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Showing papers on "Emotional intelligence published in 1999"


Journal ArticleDOI
TL;DR: The Multifactor Emotional Intelligence Scale (MEIS) as discussed by the authors is a 12-sub-scale ability test of emotional intelligence, which measures the ability of an individual with respect to a set of abilities.

2,644 citations


Journal ArticleDOI
Quy Nguyen Huy1
TL;DR: In this article, a multilevel theory of emotion and change is presented, which focuses on attributes of emotional intelligence at the individual level and emotional capability at the organizational level, which facilitates individual adaptation and change and increases the likelihood for organizations to realize radical change.
Abstract: I present a multilevel theory of emotion and change, which focuses on attributes of emotional intelligence at the individual level and emotional capability at the organizational level. Emotional intelligence facilitates individual adaptation and change, and emotional capability increases the likelihood for organizations to realize radical change. I also present a mesolevel framework relating emotion-attending behaviors to three dynamics of change: receptivity, mobilization, and learning. These behaviors, which I term emotional dynamics, constitute the organization's emotional capability.

841 citations


Journal Article
TL;DR: For example, Goleman's research at nearly 200 large, global companies revealed that emotional intelligence, especially at the highest levels of a company, is the sine qua non for leadership as discussed by the authors.
Abstract: Superb leaders have very different ways of directing a team, a division, or a company. Some are subdued and analytical; others are charismatic and go with their gut. And different of situations call for different types of leadership. Most mergers need a sensitive negotiator at the helm whereas many turnarounds require a more forceful kind of authority. Psychologist and noted author Daniel Goleman has found, however, that effective leaders are alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. In fact, Goleman's research at nearly 200 large, global companies revealed that emotional intelligence--especially at the highest levels of a company--is the sine qua non for leadership. Without it, a person can have first-class training, an incisive mind, and an endless supply of good ideas, but he still won't make a great leader. The components of emotional intelligence--self-awareness, self-regulation, motivation, empathy, and social skill--can sound unbusinesslike. But exhibiting emotional intelligence at the workplace does not mean simply controlling your anger or getting along with people. Rather it means understanding your own and other people's emotional makeup well enough to move people in the direction of accomplishing your company's goals. In this article, the author discusses each component of emotional intelligence and shows through examples how to recognize it in potential leaders, how and why it leads to measurable business results, and how it can be learned. It takes time and, most of all, commitment. But the benefits that come from having a well-developed emotional intelligence, both for the individual and the organization, make it worth the effort.

707 citations


Book
27 Feb 1999
TL;DR: In this article, the authors discuss the social construction of Silk Purses from Sows' Ears, and share one's story to translate emotional experiences into words as a coping tool.
Abstract: 1. Coping: Where Have You Been? 2. Reality Negotiation and Coping: The Social Construction of Silk Purses from Sows' Ears 3. Coping and Ego Depletion 4. Sharing One's Story: Translating Emotional Experiences into Words as a Coping Tool 5. Focusing on Emotion: An Adaptive Coping Strategy 6. Personality, Affectivity, and Coping 7. Coping Intelligently: Emotional Intelligence and the Coping Process 8. Learned Optimism in Children 9. Optimism 10. Hoping 11. Mastery-Oriented Thinking 12. Coping with Catastrophes and Catastrophizing 13. Finding Benefits in Adversity 14. Rebuilding Shattered Assumptions After Traumatic Life Events: Coping Processes and Outcomes 15. Coping: Where Are You Going?

692 citations


Journal ArticleDOI
TL;DR: In this paper, the authors examined whether self-awareness of managers (defined as agreement between self and other leadership ratings) would moderate relationships between (a) aspects of emotion and (b) emotions.
Abstract: The purpose of this study was to examine whether self-awareness of managers (defined as agreement between self and other leadership ratings) would moderate relationships between (a) aspects of emot...

581 citations


Book
13 Dec 1999
TL;DR: SQ is what we use to develop our longing and capacity for meaning, vision and value as mentioned in this paper, which allows us to dream and to strive, and is linked to our need for meaning.
Abstract: At the beginning of the twentieth century, as psychologists discovered ways and means to measure intelligence, Aristotle's definition of man as "a rational animal" developed into an obsession with IQ. In the mid-1990s, Daniel Goleman popularized research into emotional intelligence, EQ, pointing out that EQ is a basic requirement for the appropriate use of IQ. There is enough collective evidence from psychology, neurology, anthropology and cognitiv science to hsow us that there is a third "Q", "SQ" or Spiritual Intelligence. Unlike IQ, which computers have and EQ which exists in higher mammals, SQ is uniquely human and, the author argues, the most fundamental of the three. It is linked to humanity's need for meaning, an issue very much at the forefront of people's minds as the century draws to a close. SQ is what we use to develop our longing and capacity for meaning, vision and value. It allows us to dream and to strive.

569 citations


Book
10 Sep 1999
TL;DR: In this paper, the authors present a study of female design engineers that has profound implications for attempts to change organizational culture, their research shows that emotional intelligence and relational behaviour often "get disappeared" in practice, not because they are ineffective but because they were associated with the feminine or softer side of work.
Abstract: With its move from hierarchical to team-based structures and its dismantling of functional barriers, the organization of the future is touted as a radical departure from traditional models. The worker of the future, we are told, must be a collaborative team player, able to give and receive help, empower others, and operate in a world of interdependence. This new worker needs relational skills and emotional intelligence - the ability to work effectively with others and understand the emotional context in which work takes place. Paradoxically, the very skills that give organizations a competitive advantage may be precisely those that prevent individual employees - especially women - from advancing. In this book Joyce K. Fletcher presents a study of female design engineers that has profound implications for attempts to change organizational culture, her research shows that emotional intelligence and relational behaviour often "get disappeared" in practice, not because they are ineffective but because they are associated with the feminine or softer side of work. Even when they are in line with stated goals, these behaviours are viewed as inappropriate to the workplace because they collide with powerful, gender-linked images of good workers and successful organizations. Fletcher describes how this collision of gender and power "disappears" the very behaviour that organizations say they need and undermines the possibility of radical change. She shows why the "female advantage" does not seem to be advantaging females or organizations. Finally, she suggests ways that individuals and organizations can make visible the invisible work - and people -critical to organizational competence and transformation.

478 citations




Journal ArticleDOI
TL;DR: In this paper, the authors describe the design of a new tailored instrument to measure emotional intelligence, which was piloted on 201 managers and data are presented showing its high reliability and validity, demonstrating construct validity is demonstrated using the 16PF, Belbin team roles, Myers-Briggs type inventory and Type A behaviour.
Abstract: Emotional intelligence (EI) is a topic of growing interest. This article describes the design of a new tailored instrument to measure emotional intelligence, which was piloted on 201 managers. Data are presented showing its high reliability and validity. In particular, construct validity is demonstrated using the 16PF, Belbin team roles, Myers‐Briggs type inventory and Type A behaviour. Seven elements (sub‐scales) make up the total questionnaire – self‐awareness; influence; decisive; interpersonal sensitivity; motivation; integrity; and resilience. These are defined in detail, and guidance is given on administration, and reporting which is done through an expert system. Advice on how the results can be used for personal development is also given. Finally, suggestions are put forward for further work on appropriate organisational cultures to reinforce emotional intelligence, and the issue of emotional intelligence and leadership.

217 citations


Journal ArticleDOI
TL;DR: In this article, the authors propose to use emotional intelligence in relations with others to develop high self-awareness and self-motivation, and develop effective communication skills, and help others help themselves.
Abstract: Increasing Your Emotional Intelligence. Developing High Self--Awareness. Managing Your Emotions. Motivating Yourself. Using Your Emotional Intelligence in your Relations with Others. Developing Effective Communication Skills. Developing Interpersonal Expertise. Helping Others Help Themselves. Appendix: Developing Your Emotional Intelligence.

Journal ArticleDOI
TL;DR: In this article, the authors outline some of the signs indicating bullying in the workplace as a problem within contemporary organisations and suggest some solutions including legislative change and development of more co-operative workplaces.
Abstract: This article outlines some of the signs indicating bullying in the workplace as a problem within contemporary organisations. Moreover, using evidence from recent Australian Court cases, the article mentions some of the costs organisations may be faced with if they fail to address the problem. Having identified the problem, the article then suggests some solutions including legislative change and development of more co‐operative workplaces. Such workplaces would deal with the problem in a problem solving, rather than punitive, framework. Development of people’s emotional intelligence skills is suggested as one way to help address the problem within such a framework.



Book
01 Jan 1999
TL;DR: Schutte and Malouff as mentioned in this paper have compiled a number of questionnaires for assessing emotional attributes such as social awareness, expressivity, emotional control, coping styles, optimism and pessimism, impulsiveness, and interpersonal reactivity.
Abstract: Schutte and Malouff (psychology, Nova Southeastern U., Florida) have compiled a number of questionnaires for assessing emotional attributes such as social awareness, expressivity, emotional control, coping styles, optimism and pessimism, impulsiveness, and interpersonal reactivity. For each test they include a discussion of its purpose and development, relationship to emotional intelligence, administration and scoring, sample and cutoff scores, reliability, and validity. Double spaced.

Journal ArticleDOI
TL;DR: The comic strip "Dilbert" as discussed by the authors daily depicts situations where emotional intelligence is lacking, and discusses the organizational benefits of having emotionally intelligent managers and employees in the US workplace.
Abstract: In decades past, workers were, in effect, told to leave their emotions at home and most complied. No more. A person with high emotional intelligence (EI) has the ability to understand and relate to people. In fact, this skill is now considered to have greater impact on individual and group performance than traditional measures of intelligence such as IQ. When emotional intelligence is present, there is increased employee cooperation, increased motivation, increased productivity, and increased profits. However, emotional intelligence is lacking in the US workplace. This lack is clearly chronicled in the comic strip, Dilbert, where Scott Adams, the creator, lampoons what occurs in the workplace: vapid corporate‐speak with no guts and no emotionally‐honest message. This article defines emotional intelligence, describes how the comic strip, Dilbert, daily depicts situations where emotional intelligence is lacking, and discusses the organizational benefits of having emotionally intelligent managers and employees.

01 Jan 1999
TL;DR: In this article, the authors present a case for how emotional intelligence contributes to the bottom line in any work organization, based on data from a variety of sources, which can be a valuable tool for HR practitioners and managers who need to make the case in their own organizations.
Abstract: The following 19 points build a case for how emotional intelligence contributes to the bottom line in any work organization. Based on data from a variety of sources, it can be a valuable tool for HR practitioners and managers who need to make the case in their own organizations. The Consortium also invites submissions of other research for the Business Case. All submissions will be reviewed to determine their suitability. If you have research findings that you think might help build the business case, submit them to Rob Emmerling at Emerling@eden.rutgers.edu.

Journal ArticleDOI
TL;DR: In this paper, the functionality and logic of emotions and their impact on perception, cognition, and memory in social and personal relationships are discussed, along with cross-cultural differences in people's understandings about the nature of, and relationship between, thinking and feeling.
Abstract: Traditionally it has been assumed that cognition and emotion are separate and competing forces, with cognition representing rationality and emotion representing irrationality. However, recent theoretical and empirical work has demonstrated the symbiotic nature of the relationship between these complementary ways of apprehending and understanding the world. In this review, we discuss the functionality and logic of emotions and their impact on perception, cognition, and memory in social and personal relationships. Theory and research on the nature and development of emotion knowledge structures and emotional intelligence in relationships is also discussed, along with a consideration of cross-cultural differences in people's understandings about the nature of, and relationship between, thinking and feeling. The article closes with a call for a more integrated understanding of and feeling for the dynamics of social and personal relationships.


Proceedings ArticleDOI
01 Apr 1999
TL;DR: PETEEI is a general model for simulating emotions in agents, with a particular emphasis on incorporating vario us learning mechanisms so that it can produce emotions accor ding to its own experience.
Abstract: The emergence of, what is now called, ‘emotional intellige nce’ has revealed yet another aspect of human intelligence. Emot ions were shown to have a major impact on many of our everyday tasks, including decision-making, planning, communication, and behavior. Researchers have recently acknowledged this major role that emotions play, and thus we see a variety of models bei ng presented on simulating emotions in agents. However, emotion is not a simple process, it is often linked with many other pr ocesses, one of which is learning. As it has long been emphasized throug h psychology literature, memory and experience help shape and build the dynamic nature of the emotional process. In this pa per, we introduce PETEEI (a PET with Evolving Emotional Intelligence). PETEEI is a general model for simulating emotions in agents, with a particular emphasis on incorporating vario us learning mechanisms so that it can produce emotions accor ding to its own experience. Furthermore, it was modeled to recogniz e and cope with the various mood and emotional changes of its owne r. We have implemented PETEEI using fuzzy logic. An evaluation involving twenty-one subjects indicated that simulating the dynamic emotional process through learning provides a significantly more believable agent.

Book
02 Jul 1999
TL;DR: The Triune Brain Managing Emotions Self-Awareness and Anchoring Communicating through Reframing and Positive Intentionality Reflective Listening and Overcoming Reactive Responses Nonverbal Clues The Dance of Silent Communication Maintaining Important Relationships Assertion and Apology Learning from Experience Self-Coaching The Power of Vision Identifying Outcomes Attribution Theory Foundations of Self-Esteem Effects of Emotional Literacy Some Final Thoughts
Abstract: Introduction Emotional Literacy Foundations and Background Defining Emotional Intelligence and Emotional Literacy Understanding the Triune Brain Managing Emotions Self-Awareness and Anchoring Communicating through Reframing and Positive Intentionality Reflective Listening and Overcoming Reactive Responses Nonverbal Clues The Dance of Silent Communication Maintaining Important Relationships Assertion and Apology Learning from Experience Self-Coaching The Power of Vision Identifying Outcomes Attribution Theory Foundations of Self-Esteem Effects of Emotional Literacy Some Final Thoughts

Journal ArticleDOI
TL;DR: The reflecting team case model as discussed by the authors is a conversational, student centered, narratively based alternative to the traditional hierarchical, instructor centered, analytical model, aiming at the enhancement of students' skills in areas of both process and knowledge application.
Abstract: Contemporary business school faculties continue in their efforts to enhance graduates' preparation in terms of communication skills, critical thinking skills, perspective taking, and the ability to collaborate. The reflecting team case model presented here is a conversational, student centered, narratively based alternative to the traditional hierarchical, instructor centered, analytical model. It will hopefully be a welcome addition to the case instruction repertoire, aiming at the enhancement of students' skills in areas of both process and knowledge application. Process aspects include balancing power, dealing with gender differences, encouraging agreements among participants with diverse viewpoints, change processes, question construction, the art of positive denotation, and the development of action items. It is also attempts to place students in a `zone of proximal development', which would catalyze the development of more advanced models of cognitive and emotional intelligence.

Book
01 Jan 1999
TL;DR: In this article, the authors present parents with many practical, realistic ways to help children develop the qualities of emotional intelligence: self-awareness, control of impulsive behaviour, co-operative work habits, care for themselves, and sympathy for others.
Abstract: Daniel Goleman's bestseller "Emotional Intelligence" opened a new way of thinking about the skills necessary for meeting life's challenges. Expanding on the insights brought to light by the same research project, this book presents parents with many practical, realistic ways to help children develop the qualities of emotional intelligence: self-awareness, control of impulsive behaviour, co-operative work habits, care for themselves, and sympathy for others. Full of examples, exercises and tips, the book acknowledges the often chaotic reality of home life as well as the difficulty of drawing strict boundaries between thoughts, feelings and actions. An eminently practical guide, this book aims to help parents bring the joys of emotional intelligence into family life.


01 Apr 1999
TL;DR: Saarni et al. as discussed by the authors defined emotional competence as the demonstration of self-efficacy in emotion-eliciting social transactions, and presented a model of emotional competence that explores the factors and skills contributing to the development of a mature emotional response that supports an individual's social goals.
Abstract: Defining emotional competence as the demonstration of self-efficacy in emotion-eliciting social transactions, this paper presents a model of emotional competence that explores the factors and skills contributing to the development of a mature emotional response that supports an individual's social goals. The paper first describes the primary contributors to emotional competence, including the self or ego identity, moral sense, and developmental history. The paper then details eight skills that constitute emotional competence: (1) awareness of one's emotional state; (2) ability to discern others' emotions; (3) ability to describe emotions; (4) capacity to empathize with other's emotional experiences; (5) ability to realize the difference between inner emotional states and outward expression; (6) capacity for adaptive coping with aversive emotions; (7) awareness of the role of emotions in the structure of relationships; and (8) the capacity for emotional self-efficacy. Next, the paper distinguishes between theories of emotional competence and emotional intelligence. The paper concludes by discussing one of the consequences of emotional competence, the effective skill in managing one's emotions, which is considered critical to negotiating interpersonal exchanges. (JPB) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) YLThis document has been reproduced as received from the person or organization originating it. 00 0 Minor changes have been made to 1/40 improve reproduction quality. 71Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. NA Skill-Based Model of Emotional Competence: A Developmental Perspective Carolyn Saarni, Ph.D. Department of Counseling, Sonoma State University Rohnert Park, CA 94928 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Paper presented as part of the symposium, Emotion Management in Interpersonal Relationships: Converging Evidence and Theoretical Models, at the biennial meeting of the Society for Research in Child Development, Albuquerque, New Mexico, April 1999.

Journal ArticleDOI
TL;DR: The authors make a distinction between projects that are about instructing young people in how to manage their emotions so as to improve their social behaviour, and those that aim instead to help young people develop levels of emotional understanding that will motivate their desire to learn, enhance their general awareness and stimulate their capacity to engage with questions of values and spirituality.
Abstract: The relevance of ‘emotional literacy’ and ‘emotional intelligence’ to education has become a subject of considerable interest to educationalists and policy‐makers. There is little difference between the way these two terms are currently used. There is, though, a need to draw a distinction between projects that are about instructing young people in how to manage their emotions so as to improve their social behaviour, and those that aim instead to help young people develop levels of emotional understanding that will motivate their desire to learn, enhance their general awareness and stimulate their capacity to engage with questions of values and spirituality.

Book
01 Aug 1999
TL;DR: In this article, the authors discuss new research in affective intelligence, and how it can impact upon and enhance the communication process, allowing the delivery of the more natural interaction that is critical for a true sense of telepresence.
Abstract: Scientists have recently learned of many surprosing roles played by human emotion — especially in cognitive processes such as perception, decision making, memory, judgment, and more. Moreover, psychologists have redefined human intelligence to include emotional intelligence, especially the ability to accurately recognise and express affective information. This paper suggests that ‘affective intelligence‘, the communication and management of affective information in human/computer interaction, is a key link that is missing in telepresence environments and other technologies that mediate human/human communication. This paper discusses new research in affective intelligence, and how it can impact upon and enhance the communication process, allowing the delivery of the more natural interaction that is critical for a true sense of telepresence.


Journal ArticleDOI
TL;DR: The research develops a measure of emotional intelligence and uses it to test the hypothesis that emotional intelligence is positively correlated with family size, and the results support the hypothesized relationship.
Abstract: Studies examining the link between family size and intelligence have consistently found a negative relationship. Children born into larger families tend to score lower on intelligence tests than children raised in smaller families. One recurrent but unexplained finding is that the relation between intelligence and number of siblings is consistently significant for verbal intelligence but inconsistent for nonverbal intelligence. Here, we conceptualize emotional intelligence as one facet of nonverbal intelligence. The research develops a measure of emotional intelligence and uses it to test the hypothesis that emotional intelligence is positively correlated with family size. The results, based upon a sample of graduate students, support the hypothesized relationship. Implications for the study of family size and intelligence, for refining the conceptualizations and measures of nonverbal intelligence, and for leadership theory, are discussed.

Journal ArticleDOI
Marjorie A. Silver1
TL;DR: In this article, the authors argue that emotional intelligence is essential to good lawyering and argues that it can and should be cultivated in law school, drawing upon three examples of popular culture to explore both the absence and possibilities of interpersonal intelligence in the practice of law.
Abstract: The traditional knowledge-based law school curriculum is slowly giving way to one that increasingly exposes students to various lawyering skills. Nonetheless, legal educators are generally averse — or at best ill equipped — to support that training with the empathic and psychological skills good lawyering demands. The author discusses how emotional intelligence is essential to good lawyering and argues that it can and should be cultivated in law school. The article draws upon three examples of popular culture to explore both the absence and possibilities of interpersonal intelligence in the practice of law. The author also describes her own law school's current project of re-imagining legal education and explains how the development of emotional skills might be incorporated into that vision.