The document discusses several models of emotional intelligence, including ability-based, trait-based, and mixed models. The ability-based model proposed by Mayer and Salovey views EI as involving four abilities: perceiving emotions, reasoning with emotions, understanding emotions, and managing emotions. The trait EI model proposed by Petrides measures EI through self-reported traits rather than abilities. Goleman's mixed model focuses on EI competencies in the areas of self-awareness, self-management, social awareness, and relationship management. Tests discussed include the MSCEIT, which measures the four ability branches, and the TEIQue, which measures trait EI through self-report.

1. Emotional
Intelligence Models

2. What is Emotion?
Internal conscious states that we infer in
ourselves and others.
• Emotions are private experiences.
• We use operational definitions because
we cannot actually see feelings.
• We infer observable behavior associated
with emotion.

3. Four components of Emotion
Social-
Expressive
Sense of
Purpose
Bodily
Arousal
Feelings
Emotion
Significant life event

4. Feeling component
• Emotions are subjective feelings
• Make us feel in a particular way.
• Anger or joy.
• Meaning and personal significance.
• Vary in intensity and quality.
• Rooted in mental processes (labeling).

5. Bodily Arousal
• Biological activation.
• Autonomic and hormonal systems.
• Prepare and activate adaptive coping behavior during
emotion.
• Body prepared for action.
• Alert posture, clenched fists.

6. Purposive component
• Give emotion its goal-directed force.
• Motivation to take action.
• Cope with emotion-causing circumstances.
• Why people benefit from emotions.
• Social and evolutionary advantage.

7. Social-Expressive component
• Emotion’s communicative aspect.
• Postures, gestures, vocalizations,
facial expressions make our emotions
public.
• Verbal and nonverbal communication.
• Helps us interpret the situation.
• How person reacts to event.

8. Emotions read in the face
The Japanese Female Facial Expression (JAFFE) Database

9. Ability Based model of emotional intelligence:
abilities Peter Salovey & John Mayer
• The ability-based model views emotions as useful
sources of information that help one to make sense
of and navigate the social environment. The model
proposes that individuals vary in their ability to
process information of an emotional nature and in
their ability to relate emotional processing to a
wider cognition. This ability is seen to manifest
itself in certain adaptive behaviors.
• The model claims that EI includes four types of abilities
• Perceiving emotion
• Using emotions to facilitate thought
• Understanding emotions
• Managing emotions

10. The Mayer-Salovey-Caruso
Emotional Intelligence Test
(MSCEIT)
• The Mayer-Salovey-Caruso Emotional Intelligence Test
(MSCEIT) is an ability-based test designed to measure the four
branches of the EI model of Mayer and Salovey. MSCEIT was
developed from an intelligence-testing tradition formed by
the emerging scientific understanding of emotions and their
function and from the first published ability measure
specifically intended to assess emotional intelligence, namely
Multifactor Emotional Intelligence Scale (MEIS). MSCEIT
consists of 141 items and takes 30-45 minutes to complete.
MSCEIT provides 15 main scores: Total EI score, two Area
scores, four Branch scores, and eight Task scores. In addition
to these 15 scores, there are three Supplemental scores
(Mayer, Salovey, & Caruso, 2002).

11. Mayer-Salovey-Caruso Emotional Intelligence Test -
Scales*
The Four Branches of Emotional Intelligence
• Perceiving Emotions: The ability to perceive emotions in
oneself and others as well as in objects, art, stories, music,
and other stimuli
• Facilitating Thought: The ability to generate, use, and feel
emotion as necessary to communicate feelings or employ
them in other cognitive processes
• Understanding Emotions: The ability to understand emotional
information, to understand how emotions combine and
progress through relationship transitions, and to appreciate
such emotional meanings
• Managing Emotions: The ability to be open to feelings, and to
modulate them in oneself and others so as to promote
personal understanding and growth

12. • Basic Information
• Ages: 17 and older
Administration: Client Completed
Administration Time: 30-45 minutes
Qualification Level: B
Formats: Software, Online, Scoring Service
• Click
http://www.unh.edu/emotional_intelligence/ei%20About%20the%20M
to visit Dr. Mayer’s web site for psychometric aspects of the
MSCEIT

13. 1. Perceiving
EmotionsThe first step in understanding emotions is to accurately perceive
them. In many cases, this might involve understanding nonverbal
signals such as body language and facial expressions. This is the
basic skill involved in EI because unless you can perceive
emotions you cannot manage them.

14. 2. Reasoning With Emotions
The next step involves using emotions to promote thinking and
cognitive activity. Someone with high EI can use their emotions in
order to help them think through a situation and solve problems.
Emotions help prioritize what we pay attention and react to; we
respond emotionally to things that garner our attention. Having a
good system of emotional input, therefore, should help direct
thinking toward matters that are truly important. Secondly, a
number of researchers have suggested that emotions are
important for certain kinds of creativity to emerge.

15. 3. Understanding Emotions
Appreciating that the emotions we perceive can carry a wide variety of
meanings helps us to understand the emotional state of the other person and
why it has occurred. If someone is expressing angry emotions, for instance,
the observer must interpret the cause of their anger and what it might mean.
Your degree of understanding of such emotions has to include your ability to
perceive the shades of emotion that exist and how different emotions interact
with each other and evolve over time. Each emotion conveys its own pattern
of possible messages, and actions associated with those messages.
For example,
• A message of anger may mean that the individual feels they have been
treated unfairly.
• This anger may be associated with a specific set of possible actions:
• Peacemaking • Attacking • Retribution • Seeking revenge • Withdrawal to seek
calmness
Understanding emotional messages and the actions associated with them is
one important aspect of this skill area.

16. 4. Managing Emotions
The ability to manage emotions effectively is a key part of emotional intelligence. The
important aspects of emotional management include:
• Regulating emotions
• Responding appropriately
• Responding to the emotions of others.
Someone with a high level of this ability can harness positive or negative emotions and
manage them in a way that facilitates the completion of required tasks. A person needs to
understand emotions in order to convey information.
To the extent that it is under voluntary control, a person may want to remain open to
emotional signals as long as they are not too painful, and block out those that are
overwhelming. In between, within the person's emotional comfort zone, it becomes possible
to regulate and manage one's own and others' emotions so as to promote one's own and
others' personal and social goals. The means and methods for emotional self-regulation have
become a topic of increasing research in this decade.

17. The trait EI model
• Petrides and colleagues proposed a conceptual distinction
between the ability based model and a trait based model of
EI.
• Trait EI refers to an individuals self- perceptions of their
emotional abilities.
• This definition of EI encompasses behavioral dispositions and
self perceived abilities and is measured by self report, as
opposed to the ability based model which refers to actual
abilities.

18. Trait Emotional Intelligence
Questionnaire (TEIQue)
• The Trait Emotional Intelligence Questionnaire (TEIQue) developed
by K. V. Petrides, PhD is an integral part of a scientific research
program that is currently based at the London Psychometric
Laboratory in University College London (UCL).
Facets High scorers perceive themselves as…
Adaptability …flexible and willing to adapt to new conditions.
Assertiveness …forthright, frank, and willing to stand up for their rights.
Emotion perception (self and others) …clear about their own and other people’s feelings.
Emotion expression …capable of communicating their feelings to others.
Emotion management (others) …capable of influencing other people’s feelings.
Emotion regulation …capable of controlling their emotions.
Impulsiveness (low) …reflective and less likely to give in to their urges.
Relationships …capable of having fulfilling personal relationships.
Self-esteem …successful and self-confident.
Self-motivation …driven and unlikely to give up in the face of adversity.
Social awareness …accomplished networkers with excellent social skills.
Stress management …capable of withstanding pressure and regulating stress.
Trait empathy …capable of taking someone else’s perspective.
Trait happiness …cheerful and satisfied with their lives.
Trait optimism …confident and likely to “look on the bright side” of life.

19. Mixed model-Goleman’s
model
Goleman focuses on EI as a wide array of competencies and
skills that drive leadership performance.
•Self-awareness
•Self-management
•Social awareness
•Relationship management

21. Personal
Competence

22. SELF - AWARENESS
Emotional awareness: Recognizing oneís emotions and their effects. People with
this competence:
• Know which emotions they are feeling and why
• Realize the links between their feelings and what they think, do, and say
• Recognize how their feelings affect their performance
• Have a guiding awareness of their values and goals
Accurate self-assessment: Knowing oneís strengths and limits. People with this
competence are:
• Aware of their strengths and weaknesses
• Reflective, learning from experience
• Open to candid feedback, new perspectives, continuous learning, and self-
development
• Able to show a sense of humor and perspective about themselves
Self-confidence: Sureness about one’s self-worth and capabilities. People with
this competence:
• Present themselves with self-assurance; have “presence”
• Can voice views that are unpopular and go out on a limb for what is right
• Are decisive, able to make sound decisions despite uncertainties and pressures

23. SELF - REGULATION
Self-control: Managing disruptive emotions and impulses.
People with this competence:
• Manage their impulsive feelings and distressing emotions well
• Stay composed, positive, and unflappable even in trying
moments
• Think clearly and stay focused under pressure
Trustworthiness: Maintaining standards of honesty and
integrity. People with this competence:
• Act ethically and are above reproach
• Build trust through their reliability and authenticity
• Admit their own mistakes and confront unethical actions in
others
• Take tough, principled stands even if they are unpopular

24. Cont.
Conscientiousness: Taking responsibility for personal performance.
People with this competence:
• Meet commitments and keep promises
• Hold themselves accountable for meeting their objectives
• Are organized and careful in their work
Adaptability: Flexibility in handling change. People with this competence:
• Smoothly handle multiple demands, shifting priorities, and rapid change
• Adapt their responses and tactics to fit fluid circumstances
• Are flexible in how they see events
Innovativeness: Being comfortable with and open to novel ideas and new
information. People with this competence:
• Seek out fresh ideas from a wide variety of sources
• Entertain original solutions to problems
• Generate new ideas
• Take fresh perspectives and risks in their thinking

25. SELF - MOTIVATION
Achievement drive: Striving to improve or meet a standard of
excellence. People with this competence:
•• Are results-oriented, with a high drive to meet their objectives and
standards
•• Set challenging goals and take calculated risks
•• Pursue information to reduce uncertainty and find ways to do better
•• Learn how to improve their performance
Commitment: Aligning with the goals of the group or organization.
People with this competence:
• Readily make personal or group sacrifices to meet a larger
organizational goal
• Find a sense of purpose in the larger mission
• Use the groupís core values in making decisions and clarifying choices
• Actively seek out opportunities to fulfill the groupís mission

26. Cont.
Initiative: Readiness to act on opportunities. People with this
competence:
•• Are ready to seize opportunities
•• Pursue goals beyond whatís required or expected of them
•• Cut through red tape and bend the rules when necessary to
get the job done
•• Mobilize others through unusual, enterprising efforts
Optimism: Persistence in pursuing goals despite obstacles and
setbacks. People with this competence:
•• Persist in seeking goals despite obstacles and setbacks
•• Operate from hope of success rather than fear of failure
•• See setbacks as due to manageable circumstance rather than
a personal flaw

27. Social Competence

28. SOCIAL AWARENESS
Empathy: Sensing others feelings and perspective, and taking an
active interest in their concerns. People with this competence:
• Are attentive to emotional cues and listen well
• Show sensitivity and understand others perspectives
• Help out based on understanding other people's needs and feelings
Service orientation: Anticipating, recognizing, and meeting
customers needs. People with this competence:
• Understand customers needs and match them to services or
products
• Seek ways to increase customers satisfaction and loyalty
• Gladly offer appropriate assistance
• Grasp a customer's perspective, acting as a trusted advisor

29. • Developing others: Sensing what others need in order to develop, and
bolstering their abilities. People with this competence:
• • Acknowledge and reward people's strengths, accomplishments, and
development
• • Offer useful feedback and identify people's needs for development
• • Mentor, give timely coaching, and offer assignments that challenge and
grow a person's skills.
• Leveraging diversity: Cultivating opportunities through diverse people.
People with this competence:
• • Respect and relate well to people from varied backgrounds
• • Understand diverse worldviews and are sensitive to group differences
• • See diversity as opportunity, creating an environment where diverse
people can thrive
• • Challenge bias and intolerance
• Political awareness: Reading a group's emotional currents and power
relationships. People with this competence:
• • Accurately read key power relationships
• • Detect crucial social networks
• • Understand the forces that shape views and actions of clients, customers,
or competitors
• • Accurately read situations and organizational and external realities

30. SOCIAL SKILLS
Influence: Wielding effective tactics for persuasion. People with this
competence:
• Are skilled at persuasion
• Fine-tune presentations to appeal to the listener
• Use complex strategies like indirect influence to build consensus and
support
• Orchestrate dramatic events to effectively make a point Communication:
Sending clear and convincing messages. People with this competence:
• Are effective in give-and-take, registering emotional cues in attuning their
message
• Deal with difficult issues straightforwardly
• Listen well, seek mutual understanding, and welcome sharing of
information fully
• Foster open communication and stay receptive to bad news as well as
good

31. Leadership: Inspiring and guiding groups and people. People with this
competence:
• Articulate and arouse enthusiasm for a shared vision and mission
• Step forward to lead as needed, regardless of position
• Guide the performance of others while holding them accountable
• Lead by example
Change catalyst: Initiating or managing change. People with this
competence:
• Recognize the need for change and remove barriers
• Challenge the status quo to acknowledge the need for change
• Champion the change and enlist others in its pursuit
• Model the change expected of others
Conflict management: Negotiating and resolving disagreements. People
with this competence:
• Handle difficult people and tense situations with diplomacy and tact •
Spot potential conflict, bring disagreements into the open, and help
deescalate
• Encourage debate and open discussion
• Orchestrate win-win solutions

32. Building bonds: Nurturing instrumental relationships. People with
this competence:
• Cultivate and maintain extensive informal networks
• Seek out relationships that are mutually beneficial
• Build rapport and keep others in the loop
• Make and maintain personal friendships among work associates
Collaboration and cooperation: Working with others toward shared
goals. People with this competence:
• Balance a focus on task with attention to relationships
• Collaborate, sharing plans, information, and resources
• Promote a friendly, cooperative climate
• Spot and nurture opportunities for collaboration
Team capabilities: Creating group synergy in pursuing collective goals.
People with this competence:
• Model team qualities like respect, helpfulness, and cooperation
• Draw all members into active and enthusiastic participation
• Build team identity, esprit de corps, and commitment
• Protect the group and its reputation; share credit

33. Emotional Intelligence
Consortium Website
http://www.eiconsortium.org/index.html