Relevance Of Emotional Intelligence

The relevance of emotional intelligence

Chapter 1: Introduction.

Emotional intelligence (EI) plays an essential role in every person’s life. Emotional intelligence is not a single trait or ability; rather, it is a mixture of distinct emotions abilities. “Perceiving emotions consist of recognizing and interpreting the meaning of emotional states, as well as their relation to other sensory experiences.” (Afolabi, 2010). In this study, the researcher analyzes the fitness, skills, recognition, power, and success, of emotional intelligence in humans that represent common factors in their daily lives and workplaces.

In times of great and constant changes, people are required to be prepared to face new challenges linked to an environment of competitiveness. It is important to consider that above all, the human beings have needs and goals, been the biggest things to reach, the personal emptiness of emotions and feelings; because, this determines all mental processes and behavior in conjunction to achievements and motivations.

Lately, emotional intelligence has gotten a big importance due to its influence in the performance of all types of professional and personal activities. Goleman, determines that the intellectual conditions are not the only guarantee of success within the professional field of work, it is only one factor, which covers, together with the emotional needs, the performance of every leader emotionally motivating workers to be more productive . (Goleman, 2010).

How someone might improve their emotional intelligence?

The researcher will explore human’s psychology, reactions to specific scenarios about emotional intelligence, and furthermore, will look for the reasons to any manifestation of the personality traits of emotional intelligence. Ii is necessary to go as deep as possible to make understand the relevance of emotional intelligence in every person’s life. It is imperative to like a topic to be able to write a good paper (Timur, 2011), and in this case this is an inspiring topic

In which, the researcher has the satisfaction to explore and share with readers.

Chapter 2: Literature Review.

This paper aims to review the current literature on emotional intelligence (EI) ranging from the elements considered as the basis of the formation of this theory, going through the methodological properties to occupational practical applications. Finally, it analyzes the main criticisms of these issues. This review expects to develop a mature theory of EI. Emotion and cognition (known as intelligence) are two separate concepts that have been managed over the time. Historically, it was felt that these concepts maintained an adversarial relationship; but at the present time it is necessary to integrate both concepts into a single concept: emotional intelligence.

EI is defined as the ability to recognize, treat and deal with one’s own emotions and the others (Cherniss, 2000, Goleman, 2001). To understand EI better is considered important to first review the notions of intelligence and emotion. Etymologically, the word emotion comes from the Latin “Motere” and means to be in motion or move, which is emotion, is the catalyst that leads to action (Schachter & Singer, 1962). Historically, emotion has been linked to the fields of psychology, psychotherapy and sociology, and played a key role in shaping social situations (Matthews, 2002).

Organizational life is constantly full of strong emotions (Cheung, 2009); however, the workplace has been considered a rational environment (Genos, & Sydney, 2010) where emotions only interfere with the ability of reasoning and decision making (Vernon, 2008). At present, although this approach has changed, there are still a significant number of prejudices about the role that emotions play in organizational life (Asforth, 2001).

Now, the result of the research on EI has achieved recognition by industry leaders of the importance in the relationship between emotions and work performance, specifically their significant influence on the behaviors and attitudes of workers (Ashforth, 2001; Grandey, 2000). For these reasons, the research places the emotional intelligence as an integrated component of working life, leaving aside the idea that emotions are not important to organizations, their objectives and their effectiveness (Carusso, 2001). Additionally, the emotional capacity of individuals is gaining credibility in the decision-making, negotiating, problem solving, and adapting to change, building organizations and industrial relations (Freudenthaler & Harald, 2008).

For a long time, the term intelligence has been used to denote only the cognitive ability to learn and reason. Although, there are different types of intelligence, in general, this concept involves the collection of information, learning and reasoning about this information. (Roberts, 2008). EI is a psychological concept that aims to describe the role and importance of emotions in the intellectual functioning (Salovey, 2002). Psychological theories have generated a wide range of opinions of EI, which range from biological to the cognitive-neurological. Biological or neurological perspective on EI focuses on the study of sensitivity and control of emotions, while the cognitive psychological perspective on EI seeks to understand the meaning of emotional events (Clore and Ortony 2000).

The cognitive psychological perspective has in turn three ramifications: social, personality and emotions. The first seeks to define the skills that help understand, manage and the act of a person in a social context, for example: the EI would be placed within the interpersonal level (Brown, 2000). Secondly, is to understand the influence of stable personality characteristics in different situations (McCrae 2000, Davies et al. 1998), and finally, the emotional context is examined by the differences in development of affection, depending on the situation and cultural demographic characteristics (Matthews 2002).

These three perspectives have had a significant impact on the development of EI models seeking the relation between emotions and intelligence as well as its effect on the different environments of the individual actions.

The criticism of occupational applications presented in the literature on EI, focuses on two main observations. The first refers to the tendency of sustaining relationships with other constructs, which have little empirical evidence and have not been properly published (Dulewicz and Higgs 1999; Barrett, 2001). The second observation is based on critical applications: EI is not precise because the field has been established as a broad concept that encompasses various approaches, such as skills, cultural knowledge, and personality. This situation has led to multiple interpretations about EI, which in turn have been manipulated by various trials related to recruitment, clinical treatment, education, personal and professional development (Matthews, 2002).

Chapter 3: Methodology.

Classical instrument of emotional intelligence assessment: Questionnaires, scales and self-reports.

This method of evaluation has been the most traditional and used in the field of psychology. Through the questionnaires there has been obtained personality profiles on variables such as extraversion, neuroticism, and emotional aspects as empathy and self-esteem. Likewise, the use of scales and questionnaires is showing its usefulness in the field of EI.

In most cases, s bse questionnaires are composed of short utterances which participants evaluate their own EI by estimating their levels in certain emotional skills through a scale ranging from strongly disagree (1) to strongly agree (4). This indicator is called "index of perceived emotional intelligence and self-reported" and reveals the beliefs and participant’s expectations about how s by perceive, discriminate, and regulate s bir emotions.

However, some authors such as Mayer and Salovey considered unsatisfactory s b evaluation of EI, and assessments based on questionnaires. Thbse authors believe that s b EI questionnaire may be affected by s b perceptual biases of s b person and think that it is also possible to falsify s b answer to create a more positive image. Even though, it is indisputable s b usefulness of self-reports measures in the emotional field, especially s b ones that provide information on skills and intrapersonal self-reported behaviors of people.

T b Schutte Self Report Emotional Intelligence Test (SSEIT) is a 33 item self-report measure of emotional intelligence developed by Schutte in 1998. Thb SSEIT has been designed to map onto s b model of EI. Items of s b test relate to s b three aspects of EI:

(1) Appraisal and expression of emotion;

(2) Regulation of emotion ;

( 3) Utilization of emotion. (Schutte, 1998; Salovey & Mayer, 1990)

Proccess Criteria for Data Collection.

T b process to use will be conducted via personal and phone interviews to 32 professionals in 3 areas, which constitute s b sample for this research, s is has been given to all professionals working in s b field of Law enforcement and medical fields in Florida. Appointments were preset with individuals; Researcher provided questionnaires in their places of work to facilitate s bm s b process. Thb interviews were divided in 10 individuals from each field: 10 individuals from law enforcement,

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