1. Emotional Intelligence
History and Significance

2. Paradigm/Definition
• There is an intelligence based on emotion, and
people who have this capacity are less depressed,
healthier, more enjoyable, and have better
relationships
• A form 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
action

3. Paradigm/Definition
• The ability to perceive emotions; to access
and generate emotions so as to assist
thought; to understand emotions and
emotional knowledge; and to reflectively
regulate emotions so as to promote
emotional and intellectual growth

4. Plato
• 2,000 years when Plato wrote, “All learning
has an emotional base.”

5. Contributors
• David Wechsler, Edward Thorndike,
Howard Gardner, Wayne Payne, Reuven
Bar-On, MSC (Mayer, Salovey, Caruso),
and Daniel Goleman.

6. Researchers/Writers
• Daniel Goleman – writer -Emotional
Intelligence
• John Mayer and Peter Salovey –researchers
– non-cognitive aspects of intelligence; they
defined emotional intelligence in 1990

7. Researchers/Writers
• David Wechsler
• The global capacity of the individual to act
purposefully, to think rationally, and to deal
effectively with his environment
• intelligence was comprised of “non-intellective”
and “intellective” elements.
• 1943, he proposed that “non-intellective” elements
were crucial for predicting a person’s ability to
succeed in life

8. Researchers/Writers
• Edward Thorndike was a psychologist who
developed an important distinction between
three broad classes of intellectual
functioning in the late 1930’s
– abstract intelligence
– mechanical intelligence
– social intelligence

9. Researchers/Writers
• Thorndike
– abstract intelligence- measured by testing
– mechanical intelligence-the ability to visualize
relationships among objects and understand
how the physical world work
– social intelligence - the ability to successfully
function in interpersonal situations

10. Researchers/Writers
• Howard Gardner
• Harvard Graduate School in Education
developed a theory of multiple
intelligences. He found seven types of
intelligence that include: logical, linguistic,
musical, spatial, kinaesthetic, intrapersonal,
and interpersonal

11. Researchers/Writers
• Howard Gardner
• seven types of intelligence that include:
• logical
• linguistic
• musical
• spatial
• kinaesthetic
• intrapersonal
• interpersonal

12. Researchers/Writers
• Howard Gardner
• 2 types that fit emotional intelligence
• Intrapersonal intelligence - is the capacity to manage
ourselves through knowing and understanding our feelings,
wishes, needs, wants, and purpose
• interpersonal intelligence- involves the ability to be
sensitive to other people’s emotions and psychological
states, and enables us to choose appropriate responses

13. Researchers/Writers
• Wayne Payne – 1985 doctoral student
• coined the term “emotional intelligence”in
the title of his dissertation.
• A Study of Emotion: Developing Emotional
Intelligence; Self-Integration; Relating to
Fear, Pain, and Desire

14. Researchers/Writers
• Reuven Bar-On
• developed the term “EQ,” or emotional
quotient in 1985 to describe his approach to
estimating social and emotional competence
• part of numerous research projects
• Bar-On and several colleagues are writing a
two-volume series on the assessment of
emotional and social intelligence

15. Researchers/Writers
• Mayer and Salovey
• co-authored two academic papers in 1990
• attempting to develop a method of
scientifically measuring the difference
between people’s ability in the area of
emotion

16. Researchers/Writers
• Mayer and Salovey
• Developed four branches of mental ability
– perception, appraisal, and expression of
emotion
– emotional facilitation of thinking
– understanding and analyzing emotions
– reflective regulation of emotion to promote
emotional and intellectual growth

17. Mayer and Salovey
Emotions
•are sufficiently vivid and available
that they can be generated as
•prioritize thinking by directing attention to aids to judgment and memory
important information; concerning feelings;
•emotional states differentially
•emotional mood swings change the encourage specific problem-
individual’s perspective from optimistic to solving approaches, such as when
pessimistic, encouraging consideration of happiness facilitates inductive
multiple points of view; reasoning and creativity

18. Mayer and Salovey
• ability to stay open to feelings, both pleasant and
unpleasant;
• to reflectively engage or detach from an emotion
depending its judged utility;
• to reflectively monitor emotions in relation to
oneself and others;
• to manage emotion in oneself and others by
moderating negative emotions and enhancing
positive emotions

19. Goleman
Aspects of Emotional Intelligence
• Knowing one’s emotions
• Managing emotions
• Motivating oneself
• Recognizing emotion in others
• Handling relationships

20. Goleman - Aspects of Emotional
Intelligence
• Knowing ones emotions - self-awareness and recognizing
an emotion when it occurs
• Managing emotions - handling emotions in a fashion to
build on self-awareness
• Motivating oneself - the ability to channel emotions in the
service of a goal
• Recognizing emotions in others, or empathy -the
appreciation of the differences in people and the sensitivity
to other’s feelings.
• Handling relationships -managing emotions in others

21. Emotional Intelligence tests
• Emotional Competence Inventory 360 (ECI
360)
• Bar-On EQ-i
• MSCEIT – Mayer, Salovey and Caruso
Emotional Intelligence Test
• Work Profile Questionnaire (WPQei)

22. Emotional Intelligence tests
• Emotional Competence Inventory 360 (ECI 360) -
measures the twenty-five competencies outlined in
Goleman’s 1998 book
• Bar-On EQ-i - tested on over 48,000 people
worldwide.
– gives an overall “EQ” score and scores of five
composite scales.
• interpersonal, intrapersonal, adaptability, stress
management, and general mood.

23. Emotional Intelligence tests
• MSCEIT – Mayer, Salovey and Caruso
Emotional Intelligence Test - measures the
four branches of mental ability outlined in
Mayer and Salovey’s model
• Work Profile Questionnaire (WPQei) - tests
the competencies and attributes as identified
by Mayer, Salovey, and Goleman.
– based on a model of emotional intelligence that
is composed of seven intelligences

24. Importance to business
• Leaders must understand followers
• Followers must understand leaders

25. Importance of business
• Emotional intelligence helps one’s ability to
communicate
– Method
– Style

26. Business Cases
• Experienced partners in a multinational
consulting firm were assessed on the EI
competencies plus three others. Partners
who scored above the median on 9 or more
of the 20 competencies delivered $1.2
million more profit from their accounts than
did other partners – a 139 percent
incremental gain (Boyatzis, 1999).

27. Business Cases
• An analysis of more than 300 top-level
executives from fifteen global
companies showed that six emotional
competencies distinguished stars from
the average: Influence, Team
Leadership, Organizational Awareness,
self-confidence, Achievement Drive,
and Leadership (Spencer, L. M., Jr.,
1997).

28. Business Cases
• Salespeople selected on the basis of
emotional competence also had 63% less
turnover during the first year than those
selected in the typical way (Spencer &
Spencer, 1993; Spencer, McClelland, &
Kelner, 1997).

29. Business Cases
• Research by the Center for Creative
Leadership has found that the primary
causes of derailment in executives involve
deficits in emotional competence. The three
primary ones are difficulty in handling
change, not being able to work well in a
team, and poor interpersonal relations.

30. Paving the Way
Assess the organization’s needs:
Determine the competencies that are
most critical for effective job
performance in a particular type of job.

31. Paving the Way
Assess the individual:
This assessment should be based on the
key competencies needed for a
particular job

32. Paving the Way
Assess the individual:
This assessment should be based on the
key competencies needed for a
particular job

33. Paving the Way
• Deliver assessments with care
• Maximize learner choice
• Encourage people to participate
• Link learning goals to personal values
• Adjust expectations: Build positive
expectations
• Gauge readiness for training

34. Paving the Way
• Make change self-directed
• Set clear goals
• Break goals into manageable steps
• Provide opportunities to practice
• Give performance feedback
• Rely on experiential methods: Active, concrete,
experiential methods tend to work best for
learning social and emotional competencies.

35. Paving the Way
• Build in support
• Use models: Use live or videotaped
models that clearly show how the
competency can be used in realistic
situations.
• Enhance insight
• Prevent relapse
• Encourage use of skills on the job

36. Paving the Way
• Develop an organizational culture that
supports learning
• Evaluate - One-year follow-ups are
desirable