Emotional Intelligence in Organzations - MVJ

EMOTIONAL INTELLIGENCE

leadership and development/contribution of EI in organizations.

* Prof. Husnain Sabah

Asst. Professor, Department of Management Studies, Koshys Institute of Management Studies, Hennur Bagalur road, Bangalore – 562149 Email:


Impact on workforce behavior, leadership and development/contribution of EI in organizations.


Koshys Institute of Management Studies

EMOTIONAL INTELLIGENCE – Impact on workforce behavior,


Prof. Husnain Sabah & Prof Vidya Sampath *

Asst. Professor, Department of Management Studies, Koshys Institute of Management Studies, Hennur 562149 Email: [email protected]/ [email protected]




Koshys Institute of Management Studies

Impact on workforce behavior,


Asst. Professor, Department of Management Studies, Koshys Institute of Management Studies, Hennur [email protected]





* Prof. Husnain Sabah & Prof Vidya Sampath *

Asst. Professor, Department of Management Studies, Koshys Institute of Management Studies, Hennur Bagalur road, Bangalore – 562149 Email: [email protected]/ [email protected]

“As the pace of change increases and the world of work makes ever greater demands on a

person’s cognitive, emotional, and physical resources, Emotional Intelligence will become

increasingly important.”

Cary Cherniss, Ph.D.

Graduate School of Applied and Professional Psychology

Rutgers University

Abstract

This paper aims at understanding Emotional Intelligence in depth, acknowledging the impact it

has on the workforce behavior and also in recognizing the importance of Emotional Intelligence

in developing competent leaders in organizations.

Business organizations today are bound to face a dynamic environment owing to globalization

and opening up of world economy. In such a dynamic milieu it is inevitable to come across tough

competition, and to outperform competitors, organizations set high benchmark for themselves.

When the business environment is fast-paced and target driven, employees are expected to take

quick decisions, be ready for change and be able to manage high levels of stress.





Intelligence Quotient might help an individual to obtain a good job position in an esteemed

organization but it takes more than just cognitive ability to sustain through the ups and downs of

the challenging work environment. It is Emotional Intelligence that comes to fill this gap and

rescue a person from the negative emotions trying to drain their energies. In last two decades

there has been an increasing research regarding the importance of Emotional Intelligence in

organizations. Underlying this research is the view that people with high Emotional Intelligence

Competencies are more likely to gain success in workplace than those with low Emotional

Intelligence.

This study addresses the influence of Emotional Intelligence in Organizations, highlighting the

following:

1) What is Emotional Intelligence and why is it important for organizations?

2) What are the work attitudes that can be positively impacted by Emotional Intelligence?

3) How does Emotional Intelligence contribute towards Organizational Development and

help in developing competent leadership in organizations?

4) How can Emotional Intelligence be assessed and developed in organizations?

Keywords – Emotional Intelligence, Self-awareness, Social Awareness, Leadership, Work

Attitudes, Change Management, Stress-Management





INTRODUCTION

We all come across success stories of big business magnate who have dropped out of college or

someone who is incredibly bright and yet cannot seem to pull life together. Someone with a

superior intelligence level might not be guaranteed success unless they have the required

Emotional balance or intelligence.

It is important to understand that our emotions are a natural, neurological to strong stimuli, and

by paying attention to what our emotions are telling us, we can learn to manage our responses to

them. This practice thus would make us less susceptible to being overwhelmed by emotions and

instead regulate them so as to respond in a rational manner.

However, it is worth noting that both Daniel Goleman (1998) and Mayer, Salovey, & Caruso

(1998b) have argued that by itself emotional intelligence probably is not a strong predictor of job

performance. Rather, it provides the bedrock for competencies that are.

Emotional intelligence competencies include empathy, intuition, creativity, flexibility, resilience,

stress management, leadership, integrity, happiness and optimism, as well as intrapersonal and

interpersonal communication skills.





WHAT IS EMOTIONAL INTELLIGENCE (EI)

Emotional Intelligence involves a combination of competencies which allow a person to be

aware of, to understand and be in control of their emotions, to identify and understand the

emotions of others around them and to subsequently use this knowledge to deal with critical

situations and foster success of themselves and others.

Wechsler defined EI as “the global capacity of the individual to deal effectively with his

environment”. The term ‘Emotional Intelligence’ was later coined by John Mayer and Peter

Salovey in 1990 on the basis of their own research and also the previous researches done on the

subject. In 2000, Mayer and Salovey defined Emotional Intelligence as “the ability to perceive

and express emotion, assimilate emotion in thought, understand with emotion, and regulate

emotion in the self and others”

Emotional intelligence helps you build stronger relationships, succeed at work, and achieve your

career and personal goals. Emotional intelligence (EQ) is the ability to identify, use, understand,

and manage emotions in positive ways to relieve stress, communicate effectively, empathize with

others, overcome challenges, and defuse conflict. Emotional intelligence impacts many different

aspects of your daily life, such as the way you behave and the way you interact with others. You





can use this understanding of emotions to relate better to other people, form healthier

relationships, achieve greater success at work, and lead a more fulfilling life.

RESEARCH BACKGROUND ON EMOTIONAL INTELLIGENCE

IQ by itself is not a very good predictor of job performance. Until the last century the

understanding of intelligence was restricted to cognitive functions such as memory, learning and

problem solving. However, by 1900s scientists began to understand that there exists a non-

cognitive skill set that would help in completing the definition of intelligence.

Howard Gardner published his groundbreaking work in 1983 in which he argued about the

existence of more than one type of intelligence. He also classified multiple intelligence in two

groups:

1. Intrapersonal intelligence

2. Interpersonal intelligence

Daniel Goleman’s model of Emotional Intelligence, published in 1995, has become most widely

recognized as being able to describe accurately the concept of Emotional Intelligence.





Research suggests that emotional intelligence plays a significant role in the success of workplace

behavior. And although studies have provided evidence to support this verity, not many have

been able to do an empirical investigation on the same.

HOW IS EMOTIONAL QUOTIENT (EQ) DIFFERENT FROM INTELLIGENCE

QUOTIENT (IQ)?

IQ is a measure of relative intelligence which is determined by a Cognitive test. Cognitive ability

is the basis on which IQ is determined. It is the ability to think and reason logically without the

interference of emotions and feelings. It includes verbal, logical reasoning, memory, and

mathematical skills. Cognitive intelligence involves analytical skills rather than on social skills.

Institutions and organizations place a lot of emphasis to test the IQ level but little do they realize

that high IQ levels don’t guarantee achievement or success. Research has shown that only 25%

of job success can be attributed to IQ and 75% of the job success yet remains unexplained. This

vacuum gives the opportunity for EI to be researched as it has the ability to contribute to job

success at a higher degree than IQ.





WHY EMOTIONAL INTELLIGENCE IN ORGANIZATIONS?

Emotional intelligence helps to steer the social complexities of the workplace, lead and motivate

others. In fact, when it comes to gauging job candidates, many companies now view emotional

intelligence as being as important as technical ability and require EQ testing before hiring.

Today’s organizations have come to realize that IQ alone cannot predict an individual’s

performance or success. Hence, there has been a paradigm shift from a person’s score on an

intelligence test to knowing more about how they conduct themselves, express themselves and

most importantly how they interact with others.

When an individual’s EI is not developed, they tend to get stopped by setbacks like a promotion

that did not come through or a raise or bonus that they didn’t get. They might face discomfort in

getting past such situations or might react negatively to the people involved. On the other hand

people with a high level of EI have the ability to stop and analyze their feelings, and how their

feelings are impacting their behavior. They are able to choose their behavior and actions and thus

are able to quicken the pace at which they move past a situation.

It is imperative to understand the value of EI from employee perspective since today’s hiring

strategies use EI as a new yardstick to understand how a new hires would themselves and others.





To be able to place oneself in a job that would help their career augmentation it is crucial to be

prepared to prove one’s caliber not only from intelligence perspective but also from the emotion

perspective.

Organizations today are struck by the wobbling effect of lack of qualitative manpower. And

when they are somehow able to attract the talented pool of people it becomes a big challenge to

retain that pool. High attrition does not only impact the employer but also the retained employees

who find themselves overworked and exhausted due to the additional workload. To add to the

problems is the fierce competition they need to face for the fear of falling behind their peers.

They are thereby driven to adopt aggressive tactics which create unhealthy environment in the

organization and form an air filled with negative emotions. EI can help the employees to pass

through the negative circumstances with a lot of ease and would help them to avoid taking

drastic measures for attaining growth like resorting to unethical practices or an unexpected exit

from the organization.

Martin Seligman developed a term known as ‘Learned Optimism’ which exhibits the causal

attributions that people make when they face setbacks. Optimists tend to make temporary and

external attributions and pessimist tend to make permanent and internal attributions. Many

studies have proven that Optimists have the capability to experience a setback and move on from

there with a positive approach and thus have higher prospects of achieving success since they





don’t cling to their failures and rather invest their energies on learning from the setbacks.

According to a study conducted by Seligman, New salesmen at Met Life who scored high on a

test of “learned optimism” sold 37 percent more life insurance in their first two years than

pessimists.

Empathy is a very vital aspect of EI and researches have shown that it contributes to successful

interpersonal relationships. Rosenthal discovered that people who identified with others’

emotions were more successful at work as well as their social lives.

CONTRIBUTION OF EMOTIONAL INTELLIGENCE IN BUSINESS WORLD

Optimism – people with high EI have also been discovered to have high level of

optimism and thus they also have the ability to handle setbacks and failures and are able

to look at such roadblocks as something external to them and temporary. Optimism has

proven to help a person to sustain a job for a longer duration and to approach daily

challenges with a mindset of finding solutions and growing there from, rather than

looking at problems as a permanent bane.





Cost-savings from EI – hiring employees with high levels of EI gives the organization a

chance of hiring the right people the first time and reducing employee turnover, resulting

in significant cost savings.

Emotionally intelligent leaders – studies have shown that the most successful leaders

have higher developed EI than others. And the most emotional competencies that the

leaders are required to be strong in are: drive for achievement, leadership, self-

confidence, organizational awareness, and influence. Not only is EI important to lead but

also to rise to the top of an organization. The Centre for Creative Leadership in an

advanced study have shown that the most important reasons due to which leaders fail

are: their inability to deal with change, poor interpersonal relationships and their inability

to work with teams.

Grievance redressal - Employees having high level of EI rarely have severe grievances

towards their organization and employers who take the initiative to develop EI of their

employees’ are at a greater benefit since the level of grievances coming from high EI

employees are minimal to nil.

In a study conducted at L’Oreal, it was found that sales agents selected on the basis of certain

emotional competencies significantly outperformed salespeople selected using the company’s





old selection procedure. On an annual basis, salespeople selected on the basis of emotional

competence sold $91,370 more than other salespeople did, for a net revenue increase of

$2,558,360. Salespeople selected on the basis of emotional competence also had 63% lesser

turnover during the first year than those selected in the traditional way (Spencer & Spencer,

1993; Spencer, McClelland, & Kelner, 1997).

LEADERSHIP AND EMOTIONAL INTELLIGENCE

Spherion, a staffing and consulting firm in Fort Lauderdale, Florida, and Lou Harris Associates,

found that only 11 percent of the employees who rated their bosses as excellent said that they

were likely to look for a different job in the next year. However, 40 percent of those who rated

their bosses as poor said they were likely to leave. This study shows that people with good

leaders or bosses are four times less likely to leave an organization than those who rate their

leaders as poorly equipped with leadership skills. The good bosses are ideally those who have the

ability to sense what their employees feel and encourage them when they begin to feel

discouraged. In other sense, good bosses are just leaders who have high level of Emotional

Intelligence.





Social skills have been found to be most essential for leaders so much so that as individuals

ascend the organizational hierarchy, social intelligence becomes the most important determinant

of who will be successful in sustaining the challenges posed by that position.

Goleman, Boyatzis, and Mckee (2002) have argued that EI is an essential component in

determining the leadership effectiveness mainly when leaders are dealing with teams in

workplace. Cary Cherniss has said that it is more important to persist in the face of a difficult

situation and to get along with colleagues and subordinates than to have more points in IQ.

Interpersonal ineptitude in leaders is bound to lower subordinates’ performance and resulting in

waste of time, creating animosity, corrode motivation and dedication, build resentment and

apathy. Failed managers have been found to be high on arrogance; over reliant on brain power or

IQ, show inability to adapt to disorienting economic changes and despises collaboration.

As per the academic research conducted by Mandell and Pherwani (2003) there exist two types

of leaders: Transformational leaders and Transactional leaders. Transformational leaders have

been found to increase organizational effectiveness and satisfaction and enhanced team

performance by inspiring and encouraging employees to develop their ability. On the

other hand, transactional leader heavily depended on organisational rewards and punishments in

order to enhance employee performance. Bass, Avolio and Keller have contributed to this

research and found that Transformational leaders scored higher on the Bar-On Emotional





Quotient Inventory and thus proved that leaders with high EI have better impact on overall

organizational effectiveness.

Many scholars have focused on depicting the contribution of emotional traits to leadership.

Also, growing body of research has been attempting to prove the relevance of degree of

emotional intelligence to the quality of leadership existing in organizations. In a study conducted

by Kathleen Cavallo and Dottie Brienza for Johnson and Johnson Company, it was found that

superior performing leaders received higher ratings on EI dimensions of self-awareness, self-

management, social awareness and social skills.

Retaining talented and knowledgeable managers has become a major concern for organizations

today. By hiring managers with high level EI or developing EI of existing managers will have a

positive impact on the retention strategy of the organization that aims at not losing their most

critical workforce.

EI AND WORK ATTITUDES

EI and Job satisfaction – job satisfaction is often considered as a depiction of well-being of an

employee at workplace. Thus, EI and job satisfaction have a positive correlation such that higher





the level of EI higher will be the degree of job satisfaction and the individual will be motivated

to give his best to the job position he holds.

EI and work commitment – there are five aspects associated with work commitment – work

ethic, career commitment, organizational commitment, job involvement, organizational

development. Thus, it helps to understand the relative strength of an individual’s identification

and involvement towards the job he holds and higher level of EI depicts higher commitment

towards the job.

EI and Organizational commitment – the concept of Organizational commitment constitutes

three different facets

a. Affective commitment which defines an individual’s attachment, involvement and

identification with the organization. Employees with strong Affective commitment stay

in the organization because they want to.

b. Continuance commitment which defines the extent to which they are committed by the

virtue of the monetary benefit they receive from the job. Employees with strong

Continuance commitment stay in the organization because they need to.

c. Normative commitment which is based on a sense of obligation towards the job and

organization. Employees with strong Normative commitment stay in the organization

because they feel they ought to do so or they owe it to the organization.





A higher level of EI would be directly proportional to Affective commitment and inversely

proportional to Continuance commitment. Development of EI in employees can prove to be an

effective strategy for retaining talent.

EI and career commitment – the attitude that one holds towards his profession is of utmost

vitality to be able to achieve success in it. Employees with higher level of EI find it easier to

manage their emotions and to progress in their career horizon especially when the profession is

complex and demands a lot of commitment and stability. EI enables people to accept career

challenges as an opportunity to grow rather than considering them as obstacles.

EI and Organizational Citizenship Behavior – OCB goes beyond the formal role requirements

and talks about developing altruistic behavior in employees which in turn makes them to extend

help to others and are also socially interactive. Altruism and benevolence elevate the status of the

leaders and thus helps them to portray themselves as admirable representatives of the

organization.

EI and Stress Management – Stress in jobs arises out of various factors which could be over

pressuring targets, non-motivational job profile, and unsupportive managers or peers. One of the

factors that contribute to stress is lack of passion for the job position or responsibilities

associated with the job profile. This could happen to a lot of people since their career decisions





would have been based on others’ achievements in a certain domain rather than their own drive

to achieve success in it. The less we are aware of what makes us passionate, the more lost we

will be. And such a confusing state can impact health adversely since such people face constant

dissatisfaction of their best skills not being expressed and utilized at their present jobs. Hence EI

would help people to discover their passion through self-awareness.

If you’re unable to manage your stress levels, it can lead to serious health problems.

Uncontrolled stress can raise blood pressure, suppress the immune system, increase the risk of

heart attack and stroke, contribute to infertility, and speed up the aging process. The first step to

improving emotional intelligence is to learn how to relieve stress.

EI and Work-family conflict - Another important aspect that is impacted by EI is the work-

family conflict that employees face day in and day out which arises due to the time, effort and

attention demanded by both the facets of life. An employee who has low EI fails to acknowledge

the balance that needs to be created between work and family and hence they dont lose career

commitment. But it is also important to interpret this fact as a disadvantage for organizations

since such an employee would lack a support system and would still remain dissatisfied due to

the imbalance created by overpowering impact of career on personal life.





EI and Change Management – today’s organizations are reshuffling, divesting, merging,

acquiring, flattening and going global. And these strategies for sustenance have led to

organizations being dynamic and prone to volatility. In such an unpredictable environment,

organizations require workforce especially the leaders to readily accept the changing

environment and mold themselves as per the organizational needs and for its survival. A positive

or more so a non-rigid attitude towards change requires high flexibility and this can be achieved

through development of emotional competence.

Emotional Competence – It is a learned capability based on EI which helps produce outstanding

performance at work. It shows how much of a given potential developed through EI has

been put on practical use to achieve success on job tasks. Being high on EI does not guarantee

that a person has Emotional Competence; it only means that a high EI person has excellent

potential to learn them.

HOW TO ASSESS / MEASURE EI

The oldest instrument that helps to measure EI is Bar-On EQ test which was developed by

Reuven Bar-On in 1997. Reuven Bar-On is a globally recognized connoisseur and pioneer in

emotional intelligence and has been involved in defining, measuring and applying diverse

aspects of the concept since 1980. He coined the term “EQ” (“emotional quotient”) in 1985 to





describe his approach to assessing emotional and social competence and created the EQ-i. It was

designed to assess those personal qualities that enabled some people to possess better emotional

well-being than others. The EQ-I is one of the most popular psychological tests that presents

information about an individual on five scales – Intrapersonal scales, interpersonal scales,

Adaptability scales, Stress Management scales, and General mood scales.

Another instrument is the Multifactor Emotional Intelligence Scale (also known as MSCEIT)

developed by Mayer, Caruso and Salovey in 1998. The test-taker performs a series of tasks that

are designed to assess the person’s ability to perceive, identify, understand emotions, and

manage emotion. The Mayer/Salovey/Caruso ability model of Emotional Intelligence looks at

two areas of Emotional Intelligence:

1) Experiential Emotional Intelligence (EEIQ) – which includes the ability to perceive,

respond, and manipulate emotional information without necessarily understanding it.

2) Strategic Emotional Intelligence (SEIQ) – which includes the ability to understand and

manage emotions without necessarily perceiving feelings well or fully experiencing

them.

Seligman Attributional Style Questionnaire (SASQ)

Originally designed as a screening test for the life insurance company Metropolitan Life,

the SASQ measures optimism and pessimism.





Emotional Competence Inventory (ECI)

Based on an older instrument known as the Self-Assessment Questionnaire, the ECI

involves having people who know the individual offer ratings of that person’s abilities on

a number of different emotional competencies.

HOW TO DEVELOP EMOTIONAL INTELLIGENCE

Emotional Intelligence is not fixed genetically or set irrevocably in early childhood. This

means that as people grow older they have better probability to develop EI. Although automatic

habits of dealing with thought, feeling and action become brain’s default option, yet through

awareness and practice it is possible for people to develop Goleman’s five dimensions of EI –

Self-awareness, Self-regulation, Self-motivation, Social-awareness and Social skills.

The most important and prior step in an attempt to improve the Emotional Intelligence among

employees is to first assess their EI level with the use of models and instruments like tests, and

the scores of such tests becomes a blueprint for improving individual performance and also a

benchmark form which their EI should be improvised.





Emotional Intelligence Theory: The Four Elements

Daniel Goleman presented the concept of Emotional Intelligence as being encapsulated in four

elements. He proposed that on understanding the core aspects of EI it would become easier to

focus on development of each aspect individually as well as in tandem with each other.

Emotional intelligence consists of four attributes:

Self-awareness – You recognize your own emotions and how they affect your thoughts

and behavior, know your strengths and weaknesses, and have self-confidence.





Self-management – You’re able to control impulsive feelings and behaviors, manage

your emotions in healthy ways, take initiative, follow through on commitments, and

adapt to changing circumstances.

Social awareness – You can understand the emotions, needs, and concerns of other

people, pick up on emotional cues, feel comfortable socially, and recognize the power

dynamics in a group or organization.

Relationship management / Social Skills– You know how to develop and maintain good

relationships, communicate clearly, inspire and influence others, work well in a team, and

manage conflict.

It is clearly evident that individual and group EI contributes to organizational effectiveness but to

develop individual and group EI we need to understand what the prospective source of EI is. To

explain this in detail, Daniel Goleman and Cary Cherniss in their book ‘The Emotionally

Intelligent Workplace’ have illustrated through a model as to how the organization itself needs to

become a source of Emotional Intelligence.




Asst. Professor, Department of Management Studies, Koshys Institute of Management Studies, Hennur Bagalur road, Bangalore – 562149 Email:

Figure 1.1 Model of Emotional Intelligence and Organizational Effectiveness. Page 8, The

Emotionally Intelligent Workplace, Cary Cherniss & Daniel Goleman

The factors mentioned as above: Leadership, HR Functions and Organizational Climate and

culture are inter-related in a sense that they impact each other on an ongoing basis. The constant

interaction between these three elements results in formation of relationships. It is important at

this point to ensure that the relationships so built are positively influencing the organization

ambiance. This can be done with the help of offsite training program

personal relationships amongst employees outside the formal organizational network.

The Consortium for Research on Emotional Intelligence in Organizations has suggested that

amongst the two types of learning: Cognitive Learnin




Asst. Professor, Department of Management Studies, Koshys Institute of Management Studies, Hennur 562149 Email: [email protected]/ [email protected]

odel of Emotional Intelligence and Organizational Effectiveness. Page 8, The

Intelligent Workplace, Cary Cherniss & Daniel Goleman, 2001


related in a sense that they impact each other on an ongoing basis. The constant

ion between these three elements results in formation of relationships. It is important at


ambiance. This can be done with the help of offsite training programmes which will foster inter

relationships amongst employees outside the formal organizational network.


amongst the two types of learning: Cognitive Learning and Emotional Learning, the latter has far

Relationships

Individual Emotional

Intelligence

GroupEmotional

Intelligence

Impact on workforce behavior,


Asst. Professor, Department of Management Studies, Koshys Institute of Management Studies, Hennur [email protected]

odel of Emotional Intelligence and Organizational Effectiveness. Page 8, The


related in a sense that they impact each other on an ongoing basis. The constant

ion between these three elements results in formation of relationships. It is important at


mes which will foster inter-

relationships amongst employees outside the formal organizational network.


g and Emotional Learning, the latter has far

Organizational Effectiveness





reaching impact in developing Emotional Intelligence. This happens since Cognitive learning

focuses only on the addition to the already existing framework of association, but on the other

hand Emotional learning focuses on unlearning the earlier practices and then feeding in the new

practices which involves ways of thinking and acting that are more central to a person’s identity.

Daniel Goleman and Cary Cherniss have developed for the Consortium a 22 guideline model

which is divided into four phases of preparation, training, transfer and maintenance, and

evaluation. This model can be applied to any effort which aims at developing emotional

intelligence.

Phase I: Preparation or Paving the way

assess the organization's needs

assessing the individual

delivering assessments with care

maximizing learning choice

encouraging participation

linking goals and personal values

adjusting individual expectations

assessing readiness and motivation for EQ development

Phase II: Training / Doing the work of change





foster relationships between EQ trainers and learners

self-directed change 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

prevent relapse

Phase III: Maintenance of Change

encourage use of skills on the job

develop organizational culture that supports learning

Phase IV: Evaluate change

evaluate and ensure that developmental effort has lasting effect





The consequences for neglect of emotional intelligence in an organization can be devastating to

productivity and bottom-line business results. Breakdowns in internal communication that

produce confusion, uncertainty, hostility and reduced productivity are just a few of the factors

organizations face if they do not actively pursue a strategy of fostering emotional intelligence in

the workplace.

Successful organizations today strive to reap the benefits of becoming more emotionally

intelligent: improving performance of employees and executives, building strong teams and

driving productivity.





References

Abraham, R. (1999). Emotional intelligence in organizations: A conceptualization.

[Monograph] Genetic, Social, and General Psychology Monographs, 125, 209-227.

Bernet, M. (1996). Emotional intelligence: Components and correlates. Toronto, Canada:

American Psychological Association. (ERIC Document Reproduction Service No. ED

408 535)

Cherniss, C. & Goleman, D. (2001). An EI-based theory of performance. In C. Cherniss

& D

Goleman (Eds.), The Emotionally Intelligent Workplace (pp. 27-44). San Francisco:

Jossey-Bass.

Elias, M. J., Bruene-Butler, L., Blum, L. & Schuyler, T. (1997). How to launch a social

and emotional learning program. Educational Leadership, 54, 15-20

EQ beats IQ in workplace. (1998, January 26). Canadian HR Reporter, p. n/a

Finegan, J. E. (1998). Measuring emotional intelligence: Where we are today. Paper

presented at the Annual Meeting of the Mid-South Educational Research Association,

New Orleans, LA.

George, J. M., (2000). Emotions and leadership: The role of emotional intelligence.

Human Relations, 53, 1027-1062.





Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.

Goleman, D. (2001). An EI-based theory of performance. In C. Cherniss & D. Goleman

(Eds.),

The Emotionally Intelligent Workplace (pp. 27-44). San Francisco: Jossey-Bass

Mayer, J., Caruso, D., & Salovey, P. (1999). Emotional intelligence meets traditional

standards for intelligence. Intelligence, 27, 267-279.

Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory,

findings, and implications. Psychological Inquiry, 15, 197-215

Mayer, J., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.

Sluyter (Eds.), Emotional Development and Emotional Intelligence: Implications for

Educators. (pp. 3-31). New York: Basic Books

Walter V. Clarke Associates. (1996). Activity vector analysis: Some applications to the

concept of emotional intelligence. Pittsburgh, PA: Walter V. Clarke Associates

http://www.eiconsortium.org/reports/technical_report.html

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