Term Paper on "Emotional Intelligence: Issues in Theoretical Construct"

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Emotional Intelligence: Issues in Theoretical Construct and Measurement

Business Administration)

This dissertation proposal examines the relationship that exist between the role of 'emotional intelligence' and 'effective leadership and job success.' In the terms of conceptual definition, Peter Salovey of Yale University and John Mayer at the University of New Hampshire view emotional intelligence as a set of skills hypothesized to contribute to the accurate interpretation and expression of emotion in oneself and others; also the effective regulation of emotion, and the use of feelings to motivate, plan and achieve success. The better known Daniel Goleman has popularized emotional intelligence to a more vast audience outside the world of academia. The definition applied to 'emotional intelligence' by Goleman is 'the ability to rein in emotional impulse, to read another's innermost feelings; and to handle relationships smoothly.' At some point during the earlier part of the 1990's Goleman; while working as a science writer for the New York Times, writing mainly on the subjects related to the brain and behavioral research, became aware of the writings of Salovey and Mayer.

EMOTIONAL INTELLIENCE THEORY

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." (Centre for Applied Emotional Intelligence, 2006) Many individuals had a part in the development of this theory. The Hay Group - Emotional Intelligence Services

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states that 'Emotional Intelligence' basics include:

1) Knowing your feelings and using them to make life decisions you can live with;

2) Being able to manage your emotional life without being hijacked by it -- not being paralyzed by depression or worry, or swept away by anger;

3) Persisting in the face of setbacks and channeling your impulses in order to pursue your goals;

4) Empathy -- reading other people's emotions without their having to tell you what they are feeling; and 5) Handling feelings in relationships with skill and harmony -- being able to articulate the unspoken pulse of a group, for example. (2006)

1994 report in relation to the current state of emotional literacy in the United States Daniel Goleman stated that: "in navigating our lives, it is our fears and envies, our rages and depressions, our worries and anxieties that steer us day-to-day. Even the most academically brilliant among us are vulnerable to being undone by unruly emotions. The price we pay for emotional literacy is in failed marriages and troubled families, in stunted social and work lives, in deteriorating physical health and mental anguish and, as a society, in tragedies such as killings..." Goleman holds that the best and most practicable cure for dealing with emotional shortcomings is "preventative medicine." (2001)

EI as a FORM of INTELLIGENCE

Emotional intelligence can be defined as the individual's ability to manage their own emotions, as well as being aware of the emotions of others in their interaction with others. When an individual has attained a level of emotional intelligence they understand that emotions cannot rule their actions nor their communications with the world around them. Emotional intelligence is defined as having "five characteristics and abilities" which are those of:

1) Self-awareness, or knowing ones' emotions and recognizing ones' feelings as they occur and being as to discriminate them one from another;

2) Mood-management, or handling feelings in a manner that is relevant to the situation at hand with appropriate reaction;

3) Self-motivation, or the 'gathering up' of ones' feelings and directing oneself towards a goal, despite self-doubt inertia and impulsiveness;

4) Empathy, or the recognition of feelings in others and being able to discern their verbal as well as nonverbal clues;

5) Managing relationships, or handling of interpersonal interaction, conflict resolution and negotiations. (Emotional Intelligence, 2001)

Stated additionally and important in comprehending the actual scope of what is involved in 'emotional intelligence' is that: "Research in brain-based learning suggests that emotional health is fundamental to effective learning. according to a report form the National Center for Clinical Infant Programs, the most critical element for a student's success in school is an understanding of how to learn. (Emotional Intelligence, p. 193) the traits that are those which are inclusive in the spectrum of factors and traits that comprise the 'Emotional Intelligence' or the 'EI' of the individual are stated to be those as follows:

Confidence

Curiosity

Intentionality

Self-control

Relatedness

Capacity to communicate

Ability to cooperate (Emotional Intelligence, p. 194)

SPEARMAN- PSYCHOLOGICAL ABILITY

Charles Edward Spearman is remembered as a psychologist and a developer of the statistical method known as factor analysis. Within the theoretical framework of the research of Spearman in the many studies which he conducted is the 'two-factor' theory of intelligence. Spearman held that general intelligence ('g') "was a single factor correlated with specific abilities" ('s') to varying degrees." The basis of intelligence testing was that which Spearman had formulated based on his research study. (Encyclopedia of Psychology, nd)

THORNDIKE-"SOCIAL INTELLIGENCE"

In 1920 Edward Thorndike proposed what was termed 'social intelligence' in this realm: 'alexithymia' is the word used to describe 'the essence of emotional-social intelligence with a focus on the ability (or rather inability to recognize, understand and describe emotions. [MacLean, 1949; Ruesch, 1948; as cited by Bar-on: '. Consortium for Research on Emotional Intelligence in Organizations - Issues in Emotional Intelligence. www. eiconsortium.org.] From alexithymia it is stated that both the elements of 'psychological mindedness' and 'emotional awareness' stood in parallel but also that from this they both evolved or that the failure to describe emotions is that which brought forth these elements. Bar-on relates that: "Research exploring the neural circuitry that governs emotional awareness (Lane, 2000), as well as additional emotional and social aspects of this concept (Bar-on et al. 2003; Bechara & Bar-on, in press; Bechara et al., 2000; Damasio, 1994; Lane & McRae, 2004; LeDoux, 1996), has begun to provide tangible evidence of the anatomical foundations of this wider construct which some have questioned as an intangible myth (Davies et al., 1998; Matthews et al., 2003; Zeidner et al., 2001)." (Ibid)

WESHSLER-"NON-INTELLECTIVE ABILITIES"

David Wechsler stated that "Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment." (1944, p.3) Wechsler developed several intelligence tests which are used on a wide basis including the Wechsler Intelligence Scale for Children (1949) and the Adult Intelligence Scale (1955). Wechsler also established the use of the deviation quotient (DQ) which is used in replacing the use of mental ages in the computation of IQ scores.

HOWARD GARDINER-"MULTIPLE INTELLIGENCES"

Howard Gardner in his notion of "Multiple Intelligences" holds that there are many dimensions that comprise what is known as human intelligence. In fact, Professor Howard Gardner of Harvard University states that there are "at least eight different kinds of human intelligence" (Multiple Intelligences, nd) According to Gardener the individual varies to the extent that they possess these eight. Gardner addressed the first of the seven intelligences in the work entitled: "Frames of Mind: The Theories Behind Multiple Intelligences" (1993)

Recently introduced were the two intelligences of the (1) naturalist; and (2) spiritual.. Creative intelligence is not isolated in the work of Gardiner although the work of Buzan and Keene are stated to include this among the ten intelligences in the work entitled: "Buzan's Book of Genius." (Ibid Although Gardiner doesn't specifically list creativity as being linked to intelligence."..the creative vein does weave through all of Gardner's intelligences. Gardner's 'Eight' Multiple Intelligences.

The 'eight' multiple intelligences specified by Gardner in the categories of 'Intelligence' and 'Division' as follows:

Intelligence

Division

Linguistic intelligence to learn, use and be sensitive to language

Logical-mathematical intelligence Analysis, mathematics, science/investigative abilities.

Musical Intelligence Perform, compose, and appreciate music and specifically as related to pitch, tone and rhythm

Bodily-Kinesthetic Intelligence Coordination and use of whole and part of the body.

Spatial Intelligence Recognize, use and solve spatial problems both large and confined.

Interpersonal intelligence Ability to read other's intentions, motivations, desires and feelings.

Intrapersonal intelligence Self knowledge and ability to understand and use one's inner knowledge.

Naturalist Intelligence Ability to draw upon the immediate environment to make judgments.

To illustrate his work, Gardner selected seven individuals who are known to be pronounced in a significant creative intelligence area. Those in the list are as follows:

Domain Name of the Person Role

Born - Died Linguistic TS Eliot poet

1888-1965

Logical-Mathematical Albert Einstein scientist

1879-1955

Musical Igor Stravinsky composer conductor

1882-1971

Visual-Spatial Pablo Picasso artist

1881-1973

Bodily-Kinesthetic Martha Graham dancer

1894-1991

Intrapersonal Sigmund Freud Neurologist

Psychologist

1856-1939

Interpersonal Mahatma Gandhi freedom fighter

1869-1948

Naturalist Charles Darwin naturalist

1809-1882

MAYER & SALOVEY-"FOUR BRANCH MODEL"

The four branch model of emotional intelligence as postulated in the work of Mayer & Salovey (1997) is a model that provides a description for 'four areas of capacities or skills that collectively describe many of areas of emotional intelligence. Within the theoretical framework of this model emotional intelligence possesses certain abilities… READ MORE

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Quoted Instructions for "Emotional Intelligence: Issues in Theoretical Construct" Assignment:

“

Below is a description (dissertation prospectus)for the paper. This is a Literature Review only which is required to be an exhaustive review of the topic--emotional intelligence (EI), with direction toward EI as a predictor of career success and associated claims.

The outline below is only for guidance, not rigid. My Doctoral program is DBA (business administration).

Prospectus

I. Narrative

My dissertation proposal will examine the relationship or role of emotional intelligence in effective leadership and job success. In terms of conceptual definition, Peter Salovey (Yale University) and John Mayer (University of New Hampshire) view emotional intelligence as a set of skills hypothesized to contribute to the accurate interpretation and expression of emotion in oneself and others; also, the effective regulation of emotion, and the use of feelings to motivate, plan, and achieve success . The better-known Daniel Goleman has popularized emotional intelligence to a more vast audience outside the world of academia. Goleman has defined emotional intelligence as the ability to rein in emotional impulse; to read another's innermost feelings; to handle relationships smoothly. In the early 1990’s Daniel Goleman became aware of the writings of Salovey and Mayer. At that time Goleman was a science ***** for the New York Times who wrote mainly on the subjects of the brain and behavior research.

The potential direction of my study will examine the claims associated with emotional intelligence (EI), specifically that EI is an essential component of effective leadership and predictor of success. One of the most oft referred to research study presented to support EI as a predictor of future success is a study of 80 Ph.D.’s in Science from Berkeley University. The doctoral students at Berkeley underwent a cadre of personality tests, IQ tests, and interviews in the 1950’s. Forty years later a team of experts from the field of science evaluated the success, prestige, and accomplishments of the Berkeley graduates. One of the findings revealed that social and emotional abilities were four times more important as a variable than IQ in determining the professional success and prestige. Also of importance, some researchers hold that most failures in management occurs due to a lack of emotional intelligence (i.e., Lombardo and McCauley). Studies on the subject reveal that managerial derailment usually does not occur due to a lack of cognitive, technical or educational skills. The derailment is more often associated with character flaws such as lack of awareness, an inability to change, poor treatment of others, and problems with interpersonal relationships (i.e., Shipper & Dillard).

For clarification, my proposed approach will be to evaluate the level of emotional intelligence between organizational executive staff and organizational non-management staff. If EI is a predictor of sustainable leadership and job success then it should be evident in present day situations in organizational life. More clearly, organizational executive staff would possess a significantly higher level of EI than non-management professional staff.

II. Bibliography of Past Related Readings

Abraham, R. (2000).The role of job control as a moderator of emotional dissonance and

emotional intelligence-outcome relationships. Journal of Psychology, Vol.134, 2.

Abraham, R. (1999). Emotional intelligence in organizations: a conceptualization.genetic, social,

& general psychology monographs, Vol.126, 2.

BarOn, R. (1996). The Emotional quotient inventory (EQ-1): A test of emotional

intelligence. Toronto: Multi-Health Systems.

Berk, L. (1994). Child development. Needham Heights, Massachusetts: Paramount

Publishing.

BeShears, R.S.(2004). The ability of emotional intelligence to predict transformational

leadership when personality, affect, and cognitive ability are controlled. (Doctoral Dissertation, Wayne State University)

Cavallo, K. & Brienza, D. (2004).Emotional competence and leadership excellence at Johnson &

Johnson: The Emotional Intelligence and Leadership Study. New Brunswick, NJ,

Consortium for Research on Emotional Intelligence in Organizations, Rutgers University.

Cherniss, C. (2000). Emotional intelligence: What it is and why it matters? Paper presented at the

Annual Meeting of the society for Industrial and organization Psychology, New Orleans,

LA, April 15, 2000.

Cherniss C. & Adler, M. (2000). Promoting emotional intelligence in organizations.

Alexandria, Virginia: American Society of Training and development. The

Consortium for Research on Emotional Intelligence in Organizations, website

home page (n.d.). Retrieved November 11, 2002, from http://www.eiconsortium.org.

Cherniss, C., & Goleman, D. (1998). Bringing emotional intelligence to the workplace.

Technical Report issued by The Consortium for Research on Emotional Intelligence in Organizations. [On-line]. Available: http//www.eiconsortium.org/%5freport.htm.

Coutu, D.L. (2003). Putting leaders on the couch: a conversation with Manfred F.R. Kets de

Vries. Harvard Business Review, January 2004.

Dearlove, D. (2003). Maxed emotions: an interview with Daniel Goleman. Business

Strategy Review, Vol. 14, 2.

Decker, T.(2003). Is emotional intelligence a viable concept? Academy of Management Review,

Vol.28, 2.

Gardner, H. (1993). The theory of multiple intelligences. New York; Basic Books.

Gliner, J.A, & Morgan, G.A. (2000). Research methods in applied settings: an integrated

approach to design and analysis. Mahwah, New Jersey: Lawrence Erlbuam

Associates.

Goleman, D. (2004). Never stop learning. Harvard Business Review, 82, 1. Retrieved June 25,

2004, from EBSCO host database.

Goleman, D. (2000). Leadership that gets results. Harvard Business Review, March-April.

Goleman, D. (1998). Working with emotional intelligence. New York: Bantum.

Goleman, D. (1998b). What makes a leader? Harvard Business Review, November-December.

Goleman, D. (1995). Emotional intelligence. New York: Bantum.

Halstead, G. (2003). Emotional intelligence guides church people in caring for one

another. Today’s Ministry (Andover Newton Theological seminary), Winter

2003.

Laabs, J. (1999). Emotional intelligence at work. Workforce, 78 (7). Retrieved November

8, 2002, from EBSCO host database.

Lombardo, M. M., & McCauley, C. D. (1998). The dynamics of management derailment.

Greensboro, NC: Center for Creative Leadership.

Lombardo, M. M., & Eichinger, R. W. (1995). Preventing derailment: What to do before it's too

late. Greensboro, NC: Center for Creative Leadership.

Lam, L. T., & Kirby, S. L. (2002). Is Emotional Intelligence an advantage? An

exploration of the impact of emotional and general intelligence on individual. The

Journal of Social Psychology, 142 (1), 133-143. Retrieved May 1, 2002, from EBSCO

host database.

Law, K,L. (2004). The construct and criterion validity of emotional intelligence and its potential

utility for management studies. Journal of Applied Psychology, Vol.89, 3.

LeDoux, J. (1989). Indelibility of subcortical emotional memories. Journal of Cognitive

Neuroscience, 1, 238-43.

Leslie, J. B., & Velsor, E. V. (1996). A look at derailment today: North America and Europe.

Greensboro, NC: Center for Creative Leadership.

Mason, L. (1999). Lead the way to increase productivity. Outlook. 67 (3). Retrieved

November 8, 2002, from EBSCO host database.

Matthews, G, Roberts, R. D., & Zeidner, M. (2004). Seven myths about emotional intelligence.

Psychological Inquiry, Vol.3, No.3.

Mayer, J.D. (January 2004). Be realistic. Harvard Business Review, 82,1, Retrieved June 1,

2004, from EBSCO host database.

Mayer, J. D., Salovey, P., & Caruso, D. R. (2001). Emotional intelligence as a standard

Intelligence. Emotions, 1 (3). Retrieved November 8, 2002, from EBSCO host

database.

Mayer, J.D. (January 2000). Spiritual intelligence or spiritual consciousness. International

Journal for the Psychology of Religion, Vol.10, 1. Retrieved July 30, 2005 from

EBSCO Host database.

Mayer, J.D. (1995). A framework for the classification of personality components. Journal of

Personality, 63, 819-877.

McCall, M. W., Jr., & Lombardo, M. M. (1990). Off the track: Why and how successful

executives get derailed. Bottomline,7(9), 24-30.

O’Neil, J. (1996). On Emotional Intelligence; A conversation with Daniel Goleman.

Educational Leadership, 54 (1), September. Retrieve April 8, 2002 from EBSCO

Host database.

Pazmino, R. (2003). Resources for Christian education. Today’s Ministry (Andover

Newton Theological Seminary), Winter 2003.

Pfeiffer, S. (2001). Emotional intelligence: Popular but elusive construct. Roeffer review, 23 (3).

Retrieve September 30, 2002 from EBSCO Host database.

Radke-Yarrow, M., & Zahn-Waxler, C. (1984). Roots, motives and patterns in children's

prosocial behavior. In J. Reykowski, J. Karylowski, D. Bar-Tel, & E. Staub (Eds),

The development and maintenance of prosocial behaviors: International

perspectives on positive mortality. New York: Plenum.

Reiff, H. B. (2001). The relation of LD and gender with emotional intelligence in college

Students. Journal of Learning Disabilities, Vol.34, 1.

Roberts, R. D., Zeidner, M. & Matthews, G. (2001). Does emotional intelligence meet traditional

standards for intelligence? Some new data and conclusions. Emotions, 1, 196-231.

Sala, F.(2001). Do programs designed to increase emotional intelligence at work-work? The

Consortium for Research on Emotional Intelligence in Organizations. Retrieved November 12, 2002, from http://www.eiconsortium.org/reserach/do_ei_programs _work.htm.

Salovey, P., Stroud, L.A., Woolery, A., & Epel, E.S. (2002). Perceived emotional intelligence,

stress reactivity, and symptom reports: Further exploration using the trait meta-mood scale.

Schutte, N.S., Malouff, J M., Bobik, C., and Coston, T. D. (2001).Emotional Intelligence

and interpersonal relations. The Journal of Social Psychology, 141 (4). 523-536.

Shipper, F., & Dillard, J. E. (1994). Comparing the managerial skills of early derailers vs. fast

trackers, late derailers vs. long-term fast trackers, and mid-career derailers vs. "recoverers." Paper presented at the Academy of Management meeting, Dallas, Texas.

Smith. P. Emotional competence training program-American express. Retrieved

December 7, 2003, from www.eiconsortium.org.

Sosik, J. L., & Megerian, L.E. (1999). Understanding leadership emotional intelligence

and performance. Group & Organizational Management, September 24 (3).

Retrieved May 1, 2002, from EBSCO host database.

Tjiong, L. (2000). The relationship between emotional intelligence, hardiness and job stress

(Doctoral dissertation, Argosy University, 2000).

Tucker, M.L., Sojka, J.Z., Frank, J & McCarthy, A. M. (July & August 2000) Training

Tomorrow’s Leaders: Enhancing the emotional intelligence of business graduates.

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Weisinger, H. (1998). Emotional intelligence at work. San Francisco, California: Jossey-

Bass, Inc.

Zeidner, M, Matthews, G., & Roberts, R. D. (September 2001). Slow down, you move too fast:

emotional intelligence remains an elusive intelligence. Emotion, vol.1, 3 Retrieved

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Journal, 23 (4), p.409. Retrieved September 28, 2002 from EBSCO Host database.

III. Preliminary Literature Review Outline

A. Preconceptual History of EI

i. Spearman-“psychological ability”

ii. Thorndike-”social intelligence”

iii. Weshsler-“non-intellective abilities”

iv. EI as a form of intelligence

V. Howard Gardiner-“multiple intelligences”

B. Emotional Intelligence Theory

i. Mayer & Salovey-“Four Branch Model”

ii. Daniel Goleman-personal & social competence

iii. Reuven Bar-On: EI in the context of personality theory,

iv. Antagonists (i.e., Matthews, Roberts, & Zeidner)

C. Issues in definition and Construct Validity

i. What is emotion?

ii. Emotion vs. “g”, the centrex of intelligence theory

iii Conflicting conceptualizations

iv Reasonable canonical definition

D. Emotional Intelligence and Measurement

i. What are we measuring?

ii. Bar-On’s Emotional Quotient Inventory

iii. Mayer-Salovey-Carusco Emotional Intelligence Test (MSCEIT)

iv. Emotional Competency Inventory 360- Boyatzis and Goleman

E. EI and Leadership

i. EI & effective leadership (and failed leadership)

ii. The promise of effective leadership

iii. Emotional competence vs. emotional intelligence

F. EI as Predictor of Success

i. Common claims by EI protagonists

ii. Response by antagonist (Roberts et, 2001)

iii. Result findings

iii. Can predictor claims be validated presently?

*****

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