1. EMOTIONAL INTELLIGENCE WORKPLACE
IN THE
WORKPLACE

2. OVERVIEW MP#I - History MP#II - Definitions of Terms
MP#III - Three (3) models of Emotional Intelligence
MP#IV -Criticisms of theoretical foundation
MP#V - Criticisms of measurement
MP#VI - Interactions with other phenomena.

3. OBJECTIVE
TOOTLIFEST: The objective of this lesson is to recognize the importance of emotional intelligence and how it will positively affect decision making as a leader/manager.

4. HISTORY
In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences introduced the idea that traditional types of intelligence, such as IQ, fail to fully explain cognitive ability. He introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations).

5. Cont’n: History
However, the term became widely known with the publication of Goleman's Emotional Intelligence - Why it can matter more than IQ (1995). It is to this book's best-selling status that the term can attribute its popularity. Goleman has followed up with several further popular publications of a similar theme that reinforce use of the term. To date, tests measuring EI have not replaced IQ tests as a standard metric of intelligence. Emotional Intelligence has also received criticism on its role in leadership and business success.

6. Emotional Intelligence - is the ability to recognize one's own and other people's emotions, to discriminate between different feelings and label them appropriately, and to use emotional information to guide thinking and behavior.

7. Three (3) Models of Emotional Intelligence
Ability model
Mixed model
Trait model

8. The ability model - developed by Peter Salovey and John Mayer, focuses on the individual's ability to process emotional information and use it to navigate the social environment.
The ability-based model views emotions as useful sources of information that help one to make sense of and navigate the social environment. The model proposes that individuals vary in their 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 adaptive behaviors. The model claims that EI includes four types of abilities:

9. 4 Types of Abilities
Perceiving emotions – the ability to detect and decipher emotions in faces, pictures, voices, and cultural artifacts—including 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.
Using emotions – the 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 changing moods in order to best fit the task at hand.

10. Understanding emotions – the 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.
Managing emotions – the 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.

11. The trait model - as developed by Konstantin Vasily Petrides, "encompasses behavioral dispositions and self perceived abilities and is measured through self report".
The model introduced by Daniel Goleman focuses on EI as a wide array of competencies and skills that drive leadership performance. Goleman's model outlines five main EI constructs (for more details see "What Makes A Leader" by Daniel Goleman, best of Harvard Business Review 1998):

12. 5 Main EI Goleman's Model
Self-awareness – the ability to know one's emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using gut feelings to guide decisions.
Self-regulation – involves controlling or redirecting one's disruptive emotions and impulses and adapting to changing circumstances.

13. Social skill – managing relationships to move people in the desired direction
Empathy - considering other people's feelings especially when making decision
Motivation - being driven to achieve for the sake of achievement.

14. Criticisms of theoretical foundation
The mixed model is a combination of both ability and trait EI. It defines EI as an array of skills and characteristics that drive leadership performance, as proposed by Daniel Goleman
Criticisms of theoretical foundation
Cannot be recognized as form of intelligence
Confusing Skills with Moral Qualities
Has little predictive value

15. 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) writes that Goleman's description of EI contains unsubstantiated assumptions about intelligence in general, and that it even runs contrary to what researchers have come to expect when studying types of intelligence:

16. Confusing Skills with Moral Qualities
Adam Grant warned of the common but mistaken perception of EI as a desirable moral quality rather than a skill, Grant asserting that a well-developed EI is not only an instrumental tool for accomplishing goals, but has a dark side as a weapon for manipulating others by robbing them of their capacity to reason.

17. Has little predictive value
Landy (2005) claimed that the few incremental validity 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 in predictive validity is a methodological fallacy, namely, that alternative explanations have not been completely considered:

18. Criticisms of measurement
Measures conformity, not ability
Measures knowledge, not ability
Measures personality and general intelligence
Self-report measures susceptible to faking
Predictive power unsubstantiated

19. Measures conformity, not ability
- One criticism of the works of Mayer and Salovey comes from a study by Roberts et al. (2001), 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 between people with low EI better than people with high EI). -

20. Measures knowledge, not ability
-Further criticism has been leveled by Brody (2004), 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 though someone 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.

21. Measures personality and general intelligence
- New research is surfacing that suggests that ability EI measures might be measuring personality in 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).

22. Self-report measures susceptible to faking
-More formally termed socially desirable responding (SDR), faking good is defined as a response pattern in which test-takers systematically represent themselves with an excessive positive bias (Paulhus, 2002). It has been suggested that responding in a desirable way is a response set, which is a situational and 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).

23. Predictive power unsubstantiated
-Landy distinguishes between the "commercial wing" and "the academic wing" of the EI movement, 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".

24. Measures conformity, not ability
Measures knowledge, not ability
Measures personality and general intelligence
Self-report measures susceptible to faking
Predictive power unsubstantiated

25. Interactions with other phenomena
Bullying
Job performance
Religiosity
Self-esteem and drug use

26. Bullying
Bullying is abusive social interaction between peers which can include aggression, harassment, and violence. Bullying is typically repetitive and enacted by those who are in a position of power the victim. A growing body of research illustrates a significant relationship between bullying and emotional intelligence. Emotional intelligence (EI) is a set of abilities related to the understanding, use and management of emotion as it relates to one's self and others.

27. Job Performance
Job performance - shows mixed results: a positive relation has been found in some of the studies, in others there was no relation or an inconsistent one. to offer a compensatory model between EI and IQ, that posits that the association between EI and job performance becomes more positive as cognitive intelligence decreases, an idea first proposed in the context of academic performance.

28. Religiousity
Religious orientation and Religious behaviour - is related to the controversial idea of emotional intelligence (EI). The study examined the extent to which religious orientation and behavior were related to self-reported (EI) in 148 church attending adult Christians. The study found that the individuals' self-reported religious orientation was positively correlated with their perceiving themselves to have greater EI.

29. Self-esteem and drug use
A 2012 study cross examined emotional intelligence, self-esteem, and marijuana dependence.[79] Out of a sample of 200, 100 of which were dependent on cannabis and the other 100 emotionally healthy, the dependent group scored exceptionally low on EI when compared to the control group. They also found that the dependent group also scored low on self-esteem when compared to the control.

30. END OF PRESENTATION