The Goleman Model takes the approach that EQ provides the foundation for competencies of personal and social skills that lead to superior performance in the work place. In other words, a person’s EQ determines his or her potential for learning the practical emotional and social skills required to be a high performing individual. Goleman’s model comprises the four domains of Self Awareness, Self Management, Social Awareness and Relationship Management.
ANGELA While the approaches of the three models differ and measure different aspects of the EQ construct, all “share a common desire to understand and measure the abilities and traits related to recognising and regulating emotions in ourselves and in others.” (Emmerling & Goleman 2003). The different models tend be complementary rather than contradictory, and all three can contribute to improved leadership ability and creating a working environment that fosters high performance and success.
KIRRA Leaders need to manage the mood of an organisation. One of the primary challenges facing managers and leaders is how to lead and learn through EI and reasoning, instead of through more traditional management methods. The most gifted leaders are self aware
They understand and can control their emotions
whilst intuitively grasping how others feel. It is the ability that enables leaders to know how they are feeling and why, and the impact their feelings have on their behaviour. So where does EI come from, and how do leaders learn to use it?
KIRRA Building trusting relationships: Develops specific ways to create and sustain trust with current and potential customers, team members, and within the organisation. Fosters loyalty in authentic and straightforward ways.
KIRRA Increasing energy and effectiveness under pressure: Develops specific, achievable ways to encourage mental awareness and expectancy. Encourages emotional commitment to the organisation’s strategic choices and vision.
Creating the future: Utilise the power of divergent views, and encourage the strengths and talents in one-self and others.
KIRRA Many studies suggest that EI is a skill that can be learned at almost any age, in fact, on average, people’s EI tends to increase as they age.
Much of the theory is grounded in western ideology. Given the degree of globalisation that has occurred since the concept of EQ was first put forward, is it time to examine the relevance and applicability of EQ on a more global scale?
Turn on your sound and press play once the video loads…enjoy…
1870s Charles Darwin first comments on the term Emotional Intelligence 1930s Social intelligence first identified by EL Thorndike 1940s Wechser suggests that affective components of intelligence may be essential to success in life 1950s Psychologist, Abraham Maslow, describes how people can build emotional intelligence 1970s Howard Gardner’s book, The Shattered Mind, introduces the concept of multiple intelligences 1980s Psychologists Peter Salovey and John Mayer publish their landmark article 1990s Daniel Goleman popularizes EI with his best selling book that advocates EI ahead of IQ
Popularity - The number of publications on EI since 1990
References Caruso, D, Salovey, P, 2004, The Emotionally Intelligent Manager, Jassey-Bass, San Francisco, CA Plutchik, R, 1997, Circumplex Models of Personality and Emotions, American Psychological Association, Washington, DC http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm, viewed 29th July 2009 Bar-On, R. ‘The Bar-On Model of Emotional-Social Intelligence’ (2007), Reuvenbaron.org, viewed 3 August 2009, http://www.reuvenbaron.org/bar-on-model Bar-On, R. (2006) ‘The Bar-On model of Emotional-Social Intelligence (ESI)’, Psicothema, 18, supl., 13-25. Caruso, D. (2004) ‘Defining the inkblot called Emotional Intelligence’, Consortium Emotional Intelligence website, viewed 3 August 2009, <http://www.eiconsortium.org/research/ei_issues_and_common_misunderstandings_caruso_comment.htm>. Chapman, A. ‘Emotional Intelligence (EQ)’ (2009), Businessballs.com, viewed 3 August 2009, <http://www.businessballs.com/eq.htm> Cherniss, C. ‘Emotional Intelligence: What it is and Why it Matters’, paper presented at the Annual Meeting of the Society for Industrial and Organisational Psychology, New Orleans, 15 April 2000. Consortium for Research on Emotional Intelligence in Organisations, ‘Measures: ECI2.0 and ESCI’, viewed 3 August 2009, http://www.eiconsortium.org/measures/eci_360.html Cooper, R. K., (1997), Applying emotional intelligence in the workplace, Training and Development, Vol. 51, Issue. 12, pp 31-38 Emmerling, R.J. and Goleman, D. (2003) ‘Emotional intelligence: issues and common misunderstandings’, Consortium Emotional Intelligence website, viewed 3 August 2009, http://www.eiconsortium.org/research/ei_issues_and_common_misunderstandings.htm Goleman, D. (2004) “An EI based theory of performance’, Consortium for Emotional Intelligence website, viewed 3 August 2009, http://www.eiconsortium.org/research/ei_theory_performance.htm Matthews, G., Zeidner, M. and Roberts, R. (2004) Emotional Intelligence: science and myth, introduction/chapter 1: The MIT Press Web Site, viewed 3 August 2009, <http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=10191&mode=toc. Mayer, J., Salovey, P. and Caruso, D. (2000) ‘Models of Emotional Intelligence’, Handbook of Intelligence, ed. R. J. Sternberg, pp 396-420, Cambridge, Cambridge Uni Press. Conte J, 2005 ‘A Review and Critique of Emotional Intelligence Measures’ Journal of Organizational Behaviour, vol. 26 no.4 pp 433-40 Leading by Feel, Harvard Business Review, January 2004, Vol. 82, Issue. 1, pp 27-37 Kruml, S, Geddes, D, 2005 ‘Catching Fire without Burning out: Is there an ideal Way to perform Emotional Labour?’ in Organisational Behaviour Pearson Education Australia, Frenchs Forests, NSW. P279 Liao, H, Chuang, A, 2004, ‘A Multilevel Investigation of Factors Influencing Employee Service Performance and Customer Outcomes’, Academy management Journal, vol.47, no.1 pp 41-58. Locke E, 2005 ‘Why Emotional Intelligence is an invalid concept’ Journal of Organizational Behaviour, vol. 26 no.4 pp 425-31. Robbins, S, Judge, T, Millet, B, Waters-Marsh, T 2008 Organisational Behaviour Pearson Education Australia, Frenchs Forests, NSW. Strack, F, Stepper, L, Martin, S, 1988, ‘Inhibiting and Facilitating Conditions of the Human Smile: A Nonobstrusive Test of the Facial Feedback Hypothesis’ Journal of Personality and Social Psychology, vol. 54, pp 768-77.