Emotional Quo

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n the workforce today, businesses are now structured in a way that almost everyone has some

level of decision making ability. Whether the decisions are big or small, they have a direct

impact on how successful, efficient and effective individuals are on the job.

As a result, it is becoming more and more important for employees to focus on and improve their

decisionmaking abilities. This may seem as simple as learning from our mistakes, but it reallystarts at a much deeper level. Making better decisions starts with understanding your own

Emotional Quotient (EQ).

What is Emotional Quotient?

While it is often misunderstood as intelligence quotient (IQ), Emotional Quotient is different

because instead of measuring your general intelligence, it measures your emotional intelligence.Emotional Quotient is the ability to sense, understand and effectively apply the power and

acumen of emotions to facilitate high levels of collaboration and productivity. In the business

environment, Emotional Quotient is important because it helps you leverage your awareness of

emotions for effectiveness in the workplace.

Assessing Emotional Quotient

The TTI Emotional Quotient assessment measures an individuals emotional intelligence with an

online questionnaire that is immediately analyzed to produce a report with detailed information

about the individuals Emotional Quotient score. The higher the score in the report is, the higherthe level of emotional intelligence will be.

At any level, the TTI Emotional Quotient report will empower individuals to understand their

own EQ so they can avoid making high-risk decisions without understanding how their emotions

are influencing their choice. Instead they can make educated, sound decisions with their head,

instead of just their heart.

The Five Areas of Emotional Quotient

The TTI Emotional Quotient report focuses on five areas within interpersonal and intrapersonalintelligence. Intrapersonal intelligence is the ability to understand oneself, while interpersonal

intelligence is the ability to understand others.

Intrapersonal Emotional Quotient

Self-AwarenessThe ability to recognize and understand your moods, emotions and drives, aswell as their effect on others.

Self-RegulationThe ability to control or re-direct disruptive impulses and moods and the

propensity to suspend judgment and think before acting. MotivationA passion to work for reasons that go beyond money and status and a propensity

to pursue goals with energy and persistence.


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Interpersonal Emotional Quotient

Social SkillsA proficiency in managing relationships and building networks. EmpathyThe ability to understand the emotional makeup of other people.

Q&A Related to "Definition of Emotional Quotient?"What is EmotionalQuotient?

EQ is acronym for emotional intelligence quotient. It is what is used to measure apersons intelligence. It is very similar to IQ. A person's Emotional Intelligence

Quotient is measured

http://answers.ask.com/Science/Psychology/what_is_...

What is the Definition ofQuotient?

The quotient is a math term that represents the answer to a division problem. When the

dividend is divided by the divisor you get the quotient!http://answers.ask.com/Science/Psychology/what_is_...

What is the definition of partial quotients?

its a type of doing division by using different opertions or an easy way to solve a

division

http://wiki.answers.com/Q/What_is_the_definition_o...

What is the average EQ EmotionalQuotient?

The average IQ Is somewhere between 91 and 110... Anything above that is

considered "genius" forhttp://wiki.answers.com/Q/What_is_the_average_EQ_E...

The Emotional Quotient Inventory (EQ-i), EQ-360 and EQ-i: YV were developed to assess the Bar-On

model of emotional-social intelligence. The EQ-i is a self-report measure designed to measure a numberof constructs related to EI. The EQ-i consists of 133 items and takes approximately 30 minutes to

complete. It gives an overall EQ score as well as scores for the following five composite scales and 15

subscales (Bar-On, 2006).

The intelligence quotient is not the only prerequisite for an organization to run

smoothly. In todays cross-cultural, multi-disciplinary work set-up, the EQ or the

emotional quotient shares the pedestal with the IQ. For managers, who are at the

helm of affairs at the workplace, a good EQ can create a network of positive and

productive energy for enhanced performance.

What is the role of EQ at the workplace and why is it important for a manager to

have a good EQ? A good EQ outlines:

Clarity in thought and communication

Emotional blocks can hinder thought flow andcommunication. The emotional cloud

be it anger, frustration, or any other negative element can give out wrong signals

or even create a communication block. A good EQ will help to keep both positive
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and negative emotions at level, disallowing them to swing to extremes, thereby

creating a stable thought process and a channel to communicate it.

Maintaining a stable temperament

Managers, in view of their crucial roles, and the added job responsibilities and

work-pressuresneed to maintain a stable temperament. Emotional stability will

prevent tempers from fraying even during the most trying times and prevent any

outpour of frustration at the wrong time. More so, it will help to win the good will

of team members and give them a pillar of support and at the same time, convey a

good impression to the seniors of managerial sustainability.

Maintain good rapport with clients and colleagues

As EQ determines communication clarity and stable temperament, it builds a good

professional rapport with clients and colleagues. Any entity of the workplace would

look forward to interacting and interfacing with managers who keep their emotions

under check, even at times of crises.

Boost the team spirit

A manager hasto ensure productivity and this can be accomplished by keeping the

team spirit on the rising tide. As the human-bonding is inevitable at the workplace,

emotional management skills, play a vital role, in keeping the team intact and

bonded.

Helps to manage work-related stress

When targets and deadlines mount, stress tends to pile up. Unhandled stress can

affect performance, as emotions of fear, anxiety, anger, frustration, overrule the

scene. Any outburst can significantly affect the morale of the team members of

lead to overreactions, unwarranted in a workplace. A good emotional quotient

signifies the ability to use stress productively without allowing it to go overboard.

This in turn can give the team members a good deal of motivation and helps them

focus on the different ways to reach their goals.

Emotional quotient gives managers the humane perspective to help the team work

in an emotionally-stable space. As an integral aspect of management studies,

emotional quotient is built through training and experience. Giving the competitive

edge to management studies through practical exposure becomes of essential

importance in this case. The real-time case-studies, industry mentor chats etc are

incorporated in the SMU-DE curriculum alongside the academic training to hone the

students managerial skills from all angles.
http://smude.edu.in/blog/guide-to-managing-your-workplace/how-to-handle-work-pressurehttp://smude.edu.in/blog/guide-to-managing-your-workplace/how-to-handle-work-pressurehttp://smude.edu.in/blog/guide-to-managing-your-workplace/how-to-handle-work-pressure


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Emotional intelligence

From Wikipedia, the free encyclopedia

Jump to:navigation,searchThis article'slead sectionmay not adequatelysummarizekey points of its contents.

Please consider expanding the lead toprovide an accessible overviewof all important

aspects of the article. (April 2012)

Emotional intelligence (EI) is the ability to identify, assess, and control theemotionsof oneself,of others, and of groups. It can be divided into ability EIand trait EI.

Criticisms have centered on whether EI is a realintelligenceand whether it has incrementalvalidity overIQand theBig Five personality traits.

[1]

Contents

1 History 2 Definitions 3 Ability model

o 3.1 Measurement 4 Mixed model

o 4.1 Measurement 5 Trait model

o 5.1 Measurement 6 Bar-On model of emotional-social intelligence (ESI)

o 6.1 Measurement 7 Alexithymia 8 Criticisms of theoretical foundation

o 8.1 Cannot be recognized as form of intelligenceo 8.2 Has little predictive value

9 Criticisms of measurement issueso 9.1 Ability model measures measure conformity, not abilityo 9.2 Ability model measures measure knowledge (not actual ability)
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o 9.3 Ability model measures measure personality and general intelligenceo 9.4 Self-report measures are susceptible to fakingo 9.5 Claims for predictive power are too extremeo 9.6 NICHD pushes for consensus

10 EI and job performance

11 Self-esteem and drug use 12 See also 13 External links 14 References

History

The earliest roots of emotional intelligence can be traced toCharles Darwin's work on the

importance of emotional expression for survival and adaptation.[2]

In the 1900s, even thoughtraditional definitions ofintelligenceemphasized 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.Thorndikeused the termsocial intelligenceto describe the skill of understanding and managing

other people.[3]

When orders are reasonable, fair, simple, clear and consistent, there is a reciprocal satisfaction

between the leader and the group. Art of War ofSun Tzu

Similarly, in 1940David Wechslerdescribed 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.[2]

In 1983,Howard Gardner'sFrames of Mind:The Theory of Multiple Intelligences

[4]introduced the idea ofmultiple intelligenceswhich

included both interpersonal intelligence (the capacity to understand the intentions, motivationsand 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 ofintelligence, such asIQ, fail to fully explain cognitive ability.

[5]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'sdoctoralthesis,A Study of Emotion: Developing Emotional Intelligence from 1985.

[6]However, prior to

this, the term "emotional intelligence" had appeared in Leuner (1966).[7]

Stanley Greenspan

(1989) also put forward an EI model, followed byPeter Saloveyand John Mayer (1989),[8]

and

Daniel Goleman(1995). The distinction between trait emotional intelligence and abilityemotional intelligence was introduced in 2000.

[9]

Definitions

Substantial disagreement exists regarding the definition of EI, with respect to both terminology

and operationalizations. Currently, there are three main models of EI:
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pedia.org/wiki/Peter_Saloveyhttp://en.wikipedia.org/wiki/Stanley_Greenspanhttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-7http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-6http://en.wikipedia.org/wiki/Doctoral_thesishttp://en.wikipedia.org/wiki/Doctoral_thesishttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-5http://en.wikipedia.org/wiki/IQhttp://en.wikipedia.org/wiki/Multiple_intelligenceshttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-4http://en.wikipedia.org/wiki/Howard_Gardnerhttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-baron06-2http://en.wikipedia.org/wiki/David_Wechslerhttp://en.wikipedia.org/wiki/Sun_Tzuhttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-3http://en.wikipedia.org/wiki/Social_intelligencehttp://en.wikipedia.org/wiki/E.L._Thorndikehttp://en.wikipedia.org/wiki/E.L._Thorndikehttp://en.wikipedia.org/wiki/Intelligencehttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-baron06-2http://en.wikipedia.org/wiki/Charles_Darwinhttp://en.wikipedia.org/wiki/Emotional_intelligence#Referenceshttp://en.wikipedia.org/wiki/Emotional_intelligence#External_linkshttp://en.wikipedia.org/wiki/Emotional_intelligence#See_alsohttp://en.wikipedia.org/wiki/Emotional_intelligence#Self-esteem_and_drug_usehttp://en.wikipedia.org/wiki/Emotional_intelligence#EI_and_job_performancehttp://en.wikipedia.org/wiki/Emotional_intelligence#NICHD_pushes_for_consensushttp://en.wikipedia.org/wiki/Emotional_intelligence#Claims_for_predictive_power_are_too_extremehttp://en.wikipedia.org/wiki/Emotional_intelligence#Self-report_measures_are_susceptible_to_fakinghttp://en.wikipedia.org/wiki/Emotional_intelligence#Ability_model_measures_measure_personality_and_general_intelligence


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1. Ability model2. Mixed model (usually subsumed under trait EI)[10][11]3. Trait model

Different models of EI have led to the development of various instruments for theassessmentof

the construct. While some of these measures may overlap, most researchers agree that they tapdifferent constructs.

Ability model

Salovey and Mayer's conception of EI strives to define EI within the confines of the standard

criteria for a new intelligence.[12]

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.[13][14]The model proposes that individuals vary intheir 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 adaptivebehaviors. The model claims that EI includes four types of abilities:

1. Perceiving emotionsthe ability to detect and decipher emotions in faces, pictures,voices, and cultural artifactsincluding 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 emotionsthe 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 changingmoodsin order to best fit the task at hand.3. Understanding emotionsthe 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 emotionsthe 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.[15]

Measurement

The current measure of Mayer and Salovey's model of EI, the Mayer-Salovey-Caruso EmotionalIntelligence Test (MSCEIT) is based on a series of emotion-based problem-solving items.

[14][16]

Consistent with the model's claim of EI as a type of intelligence, the test is modeled on ability-

basedIQ tests. By testing a person's abilities on each of the four branches of emotionalintelligence, it generates scores for each of the branches as well as a total score.
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Central to the four-branch model is the idea that EI requires attunement tosocial norms.

Therefore, the MSCEIT isscored in a consensus fashion, with higher scores indicating higher

overlap between an individual's answers and those provided by a worldwide sample ofrespondents. 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 21emotion researchers.[14]

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 cansolve, 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.[citation needed]

In a study by Fllesdal,[17]

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. Fllesdal also criticized the Canadian companyMulti-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 hasled Multi-Health Systems to remove answers to these 19 questions before scoring, but without

stating this officially.

Mixed model

The model introduced by Daniel Goleman[18]

focuses on EI as a wide array of competencies and

skills that drive leadership performance. Goleman's model outlines five main EI constructs (formore details see "What Makes A Leader" by Daniel Goleman, best of Harvard Business Review

1998):

1. Self-awarenessthe ability to know one's emotions, strengths, weaknesses, drives,values and goals and recognize their impact on others while usinggut feelingsto guide

decisions.2. Self-regulationinvolves controlling or redirecting one's disruptive emotions and

impulses and adapting to changing circumstances.

3. Social skillmanaging relationships to move people in the desired direction4. Empathy - considering other people's feelings especially when making decisions and5. Motivation - being driven to achieve for the sake of achievement.

Goleman includes a set ofemotional competencieswithin each construct of EI. Emotionalcompetencies 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 emotionalcompetencies.

[19]Goleman's model of EI has been criticized in the research literature as mere

"pop psychology" (Mayer, Roberts, & Barsade, 2008).

Measurement
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Two measurement tools are based on the Goleman model:

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

2. The Emotional Intelligence Appraisal, which was created in 2001 and which can be takenas a self-report or 360-degree assessment.

[20]

Trait model

Soviet-born British psychologist Konstantin Vasily Petrides ("K. V. Petrides") proposed a

conceptual distinction between the ability based model and atraitbased model of EI and has

been developing the latter over many years in numerous scientific publications.[9][21]

Trait EI is

"a constellation of emotional self-perceptions located at the lower levels of personality."[21]

In layterms, 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

byself 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 apersonalityframework.

[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

taxonomyof human cognitive ability. This is an important distinction in as much as it bearsdirectly on the operationalization of the construct and the theories and hypotheses that are

formulated about it.[9]

Measurement

There are many self-report measures of EI,[23]

including the EQ-i, the Swinburne UniversityEmotional 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), whichwas 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, andSociability. Thepsychometricproperties of the TEIQue were investigated in a study on a French-speaking population, where itwas reported that TEIQue scores were globallynormally distributedandreliable.

[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 theBigFive personality traits(extraversion,agreeableness,openness,conscientiousness) as well as
http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-20http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-20http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-20http://en.wikipedia.org/wiki/Phenotypic_traithttp://en.wikipedia.org/wiki/Phenotypic_traithttp://en.wikipedia.org/wiki/Phenotypic_traithttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-pet2000-9http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-pet2000-9http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-pet2000-9http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-petrides07-21http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-petrides07-21http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-petrides07-21http://en.wikipedia.org/wiki/Self-report_inventoryhttp://en.wikipedia.org/wiki/Self-report_inventoryhttp://en.wikipedia.org/wiki/Self-report_inventoryhttp://en.wikipedia.org/wiki/Personality_psychologyhttp://en.wikipedia.org/wiki/Personality_psychologyhttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-22http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-22http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-22http://en.wikipedia.org/wiki/Taxonomy_%28general%29http://en.wikipedia.org/wiki/Taxonomy_%28general%29http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-pet2000-9http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-pet2000-9http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-pet2000-9http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-23http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-23http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-23http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-petrides07-21http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-petrides07-21http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-petrides07-21http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-24http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-24http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-24http://en.wikipedia.org/wiki/Quality_of_lifehttp://en.wikipedia.org/wiki/Quality_of_lifehttp://en.wikipedia.org/wiki/Quality_of_lifehttp://en.wikipedia.org/wiki/Self-Controlhttp://en.wikipedia.org/wiki/Self-Controlhttp://en.wikipedia.org/wiki/Self-Controlhttp://en.wikipedia.org/wiki/Emotionalityhttp://en.wikipedia.org/wiki/Emotionalityhttp://en.wikipedia.org/wiki/Emotionalityhttp://en.wikipedia.org/wiki/Sociabilityhttp://en.wikipedia.org/wiki/Sociabilityhttp://en.wikipedia.org/wiki/Sociabilityhttp://en.wikipedia.org/wiki/Psychometricshttp://en.wikipedia.org/wiki/Psychometricshttp://en.wikipedia.org/wiki/Psychometricshttp://en.wikipedia.org/wiki/Normally_distributedhttp://en.wikipedia.org/wiki/Normally_distributedhttp://en.wikipedia.org/wiki/Normally_distributedhttp://en.wikipedia.org/wiki/Reliability_%28statistics%29http://en.wikipedia.org/wiki/Reliability_%28statistics%29http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-25http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-25http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-25http://en.wikipedia.org/wiki/Raven%27s_Progressive_Matriceshttp://en.wikipedia.org/wiki/Raven%27s_Progressive_Matriceshttp://en.wikipedia.org/wiki/Raven%27s_Progressive_Matriceshttp://en.wikipedia.org/wiki/Raven%27s_Progressive_Matriceshttp://en.wikipedia.org/wiki/Big_Five_personality_traitshttp://en.wikipedia.org/wiki/Big_Five_personality_traitshttp://en.wikipedia.org/wiki/Big_Five_personality_traitshttp://en.wikipedia.org/wiki/Big_Five_personality_traitshttp://en.wikipedia.org/wiki/Extraversionhttp://en.wikipedia.org/wiki/Extraversionhttp://en.wikipedia.org/wiki/Extraversionhttp://en.wikipedia.org/wiki/Agreeablenesshttp://en.wikipedia.org/wiki/Agreeablenesshttp://en.wikipedia.org/wiki/Agreeablenesshttp://en.wikipedia.org/wiki/Openness_to_experiencehttp://en.wikipedia.org/wiki/Openness_to_experiencehttp://en.wikipedia.org/wiki/Openness_to_experiencehttp://en.wikipedia.org/wiki/Conscientiousnesshttp://en.wikipedia.org/wiki/Conscientiousnesshttp://en.wikipedia.org/wiki/Conscientiousnesshttp://en.wikipedia.org/wiki/Conscientiousnesshttp://en.wikipedia.org/wiki/Openness_to_experiencehttp://en.wikipedia.org/wiki/Agreeablenesshttp://en.wikipedia.org/wiki/Extraversionhttp://en.wikipedia.org/wiki/Big_Five_personality_traitshttp://en.wikipedia.org/wiki/Big_Five_personality_traitshttp://en.wikipedia.org/wiki/Raven%27s_Progressive_Matriceshttp://en.wikipedia.org/wiki/Raven%27s_Progressive_Matriceshttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-25http://en.wikipedia.org/wiki/Reliability_%28statistics%29http://en.wikipedia.org/wiki/Normally_distributedhttp://en.wikipedia.org/wiki/Psychometricshttp://en.wikipedia.org/wiki/Sociabilityhttp://en.wikipedia.org/wiki/Emotionalityhttp://en.wikipedia.org/wiki/Self-Controlhttp://en.wikipedia.org/wiki/Quality_of_lifeht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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) involvingdirect comparisons of multiple EI tests yielded very favorable results for the TEIQue.

[11][27]

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

See also:Social intelligence

Bar-On[2]

defines emotional intelligence as being concerned with effectively understandingoneself and others, relating well to people, and adapting to andcopingwith the immediate

surroundings to be more successful in dealing with environmental demands.[28]

Bar-On posits

that EI develops over time and that it can be improved through training, programming, andtherapy.

[2]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 thoseindividuals 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'sgeneral intelligence, which then offers an indication of one'spotential to succeed in life.

[2]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 (traitEI) model discussed below.

[10]

Measurement

The Bar-On Emotional Quotient Inventory (EQ-i), is a self-report measure of EI developed as ameasure 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 orcognitive capacity, but rather the mental ability to be successful in dealing with environmental

demands and pressures.[2]

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).

Alexithymia

Alexithymiafrom the Greek words "" (lexis) and "" (thumos) (literally "lack of wordsfor emotions") is a term coined by Peter Sifneos in 1973

[29][30]to describe people who appeared

to havedeficienciesin 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.

[31]The individual's level of alexithymia can be measured with self-
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scoredquestionnairessuch as the Toronto Alexithymia Scale (TAS-20) or the Bermond-Vorst

Alexithymia Questionnaire (BVAQ)[32]

or by observer rated measures such as the Observer

Alexithymia Scale (OAS).

Criticisms of theoretical foundation

Cannot be recognized as form of intelligence

Goleman's early work has been criticized for assuming from the beginning that EI is a type of

intelligence. Eysenck (2000)[33]

writes that Goleman's description of EI contains unsubstantiatedassumptions 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 toclass 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 weknow they are related? So the whole theory is built on quicksand: there is no sound scientific

basis."

Similarly, Locke (2005)[34]

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 intelligencethe ability to graspabstractionsapplied to a particular lifedomain: 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 constructutilization, 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.

[35]Thus, some scholars believe

that the termEImerges and conflates such accepted concepts and definitions.

Has little predictive value

Landy (2005)[36]

claimed that the fewincrementalvalidity 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 inpredictive validityis amethodologicalfallacy, namely, that alternativeexplanations 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

measurescorrelatewith established personality dimensions. Generally, self-report EI measuresand personality measures have been said to converge because they both purport to measure
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personality traits.[21]

Specifically, there appear to be two dimensions of theBig Fivethat stand

out as most related to self-report EIneuroticismandextroversion. In particular, neuroticism

has been said to relate to negative emotionality andanxiety. Intuitively, individuals scoring highon neuroticism are likely to score low on self-report EI measures.

The interpretations of the correlations between EI questionnaires and personality have beenvaried. The prominent view in the scientific literature is the Trait EI view, which re-interprets EI

as a collection of personality traits.[37][38][39]

Criticisms of measurement issues

Ability model measures measure conformity, not ability

One criticism of the works of Mayer and Salovey comes from a study by Roberts et al. (2001),[40]

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 betweenpeople with low EI better than people with high EI).

Ability model measures measure knowledge (not actual ability)

Further criticism has been leveled by Brody (2004),[41]

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 thoughsomeone 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.

Ability model measures measure personality and general intelligence

New research is surfacing that suggests that ability EI measures might be measuring personalityin 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),[42]

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),;[43]

they found a multiple R of .76 using

Cattells Culture Fair intelligence test and the Big Five Inventory (BFI); significant covariates

were intelligence (standardized beta = .39), agreeableness (standardized beta = .54), andopenness (standardized beta = .46). Antonakis and Dietz (2011a),[44]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 Wechslerscales 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),[45]

who show how including or excluding important controls variables can
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fundamentally change resultsthus, it is important to always include important controls like

personality and intelligence when examining the predictive validity of ability and trait EI models.

Self-report measures are susceptible to faking

More formally termed socially desirable responding (SDR), faking good is defined as a responsepattern 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

[full citation needed]).

It has been suggested that responding in a desirable way is a response set, which is a situationaland 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. Someresearchers 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.

Claims for predictive power are too extreme

Landy[36]

distinguishes between the "commercial wing" and "the academic wing" of the EImovement, 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 implicationthathighly emotionally intelligent people possess an unqualified advantage in lifeappears overlyenthusiastic 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 forreanalysis, replication, or verification.

[36]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 outcomeswhen accounting for personality and IQ.

[46]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 difficulty making
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decisions that would result inemotional laborfor the leader or followers). A recently-published

meta-analysis seems to support the Antonakis position: In fact, Harms and Cred found that

overall (and using data free from problems of common source and common methods), EImeasures correlated only= 0.11 with measures oftransformational leadership.

[47]Interestingly,

ability-measures of EI fared worst (i.e.,= 0.04); the WLEIS (Wong-Law measure) did a bit

better ( = 0.08), and the Bar-On measure better still ( = 0.18). However, the validity of theseestimates does not include the effects of IQ or the big five personality, which correlate both withEI measures and leadership.

[48]In a subsequent paper analyzing the impact of EI on both job

performance and leadership, Harms and Cred[49]

found that the meta-analytic validity estimates

for EI dropped to zero when Big Five traits and IQ were controlled for. Joseph and Newman[50]

meta-analytically showed the same result for Ability EI, but further demonstrated that self-

reported and Trait EI measures retain a small amount of predictive validity for job performance

after controlling Big Five traits and IQ. Newman, Joseph, and MacCann[51]

contend that the

greater predictive validity of Trait EI measures is due to their inclusion of content related toachievement motivation, self efficacy, and self-rated performance.

NICHD pushes for consensus

The National Institute of Child Health and Human Development has recognized the divide on the

topic of emotional intelligence explains the need for the mental health community to agree onsome guidelines to describe good mental health and positive mental living conditions. In their

section, "Positive Psychology and the Concept of Health," they explain. "Currently there are six

competing models of positive health, which are based on concepts such as being above normal,

character strengths and core virtues, developmental maturity, social-emotional intelligence,subjective well-being, and resilience. But these concepts define health in philosophical rather

than empirical terms. Dr. [Lawrence] Becker suggested the need for a consensus on the concept

of positive psychological health..."[52]

EI and job performance

Research of EI and job performance shows mixed results: a positive relation has been found insome of the studies, in others there was no relation or an inconsistent one. This led researchers

Cote and Miners (2006)[53]

to offer a compensatory model between EI and IQ, that posits that the

association between EI and job performance becomes more positive as cognitive intelligencedecreases, 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.

A meta-analytic review by Joseph and Newman[50]

also revealed that both Ability EI and Trait EI

tend to predict job performance much better in jobs that require a high degree ofemotional labor(where 'emotional labor' was defined as jobs that require the effective display of positive

emotion). In contrast, EI shows little relationship to job performance in jobs that do not require

emotional labor. In other words, emotional intelligence tends to predict job performance foremotional jobs only.
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A more recent study suggests that EI is not necessarily a universally positive trait.[54]

They found

a negative correlation between EI and managerial work demands; while under low levels of

managerial work demands, they found a negative relationship between EI and teamworkeffectiveness. An explanation for this may suggest gender differences in EI, as women tend to

score higher levels than men.[50]

This furthers the idea that job context plays a role in the

relationships between EI, teamwork effectiveness, and job performance.

Another interesting find was discussed in a study that assessed a possible link between EI and

entrepreneurial behaviors and success.[55]

In accordance with much of the other findingsregarding EI and job performance, they found that levels of EI only predicted a small amount of

entrepreneurial behavior.
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