This document summarizes a presentation about emotional intelligence. It discusses the history of considering non-cognitive aspects of intelligence and success. Researchers in the early 20th century like Wechsler and Thorndike recognized the importance of factors like social and emotional skills. Contemporary interest grew from the work of Salovey and Mayer in the 1990s and Daniel Goleman's popularizing book. The document argues emotional intelligence has scientific foundation and represents an area where I/O psychologists can make meaningful contributions to organizations.
This document provides an overview of the history and development of the concept of emotional intelligence. It discusses how early researchers like Wechsler recognized the importance of non-cognitive abilities. In the 1990s, Salovey and Mayer coined the term "emotional intelligence" and defined it as involving the ability to monitor and use emotions. Goleman brought the concept to popular attention in his 1995 book. Research has found emotional intelligence abilities like handling frustration and controlling emotions are better predictors of life success than IQ alone. The document establishes the scientific foundation of emotional intelligence while acknowledging popular interpretations as well.
A personality is the characteristics and patterns ofEDI RIADI
Personality originates within individuals and remains consistent throughout their lives. Freud, Jung, and Adler made significant but different contributions to understanding the human personality and mind. Freud focused on the conscious and unconscious mind, Jung studied how people perceive and make decisions, and Adler emphasized feelings of inferiority and social interests. While the conscious and unconscious mind remains complex, these early theorists helped advance the field's understanding.
The document describes Pakistan Telecommunication Company Limited (PTCL), the largest telecommunications company in Pakistan. It provides a brief history of PTCL from its origins in 1947 as the Posts & Telegraph Department to its current structure and operations. PTCL was privatized in the 1990s and now faces competition from new telecom companies, but still dominates the landline market as the sole provider. The document discusses PTCL's organizational structure, technical network, services, finances, and competitors.
Maslow's Hierarchy of Needs states that people are motivated to fulfill unmet needs, arranged in a hierarchy from basic physiological needs to growth needs like self-actualization. It influenced many theories of motivation. A passive audience merely observes events without responding, while reception analysis explores how social context affects how audiences interpret media texts. Uses and gratification theory views audiences as active in choosing media to meet specific needs.
Maslow's hierarchy of needs is a theory that proposes humans must satisfy lower level needs like physiological and safety before higher level needs like esteem and self-actualization. Initially Maslow stated needs must be fully satisfied before the next emerges, but later clarified satisfaction is not absolute.
A passive audience merely observes media without active response. Early models like the hypodermic needle model viewed audiences as uniformly affected by media's powerful messages. Reception analysis considers how social contexts shape varied audience interpretations of media texts.
Uses and gratification theory is audience-centered, exploring why people actively seek specific media to fulfill personal needs. Media Studies 2.0 argues classic definitions of audiences and producers blur with new technologies enabling audiences
This summary provides an overview of self-determination theory (SDT) as it relates to work motivation:
1) SDT built upon cognitive evaluation theory (CET), which posited that extrinsic rewards can undermine intrinsic motivation by diminishing feelings of autonomy. CET received some attention in organizational literature but was difficult to apply due to its dichotomous view of intrinsic vs. extrinsic motivation.
2) SDT expanded CET by differentiating between types of extrinsic motivation that vary in their degree of autonomy. This differentiated approach has been widely used in other domains like education and healthcare.
3) The article reviews key concepts in CET like autonomy and competence, and discusses research supporting
Maslow's Hierarchy of Needs states that human motivation is based on unmet needs, arranged in a hierarchy from basic physiological needs to more advanced needs for esteem and self-actualization. Reception analysis suggests that audiences do not passively receive media messages, but rather make meaning based on their own social and daily experiences, in contrast to theories like hypodermic needle that assume passive audiences. Uses and gratification theory views audiences as active in choosing media to fulfill specific needs based on personal choices and moods.
The document discusses intrinsic and extrinsic motivation, defining intrinsic motivation as doing an activity for its inherent enjoyment or interest, while extrinsic motivation refers to doing something for a separable outcome. It proposes that extrinsic motivation varies in how autonomous it is and can reflect either external control or true self-regulation. The relationships between intrinsic/extrinsic motivations and basic psychological needs for autonomy, competence, and relatedness are examined.
This document provides an overview of the history and development of the concept of emotional intelligence. It discusses how early researchers like Wechsler recognized the importance of non-cognitive abilities. In the 1990s, Salovey and Mayer coined the term "emotional intelligence" and defined it as involving the ability to monitor and use emotions. Goleman brought the concept to popular attention in his 1995 book. Research has found emotional intelligence abilities like handling frustration and controlling emotions are better predictors of life success than IQ alone. The document establishes the scientific foundation of emotional intelligence while acknowledging popular interpretations as well.
A personality is the characteristics and patterns ofEDI RIADI
Personality originates within individuals and remains consistent throughout their lives. Freud, Jung, and Adler made significant but different contributions to understanding the human personality and mind. Freud focused on the conscious and unconscious mind, Jung studied how people perceive and make decisions, and Adler emphasized feelings of inferiority and social interests. While the conscious and unconscious mind remains complex, these early theorists helped advance the field's understanding.
The document describes Pakistan Telecommunication Company Limited (PTCL), the largest telecommunications company in Pakistan. It provides a brief history of PTCL from its origins in 1947 as the Posts & Telegraph Department to its current structure and operations. PTCL was privatized in the 1990s and now faces competition from new telecom companies, but still dominates the landline market as the sole provider. The document discusses PTCL's organizational structure, technical network, services, finances, and competitors.
Maslow's Hierarchy of Needs states that people are motivated to fulfill unmet needs, arranged in a hierarchy from basic physiological needs to growth needs like self-actualization. It influenced many theories of motivation. A passive audience merely observes events without responding, while reception analysis explores how social context affects how audiences interpret media texts. Uses and gratification theory views audiences as active in choosing media to meet specific needs.
Maslow's hierarchy of needs is a theory that proposes humans must satisfy lower level needs like physiological and safety before higher level needs like esteem and self-actualization. Initially Maslow stated needs must be fully satisfied before the next emerges, but later clarified satisfaction is not absolute.
A passive audience merely observes media without active response. Early models like the hypodermic needle model viewed audiences as uniformly affected by media's powerful messages. Reception analysis considers how social contexts shape varied audience interpretations of media texts.
Uses and gratification theory is audience-centered, exploring why people actively seek specific media to fulfill personal needs. Media Studies 2.0 argues classic definitions of audiences and producers blur with new technologies enabling audiences
This summary provides an overview of self-determination theory (SDT) as it relates to work motivation:
1) SDT built upon cognitive evaluation theory (CET), which posited that extrinsic rewards can undermine intrinsic motivation by diminishing feelings of autonomy. CET received some attention in organizational literature but was difficult to apply due to its dichotomous view of intrinsic vs. extrinsic motivation.
2) SDT expanded CET by differentiating between types of extrinsic motivation that vary in their degree of autonomy. This differentiated approach has been widely used in other domains like education and healthcare.
3) The article reviews key concepts in CET like autonomy and competence, and discusses research supporting
Maslow's Hierarchy of Needs states that human motivation is based on unmet needs, arranged in a hierarchy from basic physiological needs to more advanced needs for esteem and self-actualization. Reception analysis suggests that audiences do not passively receive media messages, but rather make meaning based on their own social and daily experiences, in contrast to theories like hypodermic needle that assume passive audiences. Uses and gratification theory views audiences as active in choosing media to fulfill specific needs based on personal choices and moods.
The document discusses intrinsic and extrinsic motivation, defining intrinsic motivation as doing an activity for its inherent enjoyment or interest, while extrinsic motivation refers to doing something for a separable outcome. It proposes that extrinsic motivation varies in how autonomous it is and can reflect either external control or true self-regulation. The relationships between intrinsic/extrinsic motivations and basic psychological needs for autonomy, competence, and relatedness are examined.
Self-determination theory (SDT) is a theory of human motivation that examines how social contexts and individual differences influence different types of motivation. SDT proposes that people have three basic psychological needs - competence, autonomy, and relatedness - and that satisfying these needs promotes autonomous motivation and intrinsic aspirations, which facilitate well-being and engagement. SDT distinguishes between autonomous motivation, which involves willingness and choice, and controlled motivation, which involves pressure and obligation. The theory also examines factors that promote internalization and integration of extrinsic motivation to become more autonomous.
1) Critical thinking has been defined in many ways but generally refers to actively and skillfully analyzing, applying, evaluating, and synthesizing information to guide beliefs and actions.
2) Early definitions focused on reflection and suspension of judgment, but modern definitions emphasize both cognitive skills and affective dispositions.
3) The ability to think critically depends on cognitive development as well as emotional maturity and is influenced by personal experiences and social contexts. There is no universal agreement on how to define or teach critical thinking.
In psychology, learning theory refers to how we acquire basic responses and behaviors. We study three different types of learning: learning through association (classical conditioning), learning through reward or punishment (operant conditioning), and learning through imitation (observational learning). Learning theory is explored primarily through the Behavioral perspective, which emphasizes how the environment shapes who we are and how we behave.
Instructions
Choose one of the following options and respond to the essay questions:
This document contains information about the PSYCH 555 psychology course, including summaries of weekly assignments, discussions, and links to online materials. Over the 7-week course, topics covered include social psychology, the self, cognitive dissonance, interpersonal relationships, social biases, conformity, obedience, and applying social psychology in areas like education, business, health and media. Assignments include papers, presentations, and discussion responses on these topics.
This document summarizes a study that tested a model of motivation based on self-determination theory (SDT) in an online learning environment. The study [1] proposed a model linking contextual support, need satisfaction, self-determination, and learning outcomes based on SDT; [2] surveyed 267 online students enrolled in special education programs; and [3] used structural equation modeling to analyze the relationships in the proposed model. The findings provided support for some aspects of SDT but also indicated self-determination was not a direct predictor of learning outcomes, contrary to SDT predictions. The study concluded by discussing limitations and recommendations for future research.
The document provides an overview of rhetorical analysis and discusses the three Aristotelian appeals of logos, ethos, and pathos. It defines each appeal and provides examples. For logos, it describes inductive and deductive reasoning and how facts, statistics, language, history, analogies, and logical arguments can develop this appeal. For ethos, it explains how character, expertise, education, experience, and how one speaks or writes can develop this appeal. For pathos, it notes how stories, anecdotes, and emotions like love, pity, fear, and anger can develop this appeal. The document concludes by asking readers to analyze a provided text and assess how effectively the writer uses these rhetorical strategies.
Psychological testing and assessment has evolved over thousands of years from early job selection tests in ancient China to modern standardized psychological tests and evaluations. Key developments included early mental ability tests by Binet and Simon, the development of intelligence testing by Terman and Wechsler, the emergence of projective testing techniques like the Rorschach inkblot test, the creation of personality tests like the MMPI and Myers-Briggs, and ongoing work to reduce cultural bias in testing.
This document contains information for various weekly assignments in a PSYCH 555 psychology course. It includes assignment descriptions and discussion questions on topics like social psychology, the self, cognitive dissonance, relationships, social biases, conformity, obedience, and prosocial behavior. Students are asked to complete papers and presentations analyzing these concepts and how social psychology applies in different fields.
The document discusses the concept of adjustment in modern life. It describes adjustment as referring to the psychological processes through which people manage or cope with the demands of everyday life. The document outlines several topics related to adjustment, including personality, stress, coping strategies, interpersonal relationships, psychological health, and psychological disorders. Overall, the document provides an overview of the broad scope of issues studied within the concept of adjustment in the 21st century.
This document outlines the weekly assignments for a PSYCH 555 social psychology course. It includes individual papers analyzing key concepts like the self, social biases, conformity and obedience. It also includes learning team assignments on cognitive dissonance, interpersonal relationships and applying social psychology. Discussion questions address topics like social psychology vs general psychology, situationism, social motives, stereotypes and group influence.
Self-enhancement refers to individuals enhancing their self-image to appear more desirable to others through self-deception or impression management. Self-deception involves unconsciously ignoring evidence that contradicts one's beliefs, while impression management is the conscious manipulation of how one appears to others. Research has found self-deception correlates with an egotistic bias of exaggerating traits like intelligence, while impression management correlates with a moralistic bias of appearing more virtuous. Different personality traits also predict different self-enhancement styles, with extraversion and openness relating to self-deception and agreeableness/conscientiousness relating to impression management.
The document outlines an emotional competence framework developed by the Consortium for Research on Emotional Intelligence in Organizations. It identifies and defines five categories of emotional competencies: personal competence (self-awareness, self-regulation, self-motivation), social awareness (empathy, service orientation, developing others, leveraging diversity, political awareness), social skills (influence, communication, leadership, change catalyst, conflict management, building bonds, collaboration and cooperation, team capabilities). Within each category are several specific competencies that effective people demonstrate, such as self-awareness, self-control, empathy, communication skills, and ability to develop others.
This document provides guidelines for using strategy maps to improve strategy execution. It outlines a six-step process for developing an effective corporate-level strategy map: (1) define objectives, (2) identify measures, (3) select strategies, (4) define relationships, (5) validate, and (6) communicate. The strategy map links long-term objectives with critical success factors and strategic initiatives. It is intended to help organizations more successfully implement their strategies by improving alignment across functions like planning, budgeting, operations and compensation.
The document describes an emotional intelligence scale used to measure 10 factors of emotional intelligence in individuals. The scale was developed to assess self-awareness, empathy, self-motivation, emotional stability, managing relationships, integrity, self-development, commitment, and altruistic behavior. It consists of a 34-item questionnaire with 5 response options to interpret scores on each of the 10 emotional intelligence factors.
Using balanced scorecard to build a project focused org2Glen Alleman
Glen Alleman presented on using the Balanced Scorecard to build a project-focused IT organization. He discussed how CH2M HILL uses Balanced Scorecard to improve project performance and connect investments to strategy. Alleman explained that their approach focuses on deploying strategy through project management by using Balanced Scorecard to measure strategic metrics, actual costs, delivered value, and resource utilization. Their goal is to improve how they deliver projects to meet strategic customer needs with fewer resources over time.
This document discusses key performance indicators (KPIs) for designers. It provides information on developing KPIs, including defining objectives, identifying key result areas and tasks, and determining methods to measure results. The document outlines common mistakes in creating KPIs, such as having too many KPIs or not tailoring KPIs to change over time. It also discusses how to design effective KPIs that are linked to strategy and empower employees. Finally, the document covers different types of KPIs, such as process, input, output, leading, lagging, qualitative and quantitative.
Introduction to Strategy Maps - A Book by Robert S Kaplan and David P NortonEndro Catur
The strategy map is a tool that visually depicts the causal relationships between intangible assets, internal processes, and outcomes in a way that clearly communicates an organization's strategy. It aims to link strategic objectives and measures across four perspectives - learning and growth, internal processes, customer, and financial - and help ensure strategy execution by aligning intangible assets like human capital, information systems, and organizational culture to the strategic themes. The case studies demonstrate how strategy maps can be effective but also must be adapted over time as strategies evolve to continue reflecting organizational reality.
A good strategy map should communicate everything a company is striving to achieve on a single page.
Think about it, if your company is made up of only five people or is an enterprise of 5,000 people first and foremost you want them to know exactly what the company is about and what it is trying to achieve.
What is more, your employees want to know that your company has ambition and plans and will be around for the long haul. They want to be sure that the leaders know what they are doing and are in control.
They want to work in a winning environment and want to know their jobs are secure. One of the most powerful tools you have in your armoury is a strategy map (that and consistently winning profitable business, the two are inextricably linked).
SWOT: does anyone besides MBA professors and consultants use it?Aleksey Savkin
Recently I came across a research done back in 1997 that empirically proved that SWOT does not work! It seems that SWOT is promoted as a must-use business tool in any MBA program, and numerous consultants are happy to sell it and its derivatives, but the benefit for the real business is questionable.
I shared the results of the research and some thoughts on the topic in the new article and this presentation:
http://www.bscdesigner.com/swot-outside-mba-classrooms.htm
What do you think about SWOT? It is a must-have business tool or it is more an exercise for MBA students?
Marketing Scorecard with KPIs, Marketing Funnel, and Strategy MapAleksey Savkin
Only 38% say that they can measure marketing profitability, 23% measure internal marketing metrics only. Learn how to build your marketing scorecard with key metrics and performance indicators, take into account marketing funnel, and prepare a strategy map.
Get the collection of Strategy Map Powerpoint Template, includes how you organize PPT Presentation. For more information please visit: http://www.slideworld.com/
Self-determination theory (SDT) is a theory of human motivation that examines how social contexts and individual differences influence different types of motivation. SDT proposes that people have three basic psychological needs - competence, autonomy, and relatedness - and that satisfying these needs promotes autonomous motivation and intrinsic aspirations, which facilitate well-being and engagement. SDT distinguishes between autonomous motivation, which involves willingness and choice, and controlled motivation, which involves pressure and obligation. The theory also examines factors that promote internalization and integration of extrinsic motivation to become more autonomous.
1) Critical thinking has been defined in many ways but generally refers to actively and skillfully analyzing, applying, evaluating, and synthesizing information to guide beliefs and actions.
2) Early definitions focused on reflection and suspension of judgment, but modern definitions emphasize both cognitive skills and affective dispositions.
3) The ability to think critically depends on cognitive development as well as emotional maturity and is influenced by personal experiences and social contexts. There is no universal agreement on how to define or teach critical thinking.
In psychology, learning theory refers to how we acquire basic responses and behaviors. We study three different types of learning: learning through association (classical conditioning), learning through reward or punishment (operant conditioning), and learning through imitation (observational learning). Learning theory is explored primarily through the Behavioral perspective, which emphasizes how the environment shapes who we are and how we behave.
Instructions
Choose one of the following options and respond to the essay questions:
This document contains information about the PSYCH 555 psychology course, including summaries of weekly assignments, discussions, and links to online materials. Over the 7-week course, topics covered include social psychology, the self, cognitive dissonance, interpersonal relationships, social biases, conformity, obedience, and applying social psychology in areas like education, business, health and media. Assignments include papers, presentations, and discussion responses on these topics.
This document summarizes a study that tested a model of motivation based on self-determination theory (SDT) in an online learning environment. The study [1] proposed a model linking contextual support, need satisfaction, self-determination, and learning outcomes based on SDT; [2] surveyed 267 online students enrolled in special education programs; and [3] used structural equation modeling to analyze the relationships in the proposed model. The findings provided support for some aspects of SDT but also indicated self-determination was not a direct predictor of learning outcomes, contrary to SDT predictions. The study concluded by discussing limitations and recommendations for future research.
The document provides an overview of rhetorical analysis and discusses the three Aristotelian appeals of logos, ethos, and pathos. It defines each appeal and provides examples. For logos, it describes inductive and deductive reasoning and how facts, statistics, language, history, analogies, and logical arguments can develop this appeal. For ethos, it explains how character, expertise, education, experience, and how one speaks or writes can develop this appeal. For pathos, it notes how stories, anecdotes, and emotions like love, pity, fear, and anger can develop this appeal. The document concludes by asking readers to analyze a provided text and assess how effectively the writer uses these rhetorical strategies.
Psychological testing and assessment has evolved over thousands of years from early job selection tests in ancient China to modern standardized psychological tests and evaluations. Key developments included early mental ability tests by Binet and Simon, the development of intelligence testing by Terman and Wechsler, the emergence of projective testing techniques like the Rorschach inkblot test, the creation of personality tests like the MMPI and Myers-Briggs, and ongoing work to reduce cultural bias in testing.
This document contains information for various weekly assignments in a PSYCH 555 psychology course. It includes assignment descriptions and discussion questions on topics like social psychology, the self, cognitive dissonance, relationships, social biases, conformity, obedience, and prosocial behavior. Students are asked to complete papers and presentations analyzing these concepts and how social psychology applies in different fields.
The document discusses the concept of adjustment in modern life. It describes adjustment as referring to the psychological processes through which people manage or cope with the demands of everyday life. The document outlines several topics related to adjustment, including personality, stress, coping strategies, interpersonal relationships, psychological health, and psychological disorders. Overall, the document provides an overview of the broad scope of issues studied within the concept of adjustment in the 21st century.
This document outlines the weekly assignments for a PSYCH 555 social psychology course. It includes individual papers analyzing key concepts like the self, social biases, conformity and obedience. It also includes learning team assignments on cognitive dissonance, interpersonal relationships and applying social psychology. Discussion questions address topics like social psychology vs general psychology, situationism, social motives, stereotypes and group influence.
Self-enhancement refers to individuals enhancing their self-image to appear more desirable to others through self-deception or impression management. Self-deception involves unconsciously ignoring evidence that contradicts one's beliefs, while impression management is the conscious manipulation of how one appears to others. Research has found self-deception correlates with an egotistic bias of exaggerating traits like intelligence, while impression management correlates with a moralistic bias of appearing more virtuous. Different personality traits also predict different self-enhancement styles, with extraversion and openness relating to self-deception and agreeableness/conscientiousness relating to impression management.
The document outlines an emotional competence framework developed by the Consortium for Research on Emotional Intelligence in Organizations. It identifies and defines five categories of emotional competencies: personal competence (self-awareness, self-regulation, self-motivation), social awareness (empathy, service orientation, developing others, leveraging diversity, political awareness), social skills (influence, communication, leadership, change catalyst, conflict management, building bonds, collaboration and cooperation, team capabilities). Within each category are several specific competencies that effective people demonstrate, such as self-awareness, self-control, empathy, communication skills, and ability to develop others.
This document provides guidelines for using strategy maps to improve strategy execution. It outlines a six-step process for developing an effective corporate-level strategy map: (1) define objectives, (2) identify measures, (3) select strategies, (4) define relationships, (5) validate, and (6) communicate. The strategy map links long-term objectives with critical success factors and strategic initiatives. It is intended to help organizations more successfully implement their strategies by improving alignment across functions like planning, budgeting, operations and compensation.
The document describes an emotional intelligence scale used to measure 10 factors of emotional intelligence in individuals. The scale was developed to assess self-awareness, empathy, self-motivation, emotional stability, managing relationships, integrity, self-development, commitment, and altruistic behavior. It consists of a 34-item questionnaire with 5 response options to interpret scores on each of the 10 emotional intelligence factors.
Using balanced scorecard to build a project focused org2Glen Alleman
Glen Alleman presented on using the Balanced Scorecard to build a project-focused IT organization. He discussed how CH2M HILL uses Balanced Scorecard to improve project performance and connect investments to strategy. Alleman explained that their approach focuses on deploying strategy through project management by using Balanced Scorecard to measure strategic metrics, actual costs, delivered value, and resource utilization. Their goal is to improve how they deliver projects to meet strategic customer needs with fewer resources over time.
This document discusses key performance indicators (KPIs) for designers. It provides information on developing KPIs, including defining objectives, identifying key result areas and tasks, and determining methods to measure results. The document outlines common mistakes in creating KPIs, such as having too many KPIs or not tailoring KPIs to change over time. It also discusses how to design effective KPIs that are linked to strategy and empower employees. Finally, the document covers different types of KPIs, such as process, input, output, leading, lagging, qualitative and quantitative.
Introduction to Strategy Maps - A Book by Robert S Kaplan and David P NortonEndro Catur
The strategy map is a tool that visually depicts the causal relationships between intangible assets, internal processes, and outcomes in a way that clearly communicates an organization's strategy. It aims to link strategic objectives and measures across four perspectives - learning and growth, internal processes, customer, and financial - and help ensure strategy execution by aligning intangible assets like human capital, information systems, and organizational culture to the strategic themes. The case studies demonstrate how strategy maps can be effective but also must be adapted over time as strategies evolve to continue reflecting organizational reality.
A good strategy map should communicate everything a company is striving to achieve on a single page.
Think about it, if your company is made up of only five people or is an enterprise of 5,000 people first and foremost you want them to know exactly what the company is about and what it is trying to achieve.
What is more, your employees want to know that your company has ambition and plans and will be around for the long haul. They want to be sure that the leaders know what they are doing and are in control.
They want to work in a winning environment and want to know their jobs are secure. One of the most powerful tools you have in your armoury is a strategy map (that and consistently winning profitable business, the two are inextricably linked).
SWOT: does anyone besides MBA professors and consultants use it?Aleksey Savkin
Recently I came across a research done back in 1997 that empirically proved that SWOT does not work! It seems that SWOT is promoted as a must-use business tool in any MBA program, and numerous consultants are happy to sell it and its derivatives, but the benefit for the real business is questionable.
I shared the results of the research and some thoughts on the topic in the new article and this presentation:
http://www.bscdesigner.com/swot-outside-mba-classrooms.htm
What do you think about SWOT? It is a must-have business tool or it is more an exercise for MBA students?
Marketing Scorecard with KPIs, Marketing Funnel, and Strategy MapAleksey Savkin
Only 38% say that they can measure marketing profitability, 23% measure internal marketing metrics only. Learn how to build your marketing scorecard with key metrics and performance indicators, take into account marketing funnel, and prepare a strategy map.
Get the collection of Strategy Map Powerpoint Template, includes how you organize PPT Presentation. For more information please visit: http://www.slideworld.com/
The document discusses using a balanced scorecard and strategy map to drive corporate performance. It explains the four perspectives of a balanced scorecard - financial, customer, internal process, and learning and growth. Strategic objectives are identified for each perspective to help organizations achieve goals and track key performance indicators.
Strategic Planning And Budgeting Part 2: Alignment, Budgeting, and ResourcesKenny Ong
ABF Budgeting, Forecasting and Financial Planning Conference, Feb 2009
*Understanding what strategic planning is and why it is important
*Clarify the difference between vision, mission statement, goals and objectives
*The external environment: The need to understand the economic cycle
*Tying the strategic plan to the budget
*Cost Reduction methods and advice
10 Steps to Find Best KPIs by BSC DesignerAleksey Savkin
KPIs designed specifically for your business work much better that indicators taken from the list of metrics on the Internet. Learn how to create great KPIs right for your organization.
Strategic Planning And Budgeting Part 1: Business Model and StrategyKenny Ong
The document discusses strategic planning and budgeting for a company called CNI Holdings Berhad. It covers the following key points in 3 sentences:
CNI has historically struggled with strategic planning and budgeting, with problems including a lack of market research, split objectives, and expenses regularly exceeding budgets. The presentation outlines steps for effective strategic planning, including getting the right business model, setting strategies based on analysis of the market situation, and choosing growth strategies like market share gains or expanding into adjacent markets. Keys to success include aligning the business model, strategies, and resources and having the proper assumptions and starting point for the planning process.
Electric Utility, Inc. has created a balanced scorecard with objectives, measures, targets, and initiatives in four categories: customer financial, business growth, internal processes, and learning and growth. The objectives include maximizing returns, profitable growth, leveraging assets, managing costs, capitalizing on deregulation opportunities, developing innovative services, ensuring reliable service, customer service excellence, optimizing the core business, continued cost management, enterprise risk management, leading employee satisfaction, and world class leadership. Measures and targets are identified for each objective through fiscal years 2001 to 2003. Initiatives are also outlined to support achieving the targets.
A journey from a bad kpi to an excellent strategyAleksey Savkin
When I face a business challenge I'm trying to see the root of the problem. Having a quick-fix solution is fine, but what if a quick-fix solution is not possible unless fundamental issues are resolved. I see this often with KPIs. People ask to help with KPIs for this or for that, but the problem that they actually experience is a fundamental one - they have a vague strategy that is hard to follow.
Recently I had a conversation with Pablo, one of our Spain-based customers. His company is a leading national manufacturer and his question was about a KPI to help with the poor performance of their business. Our dialog was really insightful for both of us. Pablo sorted out things about strategy and KPIs; I was able to trace verbally the problem of a bad KPI back to its root - a poorly formulated strategy.
The result is not an article, but a dialog between me and Pablo. Together we completed a journey from a pointless KPI request to ideas about formulating a better strategy:
http://www.bscdesigner.com/a-journey-from-a-bad-kpi-to-an-excellent-strategy.htm
The document summarizes the Balanced Scorecard framework and provides examples of how it can be used. It discusses how the Balanced Scorecard translates strategy into objectives and measures across four perspectives: financial, customer, internal processes, and learning and growth. It provides an example scorecard for an electronics company and outlines the key principles of using the Balanced Scorecard to align organizational goals and strategy.
Put it-all-together: Business or Balanced Scorecard, KPIs, Strategy MapAleksey Savkin
Any professional involved in the Balanced Scorecard drew a well-known 4 sector diagrams on the flip chart. Popular 4 perspectives of the Balanced Scorecard seem to be everywhere, but are they the most important part? What is the best way to explain to someone about a Balanced Scorecard concept?
For my opinion, instead of talking about 4 perspectives it makes much more sense to focus on strategies (including generic ones) and the cause-and-effect connection between business objectives.
What do you think? How do you explain the basics of the Balanced Scorecard if someone asks you?
Why the Balanced Scorecard is Good but Not Great: The BUSINESS MODEL STRATEGY...Rod King, Ph.D.
Developed by Robert Kaplan and David Norton in the 1990s, the Balanced Scorecard (BSC) is the most widely used tool for managing the performance of a business. The BSC is used by the majority of companies in the Fortune 1000 as well as by many small and medium-scale businesses. The BSC focuses on a managing a chain or “stream” of performance metrics rather than the output or traditional singular financial metric of profit.
In the presentation below - http://goo.gl/lSIDX9 - I take a critical look at the traditional Balanced Scorecard as well as introduce a new tool in the evolution of the framework for the Balanced Scorecard. Tools such as Kaplan and Norton’s Strategy Map have been developed to complement the Balanced Scorecard. However, in this age of Business Model Planning, Strategy, and Performance Management, the traditional Balanced Scorecard or Strategy Map is not enough.
What do you think?
Rod.
http://goo.gl/lSIDX9
A Comprehensive Literature Review and Measurement Techniques on Emotional Int...rahulmonikasharma
Youth are the major seekers of employment as they traverse their journey of life from adolescent to youth. A significant proportion of youth take over the business of their family as heir apparent, but the major proportion of youth becomes the first time jobseekers and searches for economic opportunities as existing in their country of residence. Employment market is a dynamic system where people keep getting in and out of system. Through this paper the authors are interested to explore the relationship among the emotional intelligence with the Indian youth with respect to leadership and entrepreneurial ability. The author’s are explored the measurement techniques for the emotional intelligence
This document provides an overview of emotional intelligence (EI), including its historical roots, need and importance, current status and applications, ways to measure EI, and how EI relates to workplace performance. Some key points:
- EI builds on early research recognizing the importance of non-cognitive factors like social and emotional skills. Researchers in the 1930s-40s studied concepts like social intelligence.
- EI refers to an individual's ability to identify and understand their own emotions and those of others to guide thinking and decision-making. In contrast, IQ measures cognitive and analytical abilities.
- Emotions play an important role in psychology and influence behaviors. Both personality traits and mood states impact emotional
This document provides an overview of emotional intelligence (EI), including its historical roots, need and importance, current status and applications, ways to measure EI, and how EI relates to workplace performance. Some key points:
- EI builds on early research recognizing the importance of non-cognitive factors like social and emotional skills. Researchers in the 1930s-40s studied concepts like social intelligence.
- EI refers to an individual's ability to identify and manage their own emotions and the emotions of others. This impacts how well one can communicate, solve problems, and build relationships.
- While IQ measures cognitive skills, EI measures social and emotional skills that are important for success. Studies show
Early Psychological Research On Cognitive And The Nature...Carmen Martin
Early psychological research emphasized observable behaviors but later incorporated studying internal processes like cognitions. Assessing internal experiences typically involves self-report questionnaires, which have limitations. To address some limitations, researchers have adopted ecological momentary assessment using smart devices, which can query participants about thoughts, feelings, and behaviors in the moment over time, reducing memory reliance. However, self-report still involves biases, and EMA introduces awareness biases. Nisbett and Wilson referred to removing time as key to decreasing accuracy in self-reporting.
Emotional intelligence in the workplace ankit sharmaAnkit Sharma
An explanation of emotional intelligence in the workplace including emotional triggers, stressors, managing stress and how to develop emotional intelligence in team members.
This document provides guidance on identifying arguments in psychology texts. It discusses defining an argument as expressing a point of view and giving reasons to support that view. Students are instructed to work in pairs to identify the argument in a given paragraph, and break it down using the WEED method of highlighting the Who, Evidence, Evaluation, and Development. An example paragraph is then provided discussing research on what defines terrorists and the radicalization process. Several key psychological components are identified as important to radicalization, including motivation, group ideologies, and social distancing. Rather than focusing only on prediction, the argument is made that understanding what motivates individuals to join violent groups could be more useful. Overall, the document coaches students on identifying arguments and comparing
Creativity Through Applying Ideas From Fields OtherThan One’.docxvanesaburnand
Creativity Through Applying Ideas From Fields Other
Than One’s Own: Transferring Knowledge From Social
Psychology to Industrial/Organizational Psychology *
Abstract
Subfields of psychology can be arguably characterized as
islands of unconnected knowledge. The underlying theme
of this paper is that these subfields have much to gain by
looking at and studying each other’s respective literature.
This paper explains how the field of industrial/organiza-
tional (I/O) psychology has benefited from theory and
research in social psychology, and suggests ways it can ben-
efit even more so. Specifically, moral development, the
group-serving bias, as well as inducing feelings of hypocrisy
so as to foster subsequent behaviour change are discussed.
Their potential for leading to further insight into existing
problems, refining existing theories, and for raising new
questions in I/O psychology is described.
Psychology is a behavioural science whose literature
has grown rapidly. However, psychology has often
failed to transfer knowledge across its subfields.
Scientists and practitioners within the subfields fre-
quently appear ignorant of ways they can benefit from
cross-subfield research. These subfields, whether bio-
logical, clinical, educational, social, or industrial, con-
tain interdependent ideas that should be shared in
order to advance psychology for all.
Since the authors are researchers of organizational
behaviour, this paper provides insights as to how trans-
ferring knowledge from social psychology has already
enriched the science and practice of I/O psychology.
In addition, new ideas as to how I/O psychology can
benefit from social psychology are explored.
Benefits of Reading Literature Other than One’s Own
The benefits of researching literature other than one’s
own are at least four-fold. First, sharing concepts
among psychology’s subfields allows researchers to
extend their work to other areas (i.e., generalization).
Second, it enables them to theorize and contextualize
their research so as to connect their findings within
larger conversations. Research designs often yield rela-
tively sterile pieces of data that contribute little to
knowledge and understanding when they are confined
to narrow disciplines, or kept within the borders of a
specific field (e.g., Locker, 1994; Sternberg &
Grigorenko, 2001). Third, it helps researchers to be
constructively critical of both the fields from which
they draw information and of that in which they work.
It can lead to proposals for using alternative method-
ologies in a particular program of research. Fourth, it
enables researchers to raise questions not previously
considered. Sharing knowledge across subfields may
even lead researchers who investigate the same phe-
nomenon, but who are in different areas of psycholo-
gy, and hence have different perspectives and instru-
ments, to interact with one another in ways that facili-
tate both knowledge creation and knowledge applica-
tion.
History
I/O .
Understanding EmotionalIntelligence in Educational Contextinventionjournals
Emotional intelligence (EI), the recent origin concept in the field of social and Behavioural science, is getting more and more popularity in research, business and recruitment purpose. Low predictability of IQ score in real life situation and workplace gave birth the new concept. We have seen that someone who are incredibly bright and intelligent yet cannot seem to pull their life together. As the pace of change is increasing and world of work is making ever greater demands on a person‟s cognitive, emotional and physical resources, this particular set of abilities are becoming increasingly important. Since majority of the concerns in organization involve people in different roles, emotional intelligence must become a determining factor for their effective management. Its importance and relevance in various fields is being scientifically researched and asserted. Yet, the cross-cultural relevance of the concept still remains an unexplored area. In this present paper attempt were made to make a clear understanding regarding the concept, nature, models and implication in the field of education, which will be helpful for in the field of education (in classroom). Though this concept is popular in western country, Indian views regarding EI has also been analyzed in this present paper.
A Systematic Literature Review Of Emotional Intelligence And Entrepreneurial ...Tony Lisko
This document summarizes a literature review on the relationship between emotional intelligence and entrepreneurial abilities. It finds that emotional intelligence has a strong positive correlation with entrepreneurial success based on existing research. The document defines emotional intelligence and outlines three main frameworks for understanding it. It also defines entrepreneurship and notes that over 50% of new businesses fail within 5 years. The literature review finds that entrepreneurs who display passion for their ventures and can manage emotions in themselves and others have a greater chance of success. Emotional intelligence may enhance entrepreneurial creativity and ability to process logical and emotional information.
This document summarizes a study that examined the impact of intelligence on task expectancy in adolescents and explored the factor structure of a feelings scale from the National Longitudinal Study of Adolescent Health. A one-way ANOVA found no practical differences in task expectancy based on perceived intelligence. An exploratory factor analysis of the feelings scale extracted four factors - sadness, reverse coded items, social factors, and fatigue - though not exactly as hypothesized. The four factors were positively correlated, providing partial support for the hypotheses.
This document discusses emotional intelligence, including its history and various definitions. It describes several models that aim to measure EI levels, such as ability models focusing on social skills and trait models emphasizing self-knowledge. Research has found high EI is associated with better mental health, job performance, and leadership. The document also examines the relationship between EI and personality, as well as the advantages of high emotional intelligence.
Trait theory focuses on relatively permanent aspects of personality that influence behavior consistency. While other theories consider development and behavior prediction, trait theory compares people based on aspects and degrees of traits without addressing personality change. Gordon Allport proposed functionally autonomous central traits, while Henry Murray focused on psychogenic needs like power, affiliation, and achievement. Raymond Cattell used factor analysis to identify 16 primary personality factors measured by his 16PF assessment.
1. The document discusses various concepts related to analyzing trends, including causes and consequences, networks, strategic analysis, and intuitive thinking.
2. Key analytical tools for strategic analysis are described, including SWOT analysis, PEST analysis, and value chain analysis, which are used to systematically evaluate internal and external factors.
3. Both strategic, analytical thinking and intuitive thinking are said to be important for decision making, and combining the two leads to holistic thinking that balances individual and community aspects.
This document provides an overview of motivation theories in industrial-organizational psychology. It discusses early theories that viewed motivation through metaphors like "person as machine" and more modern theories that emphasize cognition and emotions. The document also explores the relationship between motivation and workplace factors like performance, work-life balance, and personality. A key theory discussed is Maslow's hierarchy of needs, which proposes that humans are motivated to fulfill a set of innate needs from physiological to self-actualization.
This document provides an overview of motivation theories in industrial-organizational psychology. It discusses early theories that viewed motivation through metaphors like "person as machine" and more modern theories that emphasize cognition and emotions. The document also explores the relationship between motivation and workplace factors like performance, work-life balance, and personality. A key theory discussed is Maslow's hierarchy of needs, which proposes that humans are motivated to fulfill a set of innate needs from physiological to self-actualization.
Attitudes, Values and Organizational Culture: Disentangling the ConceptsValerieBez1
1) The document examines the concepts of attitudes, values, and organizational culture and seeks to disentangle them based on empirical survey data from a large Danish insurance company.
2) It finds that employee attitudes were clearly distinct from values, and perceptions of organizational practices were unrelated to values and only partially overlapped with attitudes regarding communication.
3) Perceptions of organizational practices did not form recognizable clusters at the individual level but only at the level of organizational subunits, suggesting they are a better measure of organizational culture than individual attitudes or values.
What is impression formation? How does it contribute to sociability or social...Eric Wagobera Jnr
Impression formation is practically a part of our everyday life through which we endeavor to depict ourselves as worthy of other people's attention. This term paper explains in full detail what impression formation means and how this psychological process contributes to someone's sociability or social perception accuracy. The paper maintains that with the aid of several factors such as information from various sources and the emotional congeniality, we can form an impression of others – whether good or bad. There are some decisive issues such as social status, customs, gender, age, profession, personal attractiveness and attributes which determine the course of one's impression formation process and why those trying to impress should be attentive to some invisible but yet compelling forces that can either ruin or build up their impression before others. Quoting different authors in the field of psychology, the paper also highlights existing scholarly studies into impression formation which are necessary to understand the justified circumstances through which impression formation takes place. The two major theories of impression formation - Asch's theory of impression formation and the information integration theory are applied to explain the sharply contrasting scholarly views held about impression formation but one noteworthy concern is that they both offer accurate explanations of how both the externalities and internalities affect our impression before others. Furthermore, the paper explores the different ways through which impression formation contributes towards the sociability of someone or a group. Like the common saying ‘what you sow is what you reap', impression formation is a daunting task in which you have to portray the best version of you in order to yield the much-desired social perception accuracy. Also included are the practical recommendations for a positive impression formation which can prepare you appropriately for that critical moment when you all you have to do is putting up the most phenomenal impression to the job interview panel, product marketing or political debate. What needs to be acknowledged is that the kind of impression we create has the power to make us either socially acceptable or not and therefore, a well- planned impression formation will always contribute to a positive sociability while an unconvincing impression formation will definitely lead to a devastating sociability and its painstaking after effects.
Similar to Emotional intelligence explanation (17)
What is impression formation? How does it contribute to sociability or social...
Emotional intelligence explanation
1. Consortium for Research on Emotional Intelligence in Organizations Emotional Intelligence 1
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Emotional Intelligence: What it is and Why it Matters
Cary Cherniss
Graduate School of Applied and Professional Psychology
Rutgers University
152 Frelinghuysen Road
Piscataway, NJ 08854
732-445-2187
cherniss@rci.rutgers.edu
www.eiconsortium.org
Paper presented at the Annual Meeting of the Society for Industrial and Organizational
Psychology, New Orleans, LA, April 15, 2000
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Emotional Intelligence: What it is and Why it Matters
Ever since the publication of Daniel Goleman’s first book on the topic in 1995, emotional
intelligence has become one of the hottest buzzwords in corporate America. For instance, when
the Harvard Business Review published an article on the topic two years ago, it attracted a higher
percentage of readers than any other article published in that periodical in the last 40 years.
When the CEO of Johnson & Johnson read that article, he was so impressed that he had copies
sent out to the 400 top executives in the company worldwide.
Given that emotional intelligence is so popular in corporate America, and given that the
concept is a psychological one, it is important for I/O psychologists to understand what it really
means and to be aware of the research and theory on which it is based. So in my presentation
today, I’d like to briefly lay out the history of the concept as an area of research and describe how
it has come to be defined and measured. I also will refer to some of the research linking
emotional intelligence with important work-related outcomes such as individual performance and
organizational productivity.
Even though the term has been misused and abused by many popularizers, I believe it
rests on a firm scientific foundation. Also, while there are aspects of the concept that are not
new, some aspects are. Finally, emotional intelligence represents a way in which I/O
psychologists can make particularly significant contributions to their clients in the future. So let’s
begin with some history.
Historical Roots of the Topic
When psychologists began to write and think about intelligence, they focused on
cognitive aspects, such as memory and problem-solving. However, there were researchers who
recognized early on that the non-cognitive aspects were also important. For instance, David
Wechsler defined intelligence as “the aggregate or global capacity of the individual to act
purposefully, to think rationally, and to deal effectively with his environment” (Wechsler, 1958, p.
7). As early as 1940 he referred to “non-intellective” as well as “intellective” elements (Wechsler,
1940), by which he meant affective, personal, and social factors. Furthermore, as early as 1943
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Wechsler was proposing that the non-intellective abilities are essential for predicting one’s ability
to succeed in life. He wrote:
The main question is whether non-intellective, that is affective and conative abilities, are
admissible as factors of general intelligence. (My contention) has been that such factors
are not only admissible but necessary. I have tried to show that in addition to intellective
there are also definite non-intellective factors that determine intelligent behavior. If the
foregoing observations are correct, it follows that we cannot expect to measure total
intelligence until our tests also include some measures of the non-intellective factors
[Wechsler, 1943 #316, p. 103).
Wechsler was not the only researcher who saw non-cognitive aspects of intelligence to
be important for adaptation and success. Robert Thorndike, to take another example, was writing
about “social intelligence” in the late thirties (Thorndike & Stein, 1937). Unfortunately, the work of
these early pioneers was largely forgotten or overlooked until 1983 when Howard Gardner began
to write about “multiple intelligence.” Gardner (1983) proposed that “intrapersonal” and
“interpersonal” intelligences are as important as the type of intelligence typically measured by IQ
and related tests.
Now let us switch our historical lens to I/O psychology. In the 1940s, under the direction
of Hemphill (1959), the Ohio State Leadership Studies suggested that “consideration” is an
important aspect of effective leadership. More specifically, this research suggested that leaders
who are able to establish “mutual trust, respect, and a certain warmth and rapport” with members
of their group will be more effective (Fleishman & Harris, 1962). At about the same time, the
Office of Strategic Services (1948) developed a process of assessment based on the earlier work
of Murray (1938) that included the evaluation of non-cognitive, as well as cognitive, abilities. This
process evolved into the “assessment center,” which was first used in the private sector at AT&T
in 1956 (Bray, 1976). Many of the dimensions measured in assessment centers then and now
involve social and emotional competencies such as communication, sensitivity, initiative, and
interpersonal skills (Gowing, in press; Thornton & Byham, 1982).
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I could cite other strands of research and theory, but I think it is clear that by the early
1990s, there was a long tradition of research on the role of non-cognitive factors in helping people
to succeed in both life and the workplace. The current work on emotional intelligence builds on
this foundation.
Contemporary Interest in the Topic
When Salovey and Mayer coined the term emotional intelligence in 1990 (Salovey &
Mayer, 1990), they were aware of the previous work on non-cognitive aspects of intelligence.
They described emotional intelligence as “a form of social intelligence that involves the ability to
monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use
this information to guide one’s thinking and action” (Salovey & Mayer, 1990). Salovey and Mayer
also initiated a research program intended to develop valid measures of emotional intelligence
and to explore its significance. For instance, they found in one study that when a group of people
saw an upsetting film, those who scored high on emotional clarity (which is the ability to identify
and give a name to a mood that is being experienced) recovered more quickly (Salovey, Mayer,
Goldman, Turvey, & Palfai, 1995). In another study, individuals who scored higher in the ability to
perceive accurately, understand, and appraise others’ emotions were better able to respond
flexibly to changes in their social environments and build supportive social networks (Salovey,
Bedell, Detweiler, & Mayer, 1999).
In the early 1990’s Daniel Goleman became aware of Salovey and Mayer’s work, and this
eventually led to his book, Emotional Intelligence. Goleman was a science writer for the New
York Times, whose beat was brain and behavior research. He had been trained as a
psychologist at Harvard where he worked with David McClelland, among others. McClelland
(1973) was among a growing group of researchers who were becoming concerned with how little
traditional tests of cognitive intelligence told us about what it takes to be successful in life.
IQ by itself is not a very good predictor of job performance. Hunter and Hunter (1984)
estimated that at best IQ accounts for about 25 percent of the variance. Sternberg (1996) has
pointed out that studies vary and that 10 percent may be a more realistic estimate. In some
studies, IQ accounts for as little as 4 percent of the variance.
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An example of this research on the limits of IQ as a predictor is the Sommerville study, a
40 year longitudinal investigation of 450 boys who grew up in Sommerville, Massachusetts. Two-thirds
of the boys were from welfare families, and one-third had IQ’s below 90. However, IQ had
little relation to how well they did at work or in the rest of their lives. What made the biggest
difference was childhood abilities such as being able to handle frustration, control emotions, and
get along with other people (Snarey & Vaillant, 1985).
Another good example is a study of 80 Ph.D.’s in science who underwent a battery of
personality tests, IQ tests, and interviews in the 1950s when they were graduate students at
Berkeley. Forty years later, when they were in their early seventies, they were tracked down and
estimates were made of their success based on resumes, evaluations by experts in their own
fields, and sources like American Men and Women of Science. It turned out that social and
emotional abilities were four times more important than IQ in determining professional success
and prestige (Feist & Barron, 1996).
Now it would be absurd to suggest that cognitive ability is irrelevant for success in science.
One needs a relatively high level of such ability merely to get admitted to a graduate science
program at a school like Berkeley. Once you are admitted, however, what matters in terms of
how you do compared to your peers has less to do with IQ differences and more to do with social
and emotional factors. To put it another way, if you’re a scientist, you probably needed an IQ of
120 or so simply to get a doctorate and a job. But then it is more important to be able to persist in
the face of difficulty and to get along well with colleagues and subordinates than it is to have an
extra 10 or 15 points of IQ. The same is true in many other occupations.
We also should keep in mind that cognitive and non-cognitive abilities are very much related.
In fact, there is research suggesting that emotional and social skills actually help improve
cognitive functioning. For instance, in the famous “marshmallow studies” at Stanford University,
four year olds were asked to stay in a room alone with a marshmallow and wait for a researcher
to return. They were told that if they could wait until the researcher came back before eating the
marshmallow, they could have two. Ten years later the researchers tracked down the kids who
participated in the study. They found that the kids who were able to resist temptation had a total
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SAT score that was 210 points higher than those kids who were unable to wait (Shoda, Mischel,
& Peake, 1990).
Granted that cognitive ability seems to play a rather limited role in accounting for why
some people are more successful than others, what is the evidence that emotional and social
factors are important? In doing the research for his first book, Goleman (1995) became familiar
with a wealth of research pointing to the importance of social and emotional abilities for personal
success. Some of this research came from personality and social psychology, and some came
from the burgeoning field of neuropsychology. I don’t have the time or space to summarize all of
this research. Let me, however, give you a few examples that deal specifically with the role that
non-cognitive abilities play in success at work.
The Value of Emotional Intelligence at Work
Martin Seligman has developed a construct that he calls “learned optimism” (Schulman,
1995). It refers to the causal attributions people make when confronted with failure or setbacks.
Optimists tend to make specific, temporary, external causal attributions while pessimists make
global, permanent, internal attributions. In research at Met Life, Seligman and his colleagues
found that new salesmen who were optimists sold 37 percent more insurance in their first two
years than did pessimists. When the company hired a special group of individuals who scored
high on optimism but failed the normal screening, they outsold the pessimists by 21 percent in
their first year and 57 percent in the second. They even outsold the average agent by 27 percent
(Schulman, 1995).
In another study of learned optimism, Seligman tested 500 members of the freshman
class at the University of Pennsylvania. He found that their scores on a test of optimism were a
better predictor of actual grades during the freshman year than SAT scores or high school grades
(Schulman, 1995).
The ability to manage feelings and handle stress is another aspect of emotional
intelligence that has been found to be important for success. A study of store managers in a
retail chain found that the ability to handle stress predicted net profits, sales per square foot,
sales per employee, and per dollar of inventory investment (Lusch & Serpkenci, 1990).
7. Consortium for Research on Emotional Intelligence in Organizations Emotional Intelligence 7
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Emotional intelligence has as much to do with knowing when and how to express
emotion as it does with controlling it. For instance, consider an experiment that was done at Yale
University by Sigdal Barsade (1998; 1998). He had a group of volunteers play the role of
managers who come together in a group to allocate bonuses to their subordinates. A trained
actor was planted among them. The actor always spoke first. In some groups the actor projected
cheerful enthusiasm, in others relaxed warmth, in others depressed sluggishness, and in still
others hostile irritability. The results indicated that the actor was able to infect the group with his
emotion, and good feelings led to improved cooperation, fairness, and overall group performance.
In fact, objective measures indicated that the cheerful groups were better able to distribute the
money fairly and in a way that helped the organization. Similar findings come from the field.
Bachman (1988) found that the most effective leaders in the US Navy were warmer, more
outgoing, emotionally expressive, dramatic, and sociable.
One more example. Empathy is a particularly important aspect of emotional intelligence,
and researchers have known for years that it contributes to occupational success. Rosenthal and
his colleagues at Harvard discovered over two decades ago that people who were best at
identifying others’ emotions were more successful in their work as well as in their social lives
(Rosenthal, 1977). More recently, a survey of retail sales buyers found that apparel sales reps
were valued primarily for their empathy. The buyers reported that they wanted reps who could
listen well and really understand what they wanted and what their concerns were (Pilling &
Eroglu, 1994).
Thus far I have been describing research suggesting that “emotional intelligence” is
important for success in work and in life. However, this notion actually is somewhat simplistic and
misleading. Both Goleman (1998) and Mayer, Salovey, & Caruso (1998b) have argued that by
itself emotional intelligence probably is not a strong predictor of job performance. Rather, it
provides the bedrock for competencies that are. Goleman has tried to represent this idea by
making a distinction between emotional intelligence and emotional competence. Emotional
competence refers to the personal and social skills that lead to superior performance in the world
of work. “The emotional competencies are linked to and based on emotional intelligence. A
8. Consortium for Research on Emotional Intelligence in Organizations Emotional Intelligence 8
( www.eiconsortium.org )
certain level of emotional intelligence is necessary to learn the emotional competencies(Gowing,
in press).” For instance, the ability to recognize accurately what another person is feeling
enables one to develop a specific competency such as Influence. Similarly, people who are
better able to regulate their emotions will find it easier to develop a competency such as Initiative
or Achievement drive. Ultimately it is these social and emotional competencies that we need to
identify and measure if we want to be able to predict performance.
The Assessment of Emotional Intelligence and Competence
Assuming that emotional intelligence is important, the question of assessment and
measurement becomes particularly pressing. What does the research suggest about the
measurement of emotional intelligence and competence? In a paper published in 1998, Davies,
Stankov, & Roberts (1998) concluded that there was nothing empirically new in the idea of
emotional intelligence. This conclusion was based solely on a review of existing measures
purporting to measure emotional intelligence at the point in time when they wrote that paper.
However, most of those measures were new, and there was not yet much known about their
psychometric properties. Research now is emerging that suggests emotional intelligence, and
particularly the new measures that have been developed to assess it, is in fact a distinct entity.
However, there still is not much research on the predictive validity of such measures, and this is a
serious lack. Let me briefly summarize what we really know about the most popular ones.
The oldest instrument is Bar-On’s EQ-I (Bar-On, 1997), which has been around for over a
decade. This self-report instrument originally evolved not out of an occupational context but
rather a clinical one. It was designed to assess those personal qualities that enabled some
people to possess better “emotional well-being” than others. The EQ-I has been used to assess
thousands of individuals, and we know quite a bit about its reliability and its convergent and
discriminant validity (Gowing, in press; Salovey et al., 1999). Less is known about its predictive
validity in work situations. However, in one study the EQ-I was predictive of success for U.S. Air
Force recruiters. In fact, by using the test to select recruiters, the Air Force saved nearly 3 million
dollars annually (Bar-On, in press). Also, there were no significant differences based on ethnic or
racial group.
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A second instrument is the Multifactor Emotional Intelligence Scale (Mayer, Caruso, &
Salovey, 1998a). The MEIS is a test of ability rather than a self-report measure. The test-taker
performs a series of tasks that are designed to assess the person’s ability to perceive, identify,
understand, and work with emotion. There is some evidence of construct validity, convergent
validity, and discriminant validity, but none for predictive validity (Gowing, in press).
A third instrument is the Emotional Competence Inventory. The ECI is a 360 degree
instrument. People who know the individual rate him or her on 20 competencies that Goleman’s
research suggests are linked to emotional intelligence (Goleman, 1998). Although the ECI is in
its early stages of development, about 40 percent of the items come from an older instrument, the
Self-Assessment Questionnaire, that was developed by Boyatzis (1994). These earlier items had
been “validated against performance in hundreds of competency studies of managers,
executives, and leaders in North America,” Italy, and Brazil (Boyatzis, Goleman, & Rhee, in
press). However, there currently is no research supporting the predictive validity of the ECI.
Another measure that has been promoted commercially is the EQ Map (Orioli, Jones, &
Trocki, 1999). Although there is some evidence for convergent and divergent validity, the data
have been reported in a rather ambiguous fashion.
One other measure deserves mention, even though it is less well-known than the others.
Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim (1998) have developed a 33-item
self-report measure based on Salovey and Mayer’s (1990) early work. There is evidence for
convergent and divergent validity. Emotional intelligence scores on this measure were positively
associated with first-year college grades and supervisor ratings of student counselors working at
various mental health agencies. Also, scores were higher for therapists than for therapy clients or
prisoners (Malouff & Schutte, 1998; Salovey, Woolery, & Mayer, in press).
Finally, it might be helpful to keep in mind that emotional intelligence comprises a large
set of abilities that have been studied by psychologists for many years. Thus, another way to
measure emotional intelligence or competence is through tests of specific abilities. Some of
these tests seem rather strong. To name just one example, there is Seligman’s SASQ, which
was designed to measure learned optimism and which has been impressive in its ability to
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identify high performing students, salespeople, and athletes, to name just a few (Schulman,
1995).
Conclusion
So is there anything new about emotional intelligence? In some ways, emotional
intelligence really is not new. In fact, it is based on a long history of research and theory in
personality and social, as well as I/O, psychology. Furthermore, Goleman has never claimed
otherwise. In fact, one of his main points was that the abilities associated with emotional
intelligence have been studied by psychologists for many years, and there is an impressive, and
growing, body of research suggesting that these abilities are important for success in many areas
of life.
However, rather than arguing about whether emotional intelligence is new, I believe it is more
useful and interesting to consider how important it is for effective performance at work. Although I
have not had the time to cover very much of it, I hope I have shown that there now is a
considerable body of research suggesting that a person’s ability to perceive, identify, and manage
emotion provides the basis for the kinds of social and emotional competencies that are important
for success in almost any job. Furthermore, as the pace of change increases and the world of
work makes ever greater demands on a person’s cognitive, emotional, and physical resources,
this particular set of abilities will become increasingly important. And that is good news for I/O
psychologists, for they are the ones who are best situated to help clients to use emotional
intelligence to improve both productivity and psychological well-being in the workplace of
tomorrow.
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Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: User's manual . Toronto: Multi-
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Bar-On, R. (in press). Emotional and social intelligence: Insights from the Emotional Quotient
Inventory. In R. Bar-On & J. Parker (Eds.), Handbook of emotional intelligence . San
Francisco, CA: Jossey-Bass.
Barsade, S. (1998). The ripple effect: Emotional contagion in groups (Working paper ). New
Haven, CT: Yale University School of Management.
Barsade, S., & Gibson, D. E. (1998). Group emotion: A view from the top and bottom. In D.
G. e. al. (Ed.), Research on managing groups and teams . Greenwich, CT: JAI Press.
Boyatzis, R. E. (1994). Stimulating self-directed learning through the Managerial Assessment
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