EMOTIONAL INTELLIGENCE

Emotional Intelligence

Abstract

In this study we try to explore the concept of “Emotional Intelligence” in a holistic context. The main focus of the research is on “Emotional Intelligence” and its relation with “Personality types” The research also analyzes many aspects of “Emotional Intelligence” and tries to gauge its effect on “Communication skills”. Emotional Intelligence

Thesis Statement

“Emotional intelligence shapes up a person's perspective and decision”.

Introduction

The term emotional intelligence became part of everyday language. Emotional intelligence is presented as an alternative form of intelligence, in direct contrast to verbal intelligence. Although verbal intelligence focuses on using language, reasoning, and problem solving, emotional intelligence refers to the ability to perceive, use, understand, and manage emotions.

This form of intelligence has dominated or ruled our representation for over a century and has been a beacon for science and social science teaching and organizational, including the famous IQ or IQ that measured our intelligence. This has two serious consequences. The first is the reduction of the reality of the complexity of the person to an exclusive form of intelligence, ignoring the contribution of other types of intelligence. The second consequence is the creation of a false reality hierarchical, educational level and company level.

Discussion

There are actually two distinct approaches to emotional intelligence. The first, based on the original Peter Salovey and John D. Mayer (1990) conceptualization, is termed the abilities model. This model views emotional intelligence as composed of four sets of skills: (1) managing emotions to attain specific goals, (2) understanding emotions, (3) using emotions to facilitate thinking, and (4) perceiving and interpreting emotions accurately in oneself and others. Early work by Salovey, Mayer, and their colleagues focused on substantiating emotional intelligence as a true form of intelligence in the same sense as verbal/academic intelligence. The abilities model is assessed through performance-based tests, the most recent version of which is the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT).

The second approach to emotional intelligence is termed the mixed model and includes elements of emotional skill/competence; related personality characteristics, such as empathy, self-esteem, optimism, stress tolerance/hardiness; and elements of interpersonal skill, such as assertiveness. The mixed model is represented in the popular press and by measurement instruments and research by Reuven Bar-On (1997) and others. Measurement of the mixed model of emotional intelligence is typically done through self-report instruments that are similar to traditional personality tests.

Alternative Approach

An alternative approach to emotional intelligence is to focus simply on the emotional skill components that underlie a portion of the broader construct of emotional intelligence. Rebecca J. Reichard and Ronald E. Riggio (2008) introduced an interactive, process model of leader and follower emotional interaction that is based on research in nonverbal and emotional communication skills dating back to Robert Rosenthal's (1979) emphasis on skill in nonverbal communication. Emotional skills have been assessed using both performance-based measures (e.g., measures of ability to “read” others' emotions) and self-report measures.

The concept of emotional intelligence brought renewed interest to the intelligence-leadership connection, particularly when it was argued that emotional intelligence was perhaps more important than was ...