Ahrm Assignment

8/3/2019 Ahrm Assignment

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ASSIGNMENT

ON

ADVANCED HUMAN RESOURCEMANAGEMENT

TOPIC-Emotional Intelligence & JobInvolvement In Various Sector

SUBMITTED BY

E.Nanthitha

&

Sajna naryan


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EMOTIONAL INTELLIGENCE (EQ)

Definition of Emotional Intelligence

Emotional intelligence is the innate potential to feel, use, communicate, recognize,

remember, describe, identify, learn from, manage, understand and explain emotions.

Hein Definition of Emotional Intelligence

Emotional intelligence is the innate potential to feel, use, communicate, recognize,

remember, describe, identify, learn from, manage, understand and explain emotions. -

S.Hein

Emotional intelligence theory (EQ - Emotional Quotient)

Emotional Intelligence - EQ - is a relatively recent behavioural model, rising to

prominence with Daniel Goleman's 1995 Book called 'Emotional Intelligence'. The early

Emotional Intelligence theory was originally developed during the 1970's and 80's by the

work and writings of psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and

John Mayer (New Hampshire). Emotional Intelligence is increasingly relevant to

organizational development and developing people, because the EQ principles provide a

new way to understand and assess people's behaviours, management styles, attitudes,

interpersonal skills, and potential. Emotional Intelligence is an important consideration in

human resources planning, job profiling, recruitment interviewing and selection,

management development, customer relations and customer service, and more.

Emotional Intelligence links strongly with concepts oflove and spirituality:

bringing compassion and humanity to work, and also to 'Multiple Intelligence' theory

which illustrates and measures the range of capabilities people possess, and the fact that

everybody has a value.
http://www.businessballs.com/love.htmhttp://www.businessballs.com/howardgardnermultipleintelligences.htmhttp://www.businessballs.com/love.htmhttp://www.businessballs.com/howardgardnermultipleintelligences.htm


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The EQ concept argues that IQ, or conventional intelligence, is too narrow; that

there are wider areas of emotional intelligence that dictate and enable how successful we

are. Success requires more than IQ (Intelligence Quotient), which has tended to be the

traditional measure of intelligence, ignoring eseential behavioural and character elements.

We've all met people who are academically brilliant and yet are socially and inter-

personally inept. And we know that despite possessing a high IQ rating, success does not

automatically follow.

Emotional intelligence - two aspects

This is the essential premise of EQ: to be successful requires the effective awareness,

control and management of one's own emotions, and those of other people. EQ embraces

two aspects of intelligence:

Understanding yourself, your goals, intentions, responses, behaviour and all.

Understanding others, and their feelings.

Emotional intelligence - the five domains

Goleman identified the five 'domains' of EQ as:

1. Knowing your emotions.

2. Managing your own emotions.

3. Motivating yourself.

4. Recognising and understanding other people's emotions.

5. Managing relationships, ie., managing the emotions of others.

Emotional Intelligence embraces and draws from numerous other branches of

behavioural, emotional and communications theories, such as NLP (Neuro-Linguistic

Programming), Transactional Analysis, and empathy. By developing our Emotional

Intelligence in these areas and the five EQ domains we can become more productive and

successful at what we do, and help others to be more productive and successful too. The

process and outcomes of Emotional Intelligence development also contain many elements


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known to reduce stress for individuals and organizations, by decreasing conflict,

improving relationships and understanding, and increasing stability, continuity and

harmony.

Emotional intelligence competence framework, case studies, examples, tools, tests,

information and related theory references

The following excellent free Emotional Intelligence materials in pdf file format

(Acrobat Reader required to view) are provided with permission of Daniel Goleman on

behalf of the Consortium for Research on Emotional Intelligence, which is gratefully

acknowledged:

The Emotional Competence Framework- a generic EQ competence framework

produced by Daniel Goleman and CREI covering in summary:

personal competence - self-awareness, self-regulation, self-motivation

social competence - social awareness, social skills

The Business Case for Emotional Intelligence - a paper by Dr Cary Cherniss

featuring 19 referenced business and organizational case studies demonstrating how

emotional intelligence contributes to corporate profit performance. The paper is an

excellent tool which trainers, HR professionals and visionaries can use to help justify

focus, development, assessment, etc., of EQ in organizations.

Guidelines for Promoting Emotional Intelligence in the Workplace - a paper chiefly

constructed by Cary Cherniss and Daniel Goleman featuring 22 guidelines which

represent the best current knowledge relating to the promotion of EQ in the workplace,

summarised as:

Paving the way

assess the organization's needs

assessing the individual

delivering assessments with care
http://www.eiconsortium.org/http://www.businessballs.com/emotionalintelligencecompetencies.pdfhttp://www.businessballs.com/emotionalintelligencebusinesscase.pdfhttp://www.businessballs.com/emotionalintelligencebestpractice.pdfhttp://www.eiconsortium.org/http://www.businessballs.com/emotionalintelligencecompetencies.pdfhttp://www.businessballs.com/emotionalintelligencebusinesscase.pdfhttp://www.businessballs.com/emotionalintelligencebestpractice.pdf


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maximising learning choice

encouraging participation

linking goals and personal values

adjusting individual expectations

assessing readiness and motivation for EQ development

Doing the work of change

foster relationships between EQ trainers and learners

self-directed chnage and learning

setting goals

breaking goals down into achievable steps

providing opportunities for practice

give feedback

using experiential methods

build in support

use models and examples

encourage insight and self-awareness

Encourage transfer and maintenance of change (sustainable change)

encourage application of new learning in jobs

develop organizational culture that supports learning

Ethical business and socially responsible leadership are strongly connected to EQ.

So is the concept oflove and spirituality in organisations. Compassion and humanity

are fundamental life-forces; our Emotional Intelligence enables us to appreciate and

develop these vital connections between self, others, purpose, meaning, existence, life

and the world as a whole, and to help others do the same.
http://www.businessballs.com/ethical_management_leadership.htmhttp://www.businessballs.com/love.htmhttp://www.businessballs.com/ethical_management_leadership.htmhttp://www.businessballs.com/love.htm


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People with strong EQ have less emotional 'baggage', and conversely people with low

EQ tend to have personal unresolved issues which either act as triggers (see

Freud/Penfield TA roots explanation) or are constants in personality make-up.

Empathy and active interpretive listening is also very relevant to EQ.

Ingham and Luft's Johari Window and associated exercises on the free team building

games section also help explain another perspective. That is, as a rule, the higher a

person's EQ, the less insecurity is likely to be present, and the more openness will be

tolerated.

High EQ = low insecurity = more openness.

A person's preparedness to expose their feelings, vulnerabilities, thoughts, etc., is a

feature of EQ. Again the converse applies. Johari illustrates this very well (the Johari

Window diagram).

Maslow is also relevant - self-actualisers naturally have stronger EQ. People

struggling to meet lower order needs - and arguably even middle order needs such as

esteem needs - tend to have lower EQ than self-actualisers. The original 5 stage

Hierarchy of Needs explains that all needs other than self-actualisation are deficiency

drivers, which suggest, in other words, some EQ development potential or weakness.

There is a strong thread of EQ running through Stephen Covey's 7 Habits.

Other theories related to Emotional Intelligence:

Love and Spirituality - how to bring compassion and humanity to work

Ethical and Social Responsibility

Leadership

Buying Facilitation
http://www.businessballs.com/transactionalanalysis.htmhttp://www.businessballs.com/empathy.htmhttp://www.businessballs.com/johariwindowmodel.htmhttp://www.businessballs.com/teambuildinggames.htmhttp://www.businessballs.com/teambuildinggames.htmhttp://www.businessballs.com/johariwindowmodeldiagram.pdfhttp://www.businessballs.com/johariwindowmodeldiagram.pdfhttp://www.businessballs.com/maslow.htmhttp://www.businessballs.com/sevenhabitsstevencovey.htmhttp://www.businessballs.com/love.htmhttp://www.businessballs.com/ethical_management_leadership.htmhttp://www.businessballs.com/leadership.htmhttp://www.businessballs.com/transactionalanalysis.htmhttp://www.businessballs.com/empathy.htmhttp://www.businessballs.com/johariwindowmodel.htmhttp://www.businessballs.com/teambuildinggames.htmhttp://www.businessballs.com/teambuildinggames.htmhttp://www.businessballs.com/johariwindowmodeldiagram.pdfhttp://www.businessballs.com/johariwindowmodeldiagram.pdfhttp://www.businessballs.com/maslow.htmhttp://www.businessballs.com/sevenhabitsstevencovey.htmhttp://www.businessballs.com/love.htmhttp://www.businessballs.com/ethical_management_leadership.htmhttp://www.businessballs.com/leadership.htm


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Benziger Thinking Styles and Assessment Model

McGregor XY Theory

Three main models of EI:

Ability EI models

Mixed models of EI

Trait EI model

The ability-based model

Salovey and Mayer's conception of EI strives to define EI within the confines of the

standard criteria for a new intelligence. Following their continuing research, their initial

definition of EI was revised to: "The ability to perceive emotion, integrate emotion to

facilitate thought, understand emotions and to regulate emotions to promote personal

growth."

The ability based model views emotions as useful sources of information that help one

to make sense of and navigate the social environment.[12]The model proposes that

individuals vary in their ability to process information of an emotional nature and in theirability to relate emotional processing to a widercognition. This ability is seen to manifest

itself in certain adaptive behaviors. The model proposes that EI includes 4 types of

abilities:

1. Perceiving emotions the ability to detect and decipher emotions in faces,

pictures, voices, and cultural artifacts- including the ability to identify ones own

emotions. Perceiving emotions represents a basic aspect of emotional intelligence,

as it makes all other processing of emotional information possible.

2. 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.
http://www.businessballs.com/benzigerpersonalityassessment.htmhttp://www.businessballs.com/mcgregor.htmhttp://en.wikipedia.org/wiki/Social_environmenthttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-grewal-11%23cite_note-grewal-11http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-grewal-11%23cite_note-grewal-11http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-grewal-11%23cite_note-grewal-11http://en.wikipedia.org/wiki/Cognitionhttp://en.wikipedia.org/wiki/Cultural_artifactshttp://en.wikipedia.org/wiki/Mood_(psychology)http://www.businessballs.com/benzigerpersonalityassessment.htmhttp://www.businessballs.com/mcgregor.htmhttp://en.wikipedia.org/wiki/Social_environmenthttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-grewal-11%23cite_note-grewal-11http://en.wikipedia.org/wiki/Cognitionhttp://en.wikipedia.org/wiki/Cultural_artifactshttp://en.wikipedia.org/wiki/Mood_(psychology)


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3. 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.

4. 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.

The ability-based model has been criticized in the research for lacking face and predictive

validity in the workplace. [13]

Measurement of the ability-based model

Different models of EI have led to the development of various instruments for the

assessment of the construct. While some of these measures may overlap, most researchers

agree that they tap slightly different constructs. The current measure of Mayer and

Saloveys model of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test

(MSCEIT) is based on a series of emotion-based problem-solving items.Consistent with

the model's claim of EI as a type of intelligence, the test is modeled on ability-based IQtests. By testing a persons abilities on each of the four branches of emotional

intelligence, it generates scores for each of the branches as well as a total score.

Central to the four-branch model is the idea that EI requires attunement to social

norms. Therefore, the MSCEIT is scored in a consensus fashion, with higher scores

indicating higher overlap between an individuals answers and those provided by a

worldwide sample of respondents. The MSCEIT can also be expert-scored, so that the

amount of overlap is calculated between an individuals answers and those provided by a

group of 21 emotion researchers.

Although promoted as an ability test, the MSCEIT is most unlike standard IQ tests in

that its items do not have objectively correct responses. Among other problems, the

consensus scoring criterion means that it is impossible to create items (questions) that
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only a minority of respondents can solve, because, by definition, responses are deemed

emotionally 'intelligent' only if the majority of the sample has endorsed them. This and

other similar problems have led cognitive ability experts to question the definition of EI

as a genuine intelligence.

In a study by Fllesdalthe MSCEIT test results of 111 business leaders were

compared with how their employees described their leader. It was found that there were

no correlations between a leader's test results and how he or she was rated by the

employees, with regard to empathy, ability to motivate, and leader effectiveness.

Fllesdal also criticized the Canadian company Multi-Health Systems, which administers

the MSCEIT test. The test contains 141 questions but it was found after publishing the

test that 19 of these did not give the expected answers. This has led Multi-Health Systemsto remove answers to these 19 questions before scoring, but without stating this officially.

Mixed models of EI

The Emotional Competencies (Goleman) model

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

four main EI constructs

1. Self-awareness the ability to read one's emotions and recognize their impact

while using gut feelings to guide decisions.

2. Self-management involves controlling one's emotions and impulses and

adapting to changing circumstances.

3. Social awareness the ability to sense, understand, and react to others'

emotions while comprehending social networks.

4. Relationship management the ability to inspire, influence, and develop others

while managing conflict.

Goleman includes a set ofemotional competencies within each construct of EI.

Emotional competencies are not innate talents, but rather learned capabilities that must be
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worked on and developed to achieve outstanding performance. Goleman posits that

individuals are born with a general emotional intelligence that determines their potential

for learning emotional competencies.[16]Goleman's model of EI has been criticized in the

research literature as mere pop-psychology (Mayer, Roberts, & Barsade, 2008).

Measurement of the Emotional Competencies (Goleman) model

Two measurement tools are based on the Goleman model:

1) The Emotional Competency Inventory (ECI), which was created in 1999 and the

Emotional and Social Competency Inventory (ESCI), which was created in 2007.

2) The Emotional Intelligence Appraisal, which was created in 2001 and which can betaken as a self-report or 360-degree assessment[17].

The Bar-On model of Emotional-Social Intelligence (ESI)

Bar-On (2006) developed one of the first measures of EI that used the termEmotion

Quotient. He defines emotional intelligence as being concerned with effectively

understanding oneself and others, relating well to people, and adapting to and coping

with the immediate surroundings to be more successful in dealing with environmentaldemands.[18]Bar-On posits that EI develops over time and that it can be improved through

training, programming, and therapy.[2] Bar-On hypothesizes that those individuals with

higher than average E.Q.s are in general more successful in meeting environmental

demands and pressures. He also notes that a deficiency in EI can mean a lack of success

and the existence of emotional problems. Problems in coping with ones environment are

thought, by Bar-On, to be especially common among those individuals lacking in the

subscales of reality testing, problem solving, stress tolerance, and impulse control. In

general, Bar-On considers emotional intelligence and cognitive intelligence to contribute

equally to a persons general intelligence, which then offers an indication of ones

potential to succeed in life.[2] However, doubts have been expressed about this model in

the research literature (in particular about the validity of self-report as an index of
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emotional intelligence) and in scientific settings (see, e.g., Kluemper, 2008). [19] it is being

replaced by the trait EI model discussed below.

Measurement of the ESI Model

The Bar-On Emotion Quotient Inventory (EQ-i), is a self-report measure of EI

developed as a measure of emotionally and socially competent behavior that provides an

estimate of one's emotional and social intelligence. The EQ-i is not meant to measure

personality traits or cognitive capacity, but rather the mental ability to be successful in

dealing with environmental demands and pressures.[2] One hundred and thirty three items

(questions or factors) are used to obtain a Total EQ (Total Emotional Quotient) and to

produce five composite scale scores, corresponding to the five main components of the

Bar-On model. A limitation of this model is that it claims to measure some kind of ability

through self-report items (for a discussion, see Matthews, Zeidner, & Roberts, ). The EQ-

i has been found to be highly susceptible to faking (Day & Carroll, ; Grubb &

McDaniel,).

The Trait EI model

Petrides proposed a conceptual distinction between the ability based model and a

trait based model of EI.Trait EI is "a constellation of emotion-related self-perceptions

located at the lower levels of personality". In lay terms, trait EI refers to an individual's

self-perceptions of their emotional abilities. This definition of EI encompasses behavioral

dispositions and self perceived abilities and is measured by self report, as opposed to the

ability based model which refers to actual abilities, which have proven highly resistant to

scientific measurement. Trait EI should be investigated within apersonality framework.

An alternative label for the same construct is trait emotional self-efficacy.

The trait EI model is general and subsumes the Goleman and Bar-On models

discussed above. Petrides et al. are major critics of the ability-based model and the

MSCEIT arguing that they are based on "psychometrically meaningless" scoring

procedures (e.g., Petrides, Furnham, & Mavroveli,).
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The conceptualization of EI as a personality trait leads to a construct that lies outside

the taxonomy of human cognitive ability. This is an important distinction in as much as it

bears directly on the operationalization of the construct and the theories and hypotheses

that are formulated about it.

Measurement of the Trait EI model

There are many self-report measures of EI, including the EQi, the Swinburne

University Emotional Intelligence Test (SUEIT),the Schutte Self-Report Emotional

Intelligence Test (SSEIT), a measure by Tett, Fox, and Wang (2005). From the

perspective of the trait EI model, none of these assess intelligence, abilities, or skills (as

their authors often claim), but rather, they are limited measures of trait emotional

intelligence (Petrides, Furnham, & Mavroveli, 2007). The Trait Emotional Intelligence

Questionnaire (TEIQue) is an open-access measure that was specifically designed to

measure the construct comprehensively and is currently available in 15 languages.

The TEIQue provides an operationalization for Petrides and colleagues' model that

conceptualizes EI in terms of personality.[22] The test encompasses 15 subscales organized

under four factors: Well-Being,Self-Control,Emotionality, and Sociability. The

psychometric properties of the TEIQue were investigated in a recent study on a French-Speaking Population, where it was reported that TEIQue scores were globally normally

distributed and reliable.

The researchers also found TEIQue scores were unrelated to nonverbal reasoning

(Ravens matrices), which they interpreted as support for the personality trait view of EI

(as opposed to a form of intelligence). As expected, TEIQue scores were positively

related to some of the Big Five personality traits (extraversion,agreeableness, openness,

conscientiousness) as well as inversely related to others(alexithymia, neuroticism).
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EI is too broadly defined and the definitions are unstable

One of the arguments against the theoretical soundness of the concept suggests that

the constant changing and broadening of its definition- which has come to encompass

many unrelated elements had rendered it an unintelligible concept:

"What is the common or integrating element in a concept that includes: introspection

about emotions, Emotional expression, non-verbal communication with others, empathy,

self-regulation,planning, creative thinking and the direction ofattention? There is none."

Other criticsmention that without some stabilization of the concepts and the

measurement instruments, meta-analyses are difficult to implement, and the theory

coherence is likely to be adversely impacted by this instability.

EI cannot be recognized as a 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

assumptions about intelligence in general, and that it even runs contrary to what

researchers have come to expect when studying types of intelligence:

"Goleman exemplifies more clearly than most the fundamental absurdity of the

tendency to class almost any type of behaviour as an 'intelligence'... If these five 'abilities'

define 'emotional intelligence', we would expect some evidence that they are highly

correlated; Goleman admits that they might be quite uncorrelated, and in any case if we

cannot measure them, how do we know they are related? So the whole theory is built on

quicksand: there is no sound scientific basis".

Similarly, Locke claims that the concept of EI in itself is a misinterpretation of the

intelligence construct, and he offers an alternative interpretation: it is not another form or

type of intelligence, but intelligence--the ability to grasp abstractions--applied to a

particular life domain: emotions. He suggests the concept should be re-labeled and

referred to as a skill.
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EI has no substantial predictive value

Landy has claimed that the few incremental validity studies conducted on EI have

demonstrated that it adds little or nothing to the explanation or prediction of some

common outcomes (most notably academic and work success). Landy proposes that the

reason some studies have found a small increase in predictive validity is in fact a

methodological fallacy incomplete consideration of alternative explanations:

"EI is compared and contrasted with a measure of abstract intelligence but not with a

personality measure, or with a personality measure but not with a measure of academic

intelligence." Landy

In accordance with this suggestion, other researchers have raised concerns about the

extent to which self-report EI measures correlate with established personality dimensions.

Generally, self-report EI measures and personality measures have been said to converge

because they both purport to measure traits, and because they are both measured in the

self-report form. Specifically, there appear to be two dimensions of the Big Five that

stand out as most related to self-report EI neuroticism and extraversion. In particular,

neuroticism has been said to relate to negative emotionality and anxiety. Intuitively,

individuals scoring high on neuroticism are likely to score low on self-report EImeasures.

The interpretations of the correlationsbetween self-report EI and personality have

been varied and inconsistent. Some researchers have asserted that correlations in the .40

range constitute outright construct redundancy,[31] while others have suggested that self-

report EI is a personality trait in itself.[20]

EI, IQ and job performance

Research of EI and job performance show mixed results: a positive relation has been

found in some of the studies, in others there was no relation or an inconsistent one. This

led researchers Cote and Miners (2006) tooffer a compensatory model between EI and IQ,

that posits that the association between EI and job performance becomes more positive as
http://en.wikipedia.org/wiki/Incrementalhttp://en.wikipedia.org/wiki/Predictive_validityhttp://en.wikipedia.org/wiki/Methodologyhttp://en.wikipedia.org/wiki/Big_Five_personality_traitshttp://en.wikipedia.org/wiki/Neuroticismhttp://en.wikipedia.org/wiki/Extraversionhttp://en.wikipedia.org/wiki/Anxietyhttp://en.wikipedia.org/wiki/Correlationshttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-30%23cite_note-30http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-pet2000-19%23cite_note-pet2000-19http://en.wikipedia.org/wiki/Incrementalhttp://en.wikipedia.org/wiki/Predictive_validityhttp://en.wikipedia.org/wiki/Methodologyhttp://en.wikipedia.org/wiki/Big_Five_personality_traitshttp://en.wikipedia.org/wiki/Neuroticismhttp://en.wikipedia.org/wiki/Extraversionhttp://en.wikipedia.org/wiki/Anxietyhttp://en.wikipedia.org/wiki/Correlationshttp://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-30%23cite_note-30http://en.wikipedia.org/wiki/Emotional_intelligence#cite_note-pet2000-19%23cite_note-pet2000-19


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cognitive intelligence decreases, an idea first proposed in the context of academic

performance (Petrides, Frederickson, & Furnham, 2004). The results of the former study

supported the compensatory model: employees with low IQ get higher task performance

and organizational citizenship behavior directed at the organization, the higher their EI.

Potential EI vs. Actual EI Skills (EI vs EQ)

As written in my defintion section, I believe each child enters the world with a unique

potential for these components of emotional intelligence:

1. Emotional sensitivity

2. Emotional memory

3. Emotional processing and problem solving ability

4. Emotional learning ability.

The way we are raised dramatically affects what happens to our potential in each of

these areas. For example a baby might be born with a very high potential for music -- he

or she might be a potential Mozart -- but if that child's potential is never recognized,

nurtured, and enouraged, and if the child is never given the chance to develop their

musical potential, they will never become a talented musician later in life. The world will

then miss out on this person's special gift to humanity.

Also, a child being raised in an emotionally abusive home can be expected to use their

emotional potential in unhealthy ways later in life.

Because of these possibilities, I encourage you to make a distinction between a

person's inborn emotional potential versus their actual emotional skills and use of

emotional intelligence later in life. I suggest we use the term "emotional intelligence"


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only for a person's inborn, innate emotional potential. When we want to talk about their

actual emotional skills and emotional management as we see by their behavior, I suggest

we use the term "EQ" since it is already often being used talk about a person's practical

emotional skills.

Innate Emotional Intelligence vs "EQ"

Most writers interchange the terms "EQ" and "emotional intelligence". I believe,

however, it is useful to try to make distinction between a person's person's innatepotential versus what act ually happens to that potential over their lifetime. I believe each

baby is born with a certain potential for emotional sensitivity, emotional memory,

emotional processing and emotional learning ability. It is these four inborn components

which I believe form the core of one's emotional intelligence.

This innate intelligence can be either developed or damaged with life experiences,

particularly by the emotional lessons taught by the parents, teachers, caregivers and

family during childhood and adolescence. The impact of these lessons results in what I

refer to as one's level of "EQ." in other words, as I use the term, "EQ" represents a

relative measure of a person's healthy or unhealthy developmentof their innate emotional

intelligence.

When I say "EQ" I am not talking about a numerical test score like IQ. It is simply a

convenient name I am using. As far as I know, I am the only writer who is making a

distinction between inborn potential and later development or damage. I believe it is

possible for a child to begin life with a high level of innate emotional intelligence, but

then learn unhealthy emotional habits from living in an abusive home. Such a child will

grow up to have what I would call low EQ. I would suspect that abused, neglected and

emotionally damaged children will score much lower on the existing emotional


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intelligence tests compared to others having the same actual original emotional

intelligence at birth.

As I see it, I believe, then, that it is possible for a person to start out with high EI, but

then be emotionally damaged in early childhood, causing a low EQ later in life. On the

other hand, I believe it is possible for a child to start out with relatively low EI, but

receive healthy emotional modeling, nurturing etc., which will result in moderately high

EQ. Let me stress however that I believe it is much easier to damage a high EI child than

to develop the EQ of a low EI child. This follows the principle that it is generally easier

to destroy than create.

In comparison to say, mathematical intelligence, it is important to note that relatively

few people start out with high innate mathematical abilities and then have this ability

damaged through misleading or false math training or modeling. I say relatively few

because I mean in comparison to the number of emotionally sensitive children who

receive unhealthy and self-destructive emotional imprinting from any number of sources.

Parents and television shows don't generally teach that 2+2=968. But they do often teach

emotional lessons which are as equivalent in unhealthiness as this equation is in

inaccuracy. Or we might say which would be as damaging to an intimate relationship as

the false equation would be to the career of an accountant.

At present, all other models of emotional intelligence, including even the most

"pure" of the group, the Mayer/Salovey/Caruso model, combine the measurement of the

innate emotional variables (sensitivity, memory, processing and learning) with the

environmental affects on those same variables. Certain writers have defined intelligence

in general as "potential." I agree with this and this is why I want to distinguish between

EI and EQ.

1.Ability, Skill and Potential

This article discusses a key problem with the Mayer Salovey definition of EI and with

the Mayer Salovey Caruso test (MSCEIT). The problem is their use of the word "ability".
http://eqi.org/edi92.htmhttp://eqi.org/edi92.htm


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2. Innate EI and emotional damage during life

The Mayer Salovey definition, along with the way they discuss EI in their writing,

ignores the fact that a child can start out with high innate emotional intelligence and then

be emotionally damaged. (I discuss this further in my section on EI vs EQ.) I would like

to see them address this more in their work.

3. Emotional Vocabulary

I would like to see Mayer and Salovey address the fact that an emotionally

intelligent person is capable of mastering an extensive vocabulary of what I call feeling

words. By mastering I mean having the ability to not only perceive an extensive range of

feelings in oneself and others, but also to quickly assign the most specific label to the

feeling, for example in conversation with others or in self-reflection. In some of their

writing MSC do include the ability to express emotion as part of their first branch of EI,

but they seem to limit their test to only a few emotions compared with the much broader

available scope of feeling words which are available in the English language.

In common language we often think a person is "intelligent" when they have a large

vocabulary and can use it precisely. I believe this same concept applies to emotional

intelligence. But again, if a person is never specifically taught to use feeling words, it

does not necessarily mean they did not have high innate emotional intelligence, nor that

they cannot later expand their emotional vocabulary.

4. Emotional Knowledge

In the section on emotional understanding much of this is probably better called

emotional knowledge than an aspect of emotional intelligence itself. Knowledge can be

taught but intelligence represents potential before any learning has taken place. Of

course, if one is more intelligent, emotionally or otherwise, this learning takes place

faster and can go further.

5. Testing for EI
http://eqi.org/eidefs.htm#Potential%20EI%20vs.%20Actual%20EI%20Skills%20(EI%20vs%20EQ)%23Potential%20EI%20vs.%20Actual%20EI%20Skills%20(EI%20vs%20EQ)http://eqi.org/fw.htmhttp://eqi.org/fw.htmhttp://eqi.org/eidefs.htm#Potential%20EI%20vs.%20Actual%20EI%20Skills%20(EI%20vs%20EQ)%23Potential%20EI%20vs.%20Actual%20EI%20Skills%20(EI%20vs%20EQ)http://eqi.org/fw.htmhttp://eqi.org/fw.htm


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This concern is with measuring emotional facilitation of thought and emotional

management. I don't see how you can really do this with a paper and pencil test. The

MSC team say they are measuring some of these things with their tests, but it is hard to

say how much their test scores reflect actual ability in real life situations, or when under

extreme stress. And these are the situations when highly developed emotional intelligence

may be the most important.

6. Abstractness

Finally their definition is a bit too abstract for me when it comes to things like

identifying emotion in art and music. I found this section of their CD ROM test a little

hard to take seriously when it asks you to look at a graphic design and try to guess what

emotions it is conveying. Therefore I would like to see them test for something like the

ability to identify emotion in tone of voice or body language instead.

Adaptation of the Mayer Salovey definition

1. Emotional identification, perception and expression

The ability to perceive and identify emotions in faces, tone of voice, body

language

The capacity for self-awareness: being aware of your own feelings as they are

occurring

The capacity for emotional literacy. Being able to label specific feelings in

yourself and others; being able to discuss emotions and communicate clearly and

directly.

2. Emotional facilitation of thought

The ability to incorporate feelings into analysis, reasoning, problem solving and

decision making

The potential of your feelings to guide you to what is important to think about


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3. Emotional understanding

The ability to solve emotional problems

The ability to identify and understand the inter-relationships beween emotions,

thoughts and behavior. For example, to see cause and effect relationships such as

how thoughts can affect emotions or how emotions can affect thoughts, and how

your emotions can lead to the behavior in yourself and others.

The ability to understand the value of emotions to the survival of the species

4. Emotional management

The ability to take responsibility for one's own emotions and happiness

The ability to turn negative emotions into positive learning and growing

opportunities

The ability to help others identify and benefit from their emotions

JOB INVOLVEMENT IN VARIOUS JOB SECTOR

Job involvement has been seen as influencing interrole conflict through role

segmentation and time and attention devoted to the job role. This study tested both a

direct and a moderated relationship using these variables.

The sample consisted of 456 employees in a major American service organization

who completed paper-and-pencil instruments including the Job Involvement

Questionnaire and new measures of the moderators and interrole conflict.

There was evidence of an indirect relationship between job involvement and

interrole conflict. Segmentation explained more variance than time or attention devoted

to roles. Though there was a direct correlation between job involvement and conflict, it

was weak and had no unique variance when the moderators were included.

Organizational Politics, Job Attitudes, and Work Outcomes: Exploration and

Implications for the Public Sector


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To promote understanding of employees' reactions to organizational politics. The

relationship between perception of organizational politics, job attitudes, and several other

work outcomes was examined among 303 public sector employees in Israel. Perception

of organizational politics was found to have had a negative relationship with job attitudes

(e.g., job satisfaction and organizational commitment), a positive relationship with

intention to leave the organization (exit), and a stronger positive relationship with

negligent behavior (neglect). It is suggested that public personnel will tend to react to

workplace politics with negligent behavior rather than by leaving. A weak negative

relationship was found between perception of organizational politics and employees'

performance as reported by supervisors. Perception of organizational politics also made a

unique contribution to explaining variance among the work outcomes, beyond the

variance explained by job attitudes and personal variables. Several implications and

recommendations for further inquiry into perception of politics in organizations,

particularly in the public sector, are noted.

Strategies for Involving the Private Sector in Job Training Programs.

This describes various strategies for involving the private sector in job training

programs and summarizes a study conducted with prime sponsors of Comprehensive

Employment and Training Act (CETA) programs in Texas. Included in a discussion of

involving the private sector in job training programs are the following topics: the new

mandate for private sector involvement; the benefits of business/industry involvement in

job training; the purpose of private sector involvement; barriers to private sector

involvement in job training; components of success (definition of goals, promotion and

management, involvement, cost); and strategies for collaboration (the vocational

education and CETA delivery systems). A bibliography for private sector involvement in

job training is also provided. Summarized next are the results of a survey completed by a

total of 24 CETA prime sponsors and Balance of State program contractors in the state of

Texas in order to determine the extent of private sector involvement in job training

programs and employment generating services.


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Impact of Job Involvement on In-Role Job Performance and Organizational

Citizenship Behavior

The impact of job involvement on the self-report measures of in-role job

performance and organizational citizenship behavior. The results of this study revealed

that job involvement was positively correlated with both in-role job performance and

OCB . In addition to this it was found that organizational commitment partially mediated

the job involvement-performance relationship.

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