EMOTIONAL INTELLIGENCE: VALUE ADDITION COURSE 1

Unit - I

Fundamentals of Emotional Intelligence

LEARNING OBJECTIVES

• To understand the nature and significance of Emotional Intelligence.

• To study the models of Emotional Intelligence.

• To understand the basic tenets of Emotional Intelligence.

"What really matters for success, character, happiness, and lifelong achievements is a

definite set of emotional skills —your EQ — not just purely cognitive abilities that are

measured by conventional IQ tests." — Daniel Goleman

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1.1 INTRODUCTION

Emotional Intelligence (El) is commonly used in contemporary times and is viewed as an

essential element in many domains of life, whether personal or professional. Emotional

intelligence, in simple words, can be described as the ability to understand and manage

emotions effectively. Emotions are vital components of human lives, and regulating them

effectively often seems daunting for most of us. Their effective management is essential for

succeeding in academic, personal, social, and professional relationships.

The field of emotional intelligence encompasses several theories and models that illustrate

interrelated concepts and suggest assessment measures to map further and understand

them. This collection of diverse frameworks, covering a broad array of skills, abilities, and

traits, allows one to understand emotional intelligence from varying perspectives. A

common theme among these theories/models is that they acknowledge the importance of

recognizing, regulating, and influencing emotions to be more effective in individuals'

personal and professional lives.

1.2 DEFINING EMOTIONAL INTELLIGENCE

Emotional intelligence alludes to a cognitive capability, but it is essential to determine what

it refers to. The definitions for emotional intelligence are as many as the research studies

conducted. They all describe emotional intelligence as people's ability to recognize and

manage emotions.
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Mayer and Salovey (1990) defined emotional intelligence as "the ability to perceive and

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

regulate emotion in self and others." They noted that emotional intelligence is a sub-field of

social intelligence.

Bar-On (1997) defined emotional intelligence as "an array of non-cognitive capabilities,

competencies, and skills that influence one's ability to cope with environmental demands

and pressures."

Martinez Pons (1997) suggested that emotional intelligence helps people interact with their

social environments more suitably. He defines emotional intelligence as an array of non-

cognitive skills, capabilities, and competencies that influence a person's ability to cope with

environmental demands and pressures."

Goleman, Boyatzis, and Rhee (2000) described emotional intelligence as "the capacity for

recognizing our feelings and those of others, motivating ourselves and managing emotions

effectively in ourselves and others."

Although various definitions of EI are not precisely similar, their main features are common,

and undoubtedly, one can conclude that they complement each other. According to the

definitions, the primary skills of emotional intelligence are to identify emotions, deploy

them, and manage them.

1.3 SIGNIFICANCE OF EMOTIONAL INTELLIGENCE

Emotional intelligence (EI) can be placed at the intersection of cognition and emotion. It

forms the basis of our capacity for resilience, motivation, empathy, reasoning, stress
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management, communication, and our potential to be aware of our internal and social

worlds.

Emotional Intelligence plays an integral role in forming and developing meaningful human

relationships. Schutte et al. (2001) found that, over a series of studies, there were significant

links between high EI and more successful interpersonal relations.

Emotional intelligence can help pave the way toward a more fulfilling life by providing a

framework through which individuals can apply intelligence to emotional responses and

understand if their emotions are consistent with popular beliefs.

Emotional intelligence has been proven to play a significant role in academic and

professional success and mental and physical health. It is a fundamental competency in

many vocations, can improve inter and intrapersonal relationships, and boost

communication skills.

Emotional intelligence also equips an individual to cope with the stressors of daily life. These

stressors, if not appropriately managed, can lead to chronic stress, anxiety, and depression

and make an individual more vulnerable to several physical and mental health issues.

Emotional Intelligence is of immense value. Its development in individuals influences several

positive traits conducive to sustaining personal, mental, physical, and occupational health

and success. When fostered, emotional intelligence allows us to live a life that is enriching

and fulfilled.

1.4 MODELS OF EMOTIONAL INTELLIGENCE

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Psychologists use many models to conceptualize emotional intelligence and help us

understand it comprehensively. The most commonly used are the ability, trait, and mixed

models. All the models examine emotional intelligence as a mental ability or a combination

of mental ability and personal characteristics such as extroversion, expressiveness, or

adaptability. These models facilitate proper assessment of a concept that can be used to

implement strategies to improve emotional intelligence in individuals.

1.4.1 Mayer and Salovey's Ability Model of Emotional Intelligence

Though Salovey and Mayer (1990) were not the first ones to introduce the concept of

emotional intelligence in the realms of academic writings and business settings, their names

are commonly enumerated when it comes to the coining of the term "Emotional

Intelligence" (Mowrer, 1960). Their initial definition stated that "Emotional Intelligence is

the subset of social intelligence that involves the ability to monitor one's and others'

feelings and emotions, to discriminate among them and to use this information to guide

one's thinking and actions" (p. 189).

The four-branch model of emotional intelligence by Mayer and Salovey (1997) is a model of

four interrelated abilities that are arranged in a hierarchical manner such that basic, less

complex, are at the bottom and advanced psychologically challenging processes are at the

top.

1. The first branch of the model — ‘Perceiving Emotions' — is "the ability to recognize and

distinguish one's emotions within oneself and others." At this level, individuals can identify

their own emotions and the emotions of others. Perceiving emotions is also through

photographs, artwork, objects, and other forms of media using clues like sound,
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appearance, color, and language. They also can discriminate between authentic and false

emotional expressions in others.

2. The second branch in the Mayer & Salovey (1997) model is 'Using Emotions to Facilitate

Thought.' It refers to "using emotions to facilitate cognitive processes like reasoning,

problem-solving, decision-making, and interpersonal communication." It helps a person

focus on the relevant information and makes them capable of sound judgment. More

advanced skills give rise to emotions that aid in changing moods, opening diverse

perspectives on a situation, event or problem. A person exhibiting a high score on this

branch has the skill of applying inductive and deductive reasoning by producing emotional

states that foster different thinking styles.

3. The third branch of Mayer and Salovey's (1997) model is 'Understanding Emotions.' It

includes "understanding of the antecedents of emotions and comprehension of language

and meaning of emotions." This branch is based on an individual's ability to label emotions

with appropriate language and differentiate between emotion labels and emotions

themselves. The advanced level is exhibited by giving accurate interpretation and meaning

of the origins of emotions, understanding the blend of emotions, and narrating complex

simultaneous moods and emotions. At a more sophisticated level, a person may recognize

the transition of emotions like "sadness may lead to hopelessness which further may lead to

desolation."

4. The fourth and the highest branch in the hierarchy of abilities is `Managing Emotions.' It is

"the ability to reduce, enhance, modify or prevent an emotional response in oneself and

others." It comprises experiencing a diverse range of emotions and appropriately

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understanding their usefulness while making significant decisions. In other words, it

stimulates intellectual and emotional growth in which a person stays open to agreeable and

disagreeable feelings. At an advanced level, a person can also disengage himself depending

on the demand of a situation. Monitoring emotions concerning one's self and others help

move away from negative emotions and stimulate positive emotions.

1.4.2 Mixed Models of Emotional Intelligence

Mixed models of emotional intelligence are those that combine the concept of EI with

personality characteristics. It is most prominently illustrated in Goleman's work, in which he

mentions that, “There is an old-fashioned word for the body of skills that emotional

intelligence represents: character”, (Goleman, 1995). The mixed model considers

abilities/skills and personality traits in explaining and measuring emotional intelligence.

Thus, EI assessment involves self-reports, performance measures, or both.

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Two models are generally considered to fall under the mixed models of emotional

intelligence-

Bar-On's Mixed Model of Emotional-Social Intelligence (ESI)

Bar-On’s Model (2006) views emotional-social intelligence as a "cross-section of interrelated

emotional and social competencies, skills and facilitators that determine how well we

understand and express ourselves, understand others and relate with them, and cope with

daily demands, challenges, and pressures".

Bar-On's (2006) ESI model of ET is founded on years of research and comprises five major

factorial components that are further divided into sub-factors comprising key components

and moderating variables.

Figure 1.2 Bar-On Model of ESI

1. Intrapersonal scale tells an individual's level of self-awareness and self- expression. The

sub-scales consist of (a) self-regard: which is the capability to perceive, accept and
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understand oneself accurately; (b) emotional self- awareness: which is the ability to be

aware of and understand one's emotions; (c) assertiveness: which is the ability to effectively

and constructively express one's feelings and oneself (Bar—On, 2006). Two moderating

variables, independence and self-actualization are also encompassed in the intrapersonal

scale (Bar-On, 2006). Independence means self-reliant and free of emotional dependency on

others, and self— actualization means the ability to strive to achieve personal goals and

actualize one's potential (Bar-On, 2006).

2.Interpersonal scale accounts for a person's social awareness and interpersonal

relationship skills. Key components include (a) empathy: which is the ability to be aware and

understand how others feel and (b) interpersonal relationship: which identifies the ability of

a person to establish mutually satisfying relationships and relations with others. The

moderating variable in this scale of EQ is social responsibility which is the capability to

connect with one's social group and relate well with others (Bar—On, 2006).

3.Stress management scale gives an account of emotional management and control. The key

components consist of (a) stress tolerance: which is the ability to effectively and

constructively manage emotions, and (b) impulse control: which is described as the ability to

effectively and constructively control emotions in a stressful condition (Bar—On, 2006).

4. Adaptability scale accounts for a person's capability to deal effectively with change. The

subscales include (a) reality testing: which is objectively validating one's feelings and

thinking with external reality; (b) which is the level to which a person adapts and adjusts

one's feelings and thinking to new situations. Moreover, (c) problem-solving is the ability to

solve personal and relationship-related issues (Bar—On, 2006).

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5.General mood scale tells a person's level of self or internal motivation. The elements

include (a) optimism: which means to be positive and look at the brighter side of life and (b)

happiness: that gauges the level to which a person feels content with oneself, others, and

life in general (Bar—On, 2006).

Goleman's Mixed Model of Emotional Intelligence

Goleman (1998) defined emotional intelligence as "the capacity for recognizing our feelings

and those of others, for motivating ourselves, and for managing emotions well in ourselves

and our relationships" (p. 317). His most contemporary version of the Emotional

Competence Framework includes four major clusters and eighteen competencies (Wolff,

2005).

Figure 1.3 Goleman Model of Emotional Competence Framework

The four clusters are categorized under two broad domains: Personal competence and

Social Competence.
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Personal Competence includes (1) a Self-awareness cluster which concerns knowing one's

internal states, preferences, resources, and intuition, and (2) a Self-management cluster

which refers to managing one's internal states, impulses, and resources (ECI Technical

Manual, 2005).

1. The self—awareness cluster comprises three competencies (a) emotional awareness,

which is the ability to recognize one's emotions and the effects they have; (b) accurate

self—assessment, which is the ability to know one's weaknesses and strengths; and (c)

self—confidence which tells a person's capabilities and a sense of self—worth (ECI Technical

Manual, 2005).

2. The self—management cluster comprises six competencies. These are (a) emotional

self—control which is the ability to keep impulses and disruptive emotions under check; (b)

transparency means maintaining the integrity and acting congruently with one's values; (c)

adaptability, which is the ability to deal with change; (d) achievement that tells a person's

strive to prove or achieving a standard of excellence; (e) initiative which is the readiness to

act on new opportunities; and (f) optimism that is pursuing goals with persistence even

when faced with obstacles and setbacks (ECI Technical Manual, 2005).

The social competence clusters include the Social Awareness cluster, which refers to how

people handle relationships and are aware of others' feelings , needs, and concerns, and the

Relationship Management cluster, which concerns the skill or adeptness at inducing

desirable responses in others (Wolff, 2005).

3.The social awareness cluster contains three competencies. These are (a) empathy, which

is sensing others' feelings and perspectives and taking an active interest in their concerns;
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(b) organizational awareness, which is the ability to interpret a group's relationships with

power and flow of emotions; and (c) service orientation which means anticipating,

recognizing and meeting consumers' needs (ECI Technical Manual, 2005).

4.The relationship management cluster comprises six competencies. These are (a)

developing others which are assessing other's abilities and development needs; (b)

inspirational leadership, which is having the ability to inspire other groups and individuals;

(c) change catalyst, which is the ability to manage or initiate change; (d) influence which is

wielding effective tactics for persuasion; (e) conflict management which is the ability to

work through disagreements and negotiate; and (f) teamwork and collaboration which is the

ability to work well with others on common goals and create a sense of teamwork (ECI

Technical Manual, 2005).

1.4.3 Trait Model of Emotional Intelligence

The trait model of Emotional Intelligence was described by Petrides and Furnham (2000).

This model describes emotional intelligence as a self- perception of emotional ability and a

collection of individual traits. Trait EI is defined as a "constellation of self-perceptions

located at the lower levels of personality hierarchies" (Petrides, 2001, p.137). It then shows

how these traits influence an individual's state of mind: predicting happiness, life

expectations, and coping with stressful events. The model focuses on the interpersonal life

of individuals and works to construct a mindset that can cope with environmental

challenges.

1.5 BUILDING BLOCKS OF EMOTIONAL INTELLIGENCE

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In most general terms, Emotional Intelligence (EI) may be defined as the overlap between

emotion and intelligence, or in other words, the intelligent use of emotions. It can pave the

path to a fruitful and successful life. There are four building blocks of Emotional Intelligence.

These are Self Awareness, Self-Management, Social Awareness, and Relationship

Management.

Self-awareness

In simple terms, self-awareness is the basic understanding of how we feel and why we feel

that way. Increased awareness of our feelings makes it easier for us to manage them and

also dictate how we might respond to other individuals. It is also explained by Goleman

(2000) as the ability, to read and understand one's emotions and recognize their impact on

others. Self-awareness is a deep understanding of one's strengths, weaknesses. emotions,

needs, and desires. It simply means knowing oneself

deeper before trying to know everything else. People who assess themselves honestly are

self-aware. Self-awareness is often deemed the most significant component of EI. It is a

consensus that individuals conscious of their emotions can better handle their own lives and

also learn to have faith in their gut feelings, which helps them make difficult decisions

(Hinds, 2017).

Self-Management

Self-management, or self-regulation, can be defined as the ability to manage one's actions,

thoughts, and feelings flexibly to get desired results. Optimal self-management contributes

to a sense of well-being, a sense of self- efficacy or confidence, and a sense of

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connectedness to others. One can control impulsive feelings and behaviors, manage

emotions in healthy ways, take the initiative, follow through on commitments, and adapt to

changing circumstances. Emotions are significant indicators of who one is and who others

are, but in the face of stress, it is easy to become overwhelmed and lose control of

ourselves. By developing the ability to manage stress and stay emotionally present, it

becomes easy for individuals to manage their emotions in the face of undesirable

circumstances. One can make decisions that enable one to restrain impulsive thoughts and

actions, regulate emotions in healthy ways, take the initiative, keep up with commitments,

and adjust to changing situations.

Social Awareness

Social Awareness is the ability to accurately perceive the emotions of others and "read"

situations appropriately. Using one's ability to empathize, individuals can sense what others

are thinking and feeling to consider others' perspectives. Social awareness facilitates

recognizing and interpreting nonverbal cues in addition to verbal communication. These,

cues indicate how others are feeling, changes in their emotional states, and what truly

matters to them. In essence, one becomes more empathetic arid socially comfortable.

states, and socially comfortable.

Relationship Management

The ability to take one’s own and other’s emotions, and the context in which they occur, to

manage interactions effectively. The three dimensions, as mentioned above, come together

to form the final one- relationship management. Identifying and understanding what other

people are feeling and experiencing is the first step in working with others and having
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interpersonal relationships. Once emotional awareness is present, one can effectively learn

new social-emotional abilities that will enhance relationships’ efficiency, success and

fulfillment.

SUMMARY

• Emotional Intelligence refers to an individual's capacity to perceive, process, and

regulate emotional information accurately and effectively, both within oneself and in

others, and to further use this information to guide one’s thinking and actions and to

influence those of others.

• Emotional Intelligence can be learned and developed throughout one’s lifespan.

• Intelligent use of one's emotions is of utmost importance in several spheres of one's

life, including the workplace, relationships, educational institutions, and more.

• Psychologists use many models to conceptualize emotional intelligence. The most

commonly used are the ability, trait, and mixed models.

• The ability model of Emotional Intelligence examines EI as a mental ability. In

contrast, the trait or mixed model examines it as a combination of an individual's

mental ability and personality characteristics.

• The basic tenets of Emotional Intelligence are self-awareness, self-management,

social awareness, and relationship management.

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