1. A PRESENTATION ON
EMOTIONAL
INTELLIGENCE
2005
BY
V.K.SINGH

2. 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?

3. WHAT IS EMOTIONAL INTELLIGENCE OR EQ?
SKILL TO PERCEVIVE,
ASSESS AND MANAGE THE
EMOTIONAL EMOTIONS OF ONE’S SELF,
INTELLIGENCE = OF OTHERS, OF GROUPS AND
TO USE EMOTION TO
ENHANCE THOUGHT.
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.

4. HISTORY OF THE TERM 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:
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.

5. MAYER AND SALOVEY AND EMOTIONAL INTELLIGENCE
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.
EMOTIONAL INTELLIGENCE
MANAGING EMOTIONS
UNDERSTANDING EMOTIONS
FACILITATING THOUGHT
PERCEIVEING 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).

6. 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).
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 COMPETENCES
SELF PERSONAL OTHER SOCIAL
COMPETENCE COMPETENCE
SELF-AWARENESS SOCIAL AWARENESS
• EMTIONAL SELF- • EMPATHY
AWARENESS • SERVICE ORIENTATION
RECOGNITION
• ACCURATE SELF- • ORGANIZATIONAL
AWARENESS AWARENESS
• SELF CONFIDENCE
SELF-MANAGEMENT RELATIONSHIP MANAGEMENT
• SELF-CONTROL • DEVELOPING OTHERS
• TRUSTWORTHINESS • INFLUENCE
• CONSCIENTIOUSNESS • COMMUNICATION
• ADAPTABILITY • CONFLICT MANAGEMENT
REGULATION
• ACHIEVEMENT DRIVE • LEADERSHIP
• INITIATIVE • CHANGE CATALYST
• BUILDING BONDS
• TEAMWORK &
COLLABORATION
GOLEMAN'S FIVE EMOTIONAL COMPETENCIES
1. 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.

7. 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
• UNDERSTANDING EMOTIONAL
BRANCH
MEANING BRANCH
• FACILITATING THINKING
• MANAGING EMOTIONS BRANCH
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.

8. 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).
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 COMPETENCES
SELF PERSONAL OTHER SOCIAL
COMPETENCE COMPETENCE
SELF-AWARENESS SOCIAL AWARENESS
• EMTIONAL SELF- • EMPATHY
AWARENESS • SERVICE ORIENTATION
RECOGNITION
• ACCURATE SELF- • ORGANIZATIONAL
AWARENESS AWARENESS
• SELF CONFIDENCE
SELF-MANAGEMENT RELATIONSHIP MANAGEMENT
• SELF-CONTROL • DEVELOPING OTHERS
• TRUSTWORTHINESS • INFLUENCE
• CONSCIENTIOUSNESS • COMMUNICATION
• ADAPTABILITY • CONFLICT MANAGEMENT
REGULATION
• ACHIEVEMENT DRIVE • LEADERSHIP
• INITIATIVE • CHANGE CATALYST
• BUILDING BONDS
• TEAMWORK &
COLLABORATION
GOLEMAN'S FIVE EMOTIONAL COMPETENCIES
1. 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.