You are the Human Resources Director. What qualities are you looking for in the applicants for your new faculty position?

Characteristics of a high EI employee

yOptimist yLeadership capabilities yEffective in their position yAgreeableness yVerbal Intelligence yParticipates in meaningful social interactions yLimited or absent harmful or deviant behaviors

Optimism verses Pessimism Learned optimism Is the glass half empty or Optimists tend to look at defeat half full? as a temporary setback, not their
fault, and related to this one instance Pessimists tend to look at defeat as long-term, being their fault, and all-encompassing

Value of Emotional Intelligence in the Workplace

Met Life Example

y Martin Seligman

Optimism verses Pessimism Putting it in perspective

eadership Effectiveness
yRosete et. al y Higher Emotional Intelligence y was positively associated with y increased leadership y effectiveness

Effectiveness
y(Spencer & Spencer, 1993; Spencer, McClelland, &

Kelner, 1997) LOreal salespeople with certain emotional competencies sold more products yLess Turnovers

Effectiveness
yU.S. Airforce y Used EQ-I to select recruiters y Competencies: Assertiveness,

empathy, happiness, and emotional self-awareness y Immediate gain of 3 million y dollars

y

Agreeableness and Verbal Intelligence

yAgreeableness
y Ivcevic, Brackett and Mayer (2007) found a low, but signficant

correlation between agreeableness and emotional intelligence y Verbal Intelligence y Ivcevic, Brackett and Mayer (2007) found a moderate correlation with verbal intelligence and emotional intelligence

Meaningful Social Interactions

yBrackett, Mayer, and Warner (2003) y Males with a low EI scored poorly in quality peer

relations y May have difficulty forming meaningful relationships

imited Harmful Social Behaviors

yBrackett, Mayer and Warner (2003) y Low EI is correlated with increased potentially harmful behaviors y Males with low EI are more likely than females with low EI to engage in

deviant behavior

Interpersonal facilitation and stress tolerance

y(Lopes et al, 2006) yGreater merit increases yHigher company rank yBetter peer and supervisor yratings of interpersonal facilitation yand stress tolerance.

How can I increase my emotional intelligence?

Steve Sablack
yThe following slides give some advice on how to increase

your emotional intelligence. y*The following slides are quoted directly from Steve Sablack on the Fountain website
http://www.fountainmagazine.com/articles.php?SIN=f0135982d9 &k=217&541086654&show=part1
yHis suggestions are based on the five key steps of Golemans

model of EI.

Increase self-awareness
yLearn the difference between thoughts and feelings. yAsk yourself how you are feeling throughout the day. yBe open to input from others.

Self-regulation
yMonitor your self-talk yAccept responsibility for your emotional responses in your

life. yAnticipate emotional triggers and prepare for them. yReframe an irritating situation into a problem-solving exercise. yUse humor. yNever underestimate the power of taking deep breaths. yRemove yourself from the situation and keep moving.

Self-Motivation
yBe aware of how you explain setbacks to yourselfstay

realistic. yConnect your goals with your values to get energized. yStrive for reaching a flow state while working on projects. yVisualize! yKeep learning.

Empathy
yLook for nonverbal cues as well as listening for verbal

ones. yShare and be honest about your feelings. yYour spoken and unspoken messages should be consistent. yTake the kinder road whenever possible. There are many ways to deliver opinions and criticism. yTry to see a situation from the other persons perspective.

Effective Relationships
yShare your passion and enthusiasm for your job and the

organizations vision its contagious! yCreate an inspiring work environment. yEngage in creative brainstorming. yBe willing to coach or mentor others and be open to being coached yourself.

References
yBrackett, M.A., Mayer, J.D & Warner, R.M. (2004). Emotional intelligence and its relation to

everyday behavior. Personality and Individual Differences, 36, 1387-1402. yCherniss, C. (1999). The business case for emotional intelligence. Rutgers University, Consortium for Research on Emotional Intelligence in Organizations. yIvcevic, Z., Brackett, M.A., & Mayer, J.D. (2007). Emotional intelligence and emotional creativity. Journal of Personality, 75, 199-235. yLopes, P.N., Grewal, D. , Kadis, J., Gall, M. & Salovey, P. (2006). Evidence that emotional intelligence is re4lated to job performance and affect and attitudes at work. Psicothema, 18, 132138. yRosete, D. (2005, June). A leaders edge what attributes make an effective leader. Paper presented at the 5th Annual Emotional Intelligence Conference, Netherlands. ySeligman, M.E. Learned optimism. Retrieved October 2, 2008 from http://wwwshearonforschools.com/learned_optimism.htm . ySeligman, M.E. (2008). Two ways of looking at life. Retrieved September 30, 2008 from http://www.enotalone.com/article/5412.html .

Sources
y

Center for Creative Leadership. (2003). Leadership skills & emotional intelligence. Retrieved Sept 26, 2008. http://www.ccl.org/leadership/pdf/assessments/skills_intelligence.pdf

y y y y y

Mayer, J.D., Salovey, P., Caruso, D.R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197-215. Mayer, J.D., Salovey, P., Caruso, D.R., Sitarenios, G. (2001). Emotional intelligence as a standard intelligence. Emotion, 1(3), 232-242. Mayer, J.D., Caruso, D.R., Salovey, P. (2000). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298. Robertson, S.A. (2007). Got eq? Increasing cultural and clinical competence through emotional intelligence. Communication Disorders Quarterly, 29(1), 14-19. Romanelli, F., Cain, J., Smith, K.M. (2006). Emotional intelligence as a predictor of academic and/or professional success. American Journal of Pharmaceutical Education, 70(3), 110. Sternberg, R.J. (1997). The concept of intelligence and its role in lifelong learning and success. American Psychologist, 52(10), 1030-1037. http://www.indiana.edu/~intell/map.shtml - online map created by Dr. Jonathan Plucker. Retrieved September 29, 2008. http://www.businessballs.com/eq.htm. Retrieved September 29, 2008 http://www.valuebasedmanagement.net/methods_goleman_emotional_intelligence.html. Retrieved September 29, 2008 http://www.a2zpsychology.com/articles/eq_and_iq.htm. Retrieved September 29, 208

y y y y y