Showing papers on "Emotional intelligence published in 2008"

Human abilities: emotional intelligence.

Abstract: Emotional intelligence (EI) involves the ability to carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought. We discuss the origins of the EI concept, define EI, and describe the scope of the field today. We review three approaches taken to date from both a theoretical and methodological perspective. We find that Specific-Ability and Integrative-Model approaches adequately conceptualize and measure EI. Pivotal in this review are those studies that address the relation between EI measures and meaningful criteria including social outcomes, performance, and psychological and physical well-being. The Discussion section is followed by a list of summary points and recommended issues for future research.

Emotional intelligence: new ability or eclectic traits?

Abstract: Some individuals have a greater capacity than others to carry out sophisticated information processing about emotions and emotion-relevant stimuli and to use this information as a guide to thinking and behavior. The authors have termed this set of abilities emotional intelligence (EI). Since the introduction of the concept, however, a schism has developed in which some researchers focus on EI as a distinct group of mental abilities, and other researchers instead study an eclectic mix of positive traits such as happiness, self-esteem, and optimism. Clarifying what EI is and is not can help the field by better distinguishing research that is truly pertinent to EI from research that is not. EI--conceptualized as an ability--is an important variable both conceptually and empirically, and it shows incremental validity for predicting socially relevant outcomes.

Saving the Modern Soul: Therapy, Emotions, and the Culture of Self-Help

Abstract: Acknowledgments 1. Introduction Cultural Sociology and the Therapeutic Therapy as a New Emotional Style Texts and Contexts Cultural Critique and Psychology 2. Freud: ACultural Innovator Psychoanalysis as a Charismatic Enterprise The Social Organization of Freudian Charisma Freud in America The Freudian Cultural Matrix The Romance of Psychology and Popular Culture Conclusion 3. From Homo economicus to Homo communicans Emotional Control in the Sociology of Organizations The Power of Control and the Control of Power Psychologists Enter the Market ANew Emotional Style Emotional Control The Communicative Ethic as the Spirit of the Corporation Emotional, Moral, and Professional Competence Conclusion 4. The Tyranny of Intimacy Intimacy: An Increasingly Cold Haven Beyond Their Will? Psychologists and Marriage What Feminism and Psychology Have in Common Intimacy: ANew Emotional Imagination Communicative Rationality in the Bedroom Toward the Ideology of Pure Emotion The Cooling of Passion Conclusion 5. Triumphant Suffering Why Therapy Triumphed The Therapeutic Narrative of Selfhood Performing the Self through Therapy ANarrative in Action Conclusion 6. ANew Emotional Stratification? The Rise of Emotional Competence Emotional Intelligence and Its Antecedents The Global Therapeutic Habitus and the New Man Intimacy as a Social Good Conclusion 7. Conclusion: Institutional Pragmatism in the Study of Culture Notes Index

Social intelligence and the biology of leadership.

Abstract: A decade ago in these pages, Goleman published his highly influential article on emotional intelligence and leadership. Now he, a cochair of the Consortium for Research on Emotional Intelligence in Organizations, and Boyatzis, a professor at Case Western, extend Goleman's original concept using emerging research about what happens in the brain when people interact. Social intelligence, they say, is a set of interpersonal competencies, built on specific neural circuits, that inspire people to be effective. The authors describe how the brain's mirror neurons enable a person to reproduce the emotions she detects in others and, thereby, have an instant sense of shared experience. Organizational studies document this phenomenon in contexts ranging from face-to-face performance reviews to the daily personal interactions that help a leader retain prized talent. Other social neurons include spindle cells, which allow leaders to quickly choose the best way to respond to someone, and oscillators, which synchronize people's physical movements. Great leaders, the authors believe, are those whose behaviors powerfully leverage this complex system of brain interconnectedness. In a handy chart, the authors share their approach to assessing seven competencies that distinguish socially intelligent from socially unintelligent leaders. Their specific advice to leaders who need to strengthen their social circuitry: Work hard at altering your behavior. They share an example of an executive who became socially smarter by embracing a change program that comprised a 360-degree evaluation, intensive coaching by an organizational psychologist, and long-term collaboration with a mentor. The results stronger relationships with higher-ups and subordinates, better performance of her unit, and a big promotion.

New paradigms for assessing emotional intelligence: theory and data.

Abstract: This article describes the development and validation of 2 measures of emotional intelligence (El): the Situational Test of Emotional Understanding (STEU) and the Situational Test of Emotion Management (STEM). Study 1 (N = 207 psychology students) examines multiple sources of validity evidence: relationships with El, vocabulary, personality, and emotion-related criteria. Study 2 (N = 149 white-collar volunteers) relates STEU and STEM scores to clinical symptoms, finding relationships to anxiety and stress for both tests, and to depression for the STEM. It is concluded that new performance-based approaches to test development, such as the present ones, might be useful in distinguishing between test and construct effects. Implications for expanding theory and for developing El interventions are discussed.

Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation

Abstract: This study considered the effects of trait emotional intelligence (trait EI; Petrides & Mavroveli, 2007) and sociobiographical variables (age, gender, education level, number of languages known, age of onset of acquisition, context of acquisition, frequency of use, socialization, network of interlocutors, self-perceived proficiency) on communicative anxiety (CA) in the first language and on foreign language anxiety (FLA) in the second, third, and fourth languages of 464 multilingual individuals, in five different situations (speaking with friends, colleagues, strangers, on the phone, and in public). Data were collected via Web-based questionnaires. Participants were divided into three groups based on their trait EI scores (low, average, high). Nonparametric statistical analyses revealed a consistent pattern of results across languages and situations. Higher levels of trait EI corresponded to significantly lower CA/FLA scores. Participants who started learning the second and third languages at a younger age also suffered less from FLA. Purely classroom-based language instruction was found to be linked to higher levels of FLA compared to instruction that also involved extracurricular use of the language. The knowledge of more languages, a higher frequency of use, a stronger socialization in a language, a larger network of interlocutors, and a higher level of self-perceived proficiency in a language were also linked to lower levels of CA/FLA.

Leading with emotional labor

Abstract: Purpose – This paper seeks to argue that leaders perform emotional labor whenever they display emotions in an attempt to influence their subordinates' moods and motivations.Design/methodology/approach – This is a conceptual paper that integrates the literature on leadership with the research on emotional labor.Findings – This paper develops 15 propositions that distinguish emotional labor performed by leaders from that performed by front‐line service workers.Research limitations/implications – The paper suggests that leading with emotional labor is a fruitful research topic, and that considerable research could be done in this area.Practical implications – Instead of conducting business in a non‐emotional, “business‐like manner”, leaders would benefit by expressing their emotions in the workplace. Emotionally expressive leaders are more charismatic and are better motivators.Originality/value – This is the first paper to develop a theoretical model that describes how leaders perform emotional labor; thus t...

Emotional intelligence competencies in the team and team leader: A multi‐level examination of the impact of emotional intelligence on team performance

Abstract: Purpose – The purpose of this research is to examine the relationships among team leader emotional intelligence competencies, team level emotional intelligence, and team performance.Design/methodology/approach – It is argued here that the team leader's emotional intelligence (EI) will influence the development of group level emotional intelligence (GEI), which was measured by a team's emotionally competent group norms (ECGN). Second, it is hypothesized that the presence of ECGNs will positively influence group effectiveness. Data were collected from 422 respondents representing 81 teams in a military organization.Findings – Results show that team leader emotional intelligence is significantly related to the presence of emotionally competent group norms on the teams they lead, and that emotionally competent group norms are related to team performance.Research limitations/implications – Limitations of this research include a narrow sample with the teams not being highly interdependent.Practical implications...

The emotional and social intelligences of effective leadership: An emotional and social skill approach

Abstract: Purpose – The purpose of this paper is to describe a framework for conceptualizing the role of emotional and social skills in effective leadership and management and provides preliminary suggestions for research and for the development of leader emotional and social skills.Design/methodology/approach – The paper generalizes a dyadic communications framework in order to describe the process of emotional and social exchanges between leaders and their followers.Findings – The paper shows how emotional skills and complementary social skills are essential for effective leadership through a literature review and discussion of ongoing research and a research agenda.Practical implications – Suggestions for the measurement and development of emotional and social skills for leaders and managers are offered.Originality/value – The work provides a framework for emotional and social skills in order to illustrate their role in leadership and their relationship to emotional and social intelligences. It outlines a resear...

A 20‐year view of trying to develop emotional, social and cognitive intelligence competencies in graduate management education

Abstract: Purpose – Development of competencies needed to be effective managers and leaders requires program design and teaching methods focused on learning. The paper presents an update and a view of 20 years of attempting to develop these competencies.Design/methodology/approach – A total of 14 longitudinal studies of the impact of a particular MBA program on developing emotional, social and cognitive intelligence competencies are reviewed. Three new studies are to complete a 20‐year perspective. This is a value added design. It asks how are the graduates different from when they entered the program?Findings – Emotional, social and cognitive intelligence competencies that predict effectiveness in management and leadership can be developed in adults through a graduate management program. These improvements can sustain out as far as seven years. But this degree of value added can be eroded by a tumultuous organizational climate.Research limitations/implications – It is a series of 17 longitudinal studies on one sch...

Do project managers' leadership competencies contribute to project success?

Abstract: This article explores the following hypothesis: There is a statistically significant relationship between a project manager's leadership competencies and project success. Two proven questionnaires,...

Resilience as a Contributor to Novice Teacher Success, Commitment, and Retention

Abstract: Novice teachers often struggle in their first year. Some succumb to illness, depression, or burnout, and some even decide to abandon teaching as a career option. The classic stressors identified by new teachers have been remarkably consistent over the years, and their challenges have been well chronicled (Corcoran, 1981; Gordon & Maxey, 2000; Gratch, 1998; Huberman, 1989; McIntyre, 2003; Veenman, 1984). Less has been written, however, about the "human strengths" (Aspinwall & Staudinger, 2003, p. 13) that novice teachers demonstrate when they confront and overcome the stress of first-year teaching. In this article, I will focus on novice teachers' resilience as one of the assets that many beginners bring to their first teaching position and on the relationship between resilience and two related human strengths, personal efficacy and emotional competence. I will briefly review the literature on resilience, personal efficacy, and emotional intelligence, and these three concepts will be compared and contrasted within the context of novice teacher success and retention. I will use the profile of a novice teacher in Toronto, Ontario, to illustrate how beginning teachers cope with problems and overcome difficulties, remain optimistic about their choice of profession, and commit to teaching over the long term. I will discuss possible implications for faculties of education, school boards, and schools. Finally, I will make several suggestions for future research. Novice Teacher Attrition Teaching is one of the few professions in which beginners have as much responsibility as their experienced colleagues. New teachers carry full teaching loads and handle just as many other duties (supervision, extra-curricular, paper work, parent interviews, and report cards for example) as their higher paid co-workers. They often have more difficult subject combinations and more challenging students to manage (Gordon & Maxey, 2000; Kosnik & Beck, 2005; McIntyre, 2003). In addition, many novice teachers fear that if they ask for assistance, they will appear incompetent or poorly prepared (Glickman, Gordon, & Ross-Gordon, 1998; Gold, 1996; Scherer, 1999). The shocking attrition rate among new teachers is a persistent and pervasive problem in many jurisdictions. In Ontario, Canada, where the current study was conducted, McIntyre (2003) predicted that, by the second year of teaching, about 18% of new Ontario teachers would be at risk of leaving the profession. Studies conducted in the United States, Australia, and Great Britain confirm similar or higher early teaching attrition rates (Darling-Hammond, 2003; Feiman-Nemser, Carver, Schwille & Yusko, 1999; Howard & Johnson, 2004; Ingersoll & Smith, 2003; Stoel & Thant, 2002). According to McIntyre (2003), new teachers at risk of leaving the profession express strong dissatisfaction with their teaching assignments, and frustration with the politics of their profession, the lack of adequate resources, and inadequate mentoring support. These findings echo those in other North American studies, which report that novice teachers' initial optimism can turn to pessimism as the year progresses and the reality of teaching sets in (Brock & Grady, 2001; Darling-Hammond, 1997; Gold & Roth, 1999; Hargreaves & Fullan, 1999; Moir, 1999). Novice teacher resilience, bolstered by personal efficacy and emotional competence, may be key to helping beginning teachers become more capable, more confident, and more committed to teaching over the long term. Resilience, Personal Efficacy, Emotional Intelligence, and Novice Teaching Resilience, personal efficacy, and emotional intelligence are terms that describe similar dimensions of human behavior. Resilience is a mode of interacting with events in the environment that is activated and nurtured in times of stress. Grotberg (1997) defines resilience as the "human capacity to face, overcome, and even be strengthened by experiences of adversity" (p. …

Demographic and Psychological Factors Predicting Organizational Commitment among Industrial Workers

Abstract: This study investigated the relationships of demographic factors (age, marital status, gender, job tenure, and educational level), emotional intelligence, work-role salience, achievement motivation...

The effects of emotional intelligence on job performance and life satisfaction for the research and development scientists in China

Abstract: To demonstrate the utility of the emotional intelligence (EI) construct in organizational studies, this study focuses on the effect of EI on job performance among research and development scientists in China. We argue that EI is a significant predictor of job performance beyond the effect of the General Mental Ability (GMA) battery on performance. This predictor effect is supported by results on a study of research and development scientists working for a large computer company in China. Our results also show that a self-reported EI scale developed for Chinese respondents, the WLEIS, is a better predictor of job performance than the scale developed in the U.S., the MSCEIT. Implications of the findings are discussed.

Developing and measuring the emotional intelligence of leaders

Abstract: Purpose – The purpose of this study is to empirically test whether it is possible to deliberately develop emotional intelligence (EI) as conceptualized in the Mayer and Salovey model.Design/methodology/approach – This empirical study utilized a sample of 135 fully‐employed business students in a treatment/control group research design in which treatment group participants underwent an intensive 11‐week EI training program. Additional samples of 270 and 130 fully employed business students were utilized to develop an EI measure appropriate for EI development.Findings – The results indicate that EI can be deliberately developed; the treatment group demonstrated statistically significant overall EI gains and across each EI dimension, while the control group did not show any significant pre‐/post‐test differences.Practical implications – In addition to illustrating EI training best practices, a new EI measure is described that is appropriate for leadership development.Research limitations/implications – Resea...

Social and emotional competencies predicting success for male and female executives

Abstract: Purpose – The purpose of this paper is to explore three research questions. Are there gender differences in the demonstration of emotional and social intelligence competencies? What is the relationship between emotional and social intelligence competencies and success, and does gender moderate that relationship? Are there differences between the most successful male and female leaders in their demonstration of these competencies?Design/methodology/approach – This study used a 360‐degree instrument to measure the demonstration of emotional and social intelligence competencies by top‐level executives in one financial services organization. Annual performance and potential assessments measured the participants' success. Regression analyses and tests of mean differences were used to analyze the research questions.Findings – The results indicated that there were no significant differences between male and female leaders in their demonstration of emotional and social intelligence competencies. The most successf...

Personality: a new positionality?

Abstract: Over the past two decades there has been much focus across the social sciences and humanities on issues of positionality. However, in this literature the related issue of personality has not been a consideration despite its profound ability to shape both the research process and product. This paper draws on the wide body of literature on positionality as well as the work of psychologists concerned with understanding personality and emotional intelligence. Through discussion of my fieldwork experiences in Indonesia, I will illustrate some of the limitations of how positionality has been discussed and make a case for further attention to be paid to how personality affects the process of field research and, by extension, the production of knowledge.

The Emotionally Intelligent Social Worker

Abstract: Once More with Feeling What is Emotional Intelligence? What are Emotions? Emotional Development The Emotional Brain Emotions and Physical Health Emotions and Mental Health Cognitive and Behavioural Therapies Relationship-based Interventions and Supports The Professional Relationship and Emotional Intelligence