Abstract Emotional intelligence is as an individual's ability to understand other's emotions and to use that understanding to successfully interact with others. It has been argued that emotional intelligence is more important as compared to traditional intelligence or IQ. This paper provides a detailed description of the concept of emotional intelligence, before examining how it is applied in the workforce, as well as in business leadership.
Paper Outline:
Introduction
Emotional Intelligence at the Workplace
Achieving an Appropriate Level of Emotional Intelligence at the Workplace
Creating Opportunities for Emotional Intelligence: Important Considerations
Promoting Emotional Intelligence in Organizations
Emotional Intelligence and Business Leadership
Learning Emotional Intelligence
Conclusion
Works Cited
From the Paper "Motivation helps the individuals to define new and improved methods of completing a certain task or performing a job. It also creates loyalty among the individuals, towards their cause. In addition to this, the element of empathy further contributes towards the development of emotional intelligence in an individual. It allows the individual to consider the feelings of the individuals who are expected to be affected by his or her decisions. Emotional Intelligence helps the individuals to realize the fact that their decisions are going to affect others in a positive or a negative manner and therefore they should consider the consequences of their decisions. Finally, social skills allow the individuals to come close to their peers and subordinates and understand their emotional needs."
Abstract This paper begins with a definition of emotional intelligence and an overview of the five components that comprise emotional intelligence. The paper explains that, while IQ is an important qualification for effective leadership, emotional intelligence is the key. The paper also takes a look at how emotional intelligence is assessed, how those in leadership positions can enhance their emotional intelligence and how leaders with high emotional intelligence improve the quality of the organization they are managing. The paper concludes with a list of suggestions for what a company can do in order to facilitate and accelerate the competencies of its leaders.
Table of Contents
Definition
Assessment
Implementation
Improvement
From the Paper "Leadership requires some degree of intellect and IQ but these are merely "threshold capabilities" that help achieve a high-level position (Goleman, 1998a). Goleman's (199b) extensive research on emotional intelligence has proven that 85 to 90 percent of successful leadership is highly attributable to their emotional intelligence. Figure 1, provided in the appendix, shows the correlation between a person's success and their level of experience, emotional intelligence, and IQ (Cherniss & Goleman, 2001). Although high competency levels are necessary for leadership there are other underlying factors that will determine whether the competence manifests itself (Macaleer & Shannon, 2002). Furthermore, having emotional intelligence does not guarantee successful leadership because failure is possible as illustrated in figure 1. A further study conducted by Goleman (2001) demonstrates that previous work experience and a high level of emotional intelligence is the most powerful combination that breeds success in leaders. Generally, IQ is an important qualification but emotional intelligence is the facet to effective leadership."
Abstract This dissertation proposal examines the relationship that exists between the role of 'emotional intelligence' and 'effective leadership and job success'. According to the paper, the theory of emotional intelligence states that emotional intelligence "is a combination of the intelligence we have that helps us both know and manage ourselves well, and the intelligence that we have that helps us understand, motivate and relate effectively to other people." The paper further discusses how even the most academically brilliant among us are vulnerable to being undone by unruly emotions.
Outline:
Introduction
Emotional Intelligence Theory
EI as a Form of Intelligence
Spearman - Psychological Ability
Thorndike Social Intelligence
Weshsler - "Non-Intellective Abilities"
Howard Gardner - "Multiple Intelligences"
Mayer & Salovey - "Four Branch Model"
Daniel Goleman - Personal and Social Competencies
Reuven Bar-On - EI in the Context of Personality Theory
Emotional Intelligence and Leadership
EI and Successful Organizational Leadership
Summary and Conclusion
From the Paper "Emotion Quotient Inventory (EQ-I) self report measure of emotionally and socially intelligent behavior that provides an estimate of emotional-social intelligence. The EQ-I was the first measure of its kind to be published by a psychological test publisher (BAR-On, 1997a) Contains 133 items (short sentences) (5 point response scale) takes 40 minutes to complete (scales are scored on 15 subscale scores: Intrapersonal (self-regard, emotional , self-awareness, assertiveness, Independence, self actualization) Interpersonal (empathy, social responsibility, interpersonal relationship) Stress management (stress, tolerance, impulse control) Adaptability (reality testing, flexibility and problem solving) General Mood (optimism, happiness) Scores computer generated/raw scores auto. tabulated and converted into standard scores based on a mean of 100 and standard deviation of 15. Resembles IQ scores - (E) Ave to above ave EQ scores - suggest respondent = effective emotional and social functioning. Higher scores - more positive prediction for effective functioning in meeting daily demands/challenges. Low - inability to be effective due to emotional, social or behavioral problems. Has built in correction factor automatic adjustment of scale scores based on scores obtain from two of the instrument's validity indices (positive impression and negative impress) Important feature for self-report reducing potential of distortion in effects of response bias with increased accuracy in results."
Abstract This paper describes the emotional labor involved in being a psychiatrist. It takes as a starting point Hochschild's study of flight attendants, "The Managed Heart", which describes the difference between emotional labor systems and private emotional systems. The paper describes two distinct contexts of psychiatric emotional labor: diagnostic and therapeutic.
From the Paper "From a historical perspective, the phrase "emotional labor" is strange because it suggests that things that occur naturally to us in our daily lives might constitute "work." If this is true, is our everyday eating "nutritional labor," or chatting with friends "social labor"? Yet in many fields, empathy and other proper emotional responses to others are a necessary job task to be fulfilled on demand. This demand characteristic marks the difference between labor and non-labor: labor is doing that which is required of us, whether or not we want to do it, while non-labor is doing what we want to do, whether or not we are required to."
Abstract This paper discusses whether emotional intelligence in young children can be assessed. The author defines the concept of emotional intelligence and the different components that make up its hierarchical paradigm. Additionally, the paper describes the reasons why such an assessment is important. Literature and other research in this field is cited, along with the findings from this study. The author concludes that further research in this field would optimize better understanding of assessing emotional intelligence.
Outline:
Introduction
Statement of the Problem
Purpose of the Study
Significance of Study
Research Question
Research Methodology
Delimitations of the Study
Basic Assumptions
Organization of the Study
Chapter Two
Introduction
Review of Literature
Historical Perspective of Emotional Intelligence in Young Children
Characteristics and Elements of Emotional Intelligence
Chapter Three
Research Findings
Summary
Recommendations
Bibliography
From the Paper "Over the past thirty years, educational theorists have created a paradigm to categorize emotional intelligence into three categories - self-knowledge or emotional literacy, consequential relationships or self-choice, and noble goal setting or giving of self. These components combine to form a hierarchal paradigm. While there are various sub-components under each heading. These three categories comprise the definition of emotional intelligence. (Fish, 2004)."
Abstract The paper examines the book "Working with Emotional Intelligence" by Daniel Goleman, which focuses on how the concept of emotional intelligence applies to the workplace in the form of what he calls "emotional competence". The paper discusses how Goleman offers the business executive, corporate leaders and individual employees advice on how one can improve his levels of emotional competence. The paper posits that the reader comes away with an in-depth understanding of the important and complicated role emotional intelligence plays in the business world.
From the Paper "In his book entitled Working with Emotional Intelligence, author Daniel Goleman expands on his groundbreaking work on what it means to be smart published in Emotional Intelligence. In Working with Emotional Intelligence, Goleman focuses on how the concept of emotional intelligence applies to the workplace in the form of what he calls "emotional competence". According to Goleman's theory, in today's rapidly evolving business world, emotional intelligence plays a more and more important role in predicting and achieving performance and success."
Abstract This essay explores the emotions and feelings in the decision making process. It does this by first defining what is meant by the decision making process. It then looks at emotions and feelings in consumer psychology, relating how this impacts on the decision-making process. The essay also views the role of these emotions and feelings in the decision-making process in the South African context, and discusses various ways in which emotions and feelings can be used in a marketing strategy to enhance marketing communication (i.e.: the combination of advertising, the sales force, public relations, packaging and any other technique in which that the company provides itself and its products) and a company's total product (i.e.: the entire set of characteristics involved in the marketing strategy).
From the Paper "The most perverse and influential assumption in consumer behavior research is that a decision making process precedes purchases (ie: that the consumer goes through a complex process of deciding what and where to purchase, before the actual purchasing itself). Many definitions of the decision making process exist, but most agree that two or more actions occur within it and, therefore, choice must occur. In addition, individual consumer's "evaluative criteria" facilitate the forecasting of each alternative's consequences for the consumer's goals or objectives. Further, the chosen alternative is determined by an evaluative procedure, and information sought from external sources or retrieved from memory is processed in the application of this evaluation process (Olshavsky & Granbois, 1991). Interestingly, there is evidence that a significant proportion of purchases may not be preceded by a decision process, and that for many purchases, a decision process never occurs."
An article review of "Preschoolers' Understanding of Simple and Complex Emotions: Links with gender and language" by S.L. Bosacki and C. Moore, which looks at how children learn to understand different emotions.
Abstract This paper describes a study to assess individual differences among preschoolers' emotional understanding, verbal ability, and gender role behavior. The paper relates that the study looks at simple and complex emotional understanding and children's vocabulary ability, as well as gender differences in preschool children and how their parents perceive their gender role behavior. In addition, the paper describes the different methods used in the study to find out the preschoolers' knowledge of emotions.
From the Paper "Young children's understanding of emotions has been the topic of many studies; some results being similar and some contradicting. The article "Preschoolers' Understanding of Simple and Complex Emotions: Links with gender and language" (Bosacki & Moore, 2004) discusses the research issue of how there are differences among individual preschoolers when it comes to understanding emotions and how gender and language play a role. The complexity of emotions is also looked at and how the usage by children can differ based on simple and complex. Different cultures also have different ideas of how to express one's self and how to feel in different scenarios. Children across cultures are exposed to different languages, beliefs and values; social experiences also come along with those differences. Children's understanding of the emotions they experience and the emotions people around them experience are drawn from their particular culture or gender. People around them may be parents, siblings, peers, daycare teachers or any other part of the Childs mesosystem (Shaffer, Wood & Willoughby, 2005). When decoding a child's understanding of emotion there are different aspects to take into consideration; the child's gender, culture, vocabulary ability and their capability of translating simple emotions into something more complex."
Abstract This involved essay looks at emotional intelligence -- a theory that assumes people are equipped with an ability, perhaps innate, to understand themselves and other people, and to identify emotions. With any ability comes the option, however difficult, of measuring that ability. Emotional intelligence is a psychological construct that is latent and not directly observable, and so its measurement may be seen to be as much of an art as it is a science. The author goes to great lengths in discussing the balance one needs to maintain in a so called 'healthy relationship'. The last part of the paper is a 'test' that the author constructed for an individual to rate himself/herself in the balanced defined earlier.
From the Paper "Emotional intelligence has its roots in the concept of "social intelligence", as first identified by E.L. Thorndike in the early 1920s. Thorndike defined social intelligence as "the ability to understand and manage men and women, boys and girls - to act wisely in human relations" (1920:228). Social intelligence came to be accepted as a term simply associated with the "ability to understand and relate to people" (Ruisel, 1992). A good deal of research was conducted regarding this idea, leading to developments in a number of areas of psychological and social study. Yet it has only been in recent years that the construct of emotional intelligence has surfaced as an independent idea to be researched. "
Abstract This paper reviews, analyzes and compares two different philosophical articles about emotion: Robert Solomon's "From Emotions and Choice" and Cheshire Calhoun's "Cognitive Emotions".
From the Paper "The cognitive theory of emotion comes under fire in Cheshire Calhoun's "Cognitive Emotions". In this essay Calhoun maintains that cognitive theories of emotion that are based on a connection between emotion and relevant beliefs are invalid..."
Abstract The paper looks at how emotion has been a largely avoided causal attribute in the study of deviance and especially in transgressive behaviors that are criminally defined. This is largely because such soft attributes as emotion are difficult to quantify and even more difficult to measure. In a recent research study, the paper explains how Redmon attempts to correct this omission by redefining the concept of emotion in terms that sociology can both measure and quantify.
From the Paper "Low self-control is not the propensity or motivating force underlying criminal acts, rather it is the barrier that stands between the actor and the obvious momentary benefits of crime and deviance" (376). In other words, Redmon is attempting to redefine the very concept of emotionality in terms that social scientists can better appreciate as a contributing force to deviance.
Abstract This paper examines the gender differences of the two sexes and the conceptual paradigm that rules them. It describes marked difference in the emotional expression of men and women and the masculine mask. The author writes that we are now aware that boys tend to have a highly developed right brain whereas girls have a well-developed left brain.
Table of Contents
Introduction
The Brain
The Sociological Pressure (Emotion and its Expression)
Conclusion
Bibliography
From the Paper "There has been increasing amount of research devoted to discerning the role of gender and its influence in the emotional response to a particular situation. These researches have added weight to the presumption that the structural differences of the cerebral cortex has a substantial influence in triggering emotional responses and the differing reactions in men and women to an external stimuli. Let us have a brief outlook of the psychological and biological effects that contribute to the differing emotional responses (in men and women) and the scientific explanation for the same."
Abstract This paper explains that people realize that in order to succeed in life, it is not enough to have book learning. The author points out that people also needs to have emotional maturity to be able to manage life and interact cooperatively with others. The paper relates that emotional education is harder to describe and implement than a more matter of fact subject, such as geography.
From the Paper "Emotional education should be part of a balanced school education. After all, most of us realize that in order to succeed in life, it is not enough to have "book learning" - one also needs to have emotional maturity, so that one can manage one's own life and interact cooperatively with others. Yet emotional education is harder to describe and implement than a more matter of fact subject such as geography. We need first to be clear about what emotions are, and what emotional education is."
Abstract In this article, the writer considers Sartre's views on human emotions and places them within the context of his larger philosophy to show that he accounts for emotions in much the same way that he accounts for thought, action, and will in the first place. The writer points out that Sartre places primacy on freedom to think and act. Several objections to his views are offered and dealt with to prove his points.
From the Paper "Jean-Paul Sartre, in the works titled Sketch for a Theory of the Emotions and Existentialism and Human Emotions, develops his theory of emotions and attempts to tie this critical aspect of human nature to his philosophy of human agency and existence in a chaotic world. He argues that people choose emotions through a process of transforming perspectives to accommodate the material world as they find it, and that emotions are therefore willful acts to be controlled and ordered in order to be more fully integrated into a person's approach to life. This paper will briefly outline Sartre's view of the emotions (within the larger context of existentialism) and will consider a number of objections to those views in light of how Sartre might have answered them."
Abstract In this article, the writer notes that the importance of color is undeniable. The writer points out that it is an essential part of daily life and it is prevalent in everything individuals perceive. Even at night, many people dream in color. The writer discusses that many studies have recognized that colors have also a strong impact on emotions and feelings. Further, the writer points out that numerous studies conducted by those in the field of psychiatry have concluded specific facts about human color likes and dislikes. The writer concludes that clearly there is a close link between colors and emotions.
Outline:
Hypothesis
Method
Results
Discussion
From the Paper "The study of color and emotion originated very early. Jaensch determined the distinction of red yellow versus blue green. He concluded that all people can be grouped in a way that was the same as the red-green color blind subjects, that is, either into the more sensitive zone at the warm end of the spectrum or at the other end of the zone in the more sensitive cold end. The subjects at the warm color dominance end are characterized by an intimate relationship to the world of visual perception. They are receptive and open to outside influences. They appear to immerse themselves quite freely in their social environment. Emotionally, they are characterized by feelings of warmth, suggestibility, and strong concerns. In the subject-object relationship, the emphasis is on the object rather than the subject."
