Cognitive Intelligence and Emotional Intelligence - Case Study Example

Cognitive Intelligence and Emotional Intelligence Name: Course: Tutor: Date: Cognitive Intelligence and Emotional Intelligence Intelligence is the ability to reason, learn, understand, and such forms of mental processes; ability in grasping truths, relationships, meanings, facts etc. it is the foundation of human physical ability and the cause of success or failure in life. It can be genetically developed or adopted through environmental influence. Different personalities have different levels of intelligence. Intelligence is of many types but there are two main types that form the bases of it (Srinivasan S. Pillay, 2011(233). Emotional Intelligence It is referred to as, comprehending one’s own emotions and those of others, and being able to use this information to bring about the best outcome for all concerned. Knowing where emotions come from and being able to manage his or her own and those of others. Knowing what emotions mean; what information they are giving you; Being able to toil well with others and when one is alone; being able to unite cognitive knowledge with emotional knowledge and use them together (Tomas Chamorro-Premuzic, Sophie von Stumm, Adrian Furnham, 2011(206). Emotional intelligence has much to do with be familiar with when and how to articulate emotion as it does with controlling it (Tomas Chamorro-Premuzic, Sophie von Stumm, Adrian Furnham, 2011(206). For instance, take into consideration an experiment that was done at Yale University by Sigdal Barsade. He had a cluster of volunteers play the position of managers who come together in a group to deal out additional benefits to their subordinates. A trained actor was placed among them. He always spoke first. In some groups the actor projected cheerful zeal, in others relaxed warmth, in others depressed slowness, and in still others intimidating irritability. The outcomes indicated that the actor was able to warm up the group his emotion, and good feelings led to improved collaboration, fairness, and in general group performance. In fact, purpose measures indicated that the cheerful groups were in a better place to deal out the money rightly and in a way that aided the cluster. Emotionally intellectual students are likely to show self-belief and self trust. They are also said to have the elevated capacity to handle problems more easily and to perform better in academics, given that they are also endowed with an ideal level of mental power. All these, when coalesced will add to a person's self-belief and confidence that will reinforce him to perform better in class. (Srinivasan S. Pillay, 2011(233). Considerably, there are different branches of emotional intelligence: 1. Perceiving Emotions: first, for one to understanding emotions he or she needs to accurately perceive them. In many instances, this might engage comprehending nonverbal signs such as body language and facial expressions. 2. Reasoning with Emotions: it involves using emotions to endorse thinking and cognitive processes. Emotions aid in prioritizing what we pay attention and respond to; we respond emotionally to things that gather our attention. 3. Understanding Emotions: The emotions that we perceive can carry a wide variety of meanings. If someone is expressing angry emotions, the observer must interpret the cause of their anger and what it might mean. For example, if your boss is acting angry, it might mean that he is dissatisfied with your work; or it could be because he got a speeding ticket on his way to work that morning or that he's been fighting with his wife. 4. Managing Emotions: The ability to manage emotions effectively is a key part of emotional intelligence. Regulating emotions, responding appropriately and responding to the emotions of others are all important aspect of emotional management. According to Salovey and Mayer, the four branches of their model are, arranged from more primary psychological progressions to higher, more psychologically incorporated progressions. E.g. the lowest level branch consists of the relatively easy capabilities of perceiving and expressing emotion. As opposed to this, the highest level branch consists of the conscious, weighty regulation of emotion (1997) Measuring Emotional Intelligence In regard to measuring emotional intelligence, ability testing is the only sufficient method to employ. Intelligence is ability, and is directly measured only by having people answer questions and assessing the correctness of those answers. Reuven Bar-On’s EQ-i a self-report test planned to measure competencies including awareness, stress tolerance, problem solving, and happiness. According to Bar-On, Emotional intelligence is a exhibit of non-cognitive abilities, proficiencies, and skills that influence one’s ability to succeed in coping up with environmental insists and forces. Multifactor Emotional Intelligence Scale An ability-based test in which examined performs tasks planned to assess their capacity to perceive, identify, comprehend, and utilize emotions. Seligman Attribution Style Questionnaire originally planned as a screening examination for the life insurance company for Metropolitan Life. It measures optimism and pessimism. Emotional Competence Inventory based on an older mechanism called as the Self-Assessment Questionnaire, the ECI engages having persons who know the entity offer ratings of that person’s abilities on a number of different emotional proficiencies. Reasons why emotional intelligence matter more than cognitive intelligence in leadership are: 1. The need for self-awareness. 2. The need for self inspiration. 3. The need to control emotions. 4. The need to handle relationships with skill. 5. Emotional credit of others. In terms of its scientific and practical importance, emotional intelligence appears to a significant predictor of positive interpersonal relationships in both childhood and adulthood. E.g. it has been reported that children and grownups with higher emotional intelligence tend to feel more competent in interpersonal relationships, and also tend to be perceived more positively by others (Tomas Chamorro-Premuzic, Sophie von Stumm, Adrian Furnham, 2011(206). Competencies captured by emotional intelligence appear to have some practical value, as is revealed by correlates with work related behaviors such as; supervisory rating of performance and organizational citizenship behaviors. It should be noted that even proponents of emotional intelligence caution that, in many cases these correlates are modest to begin with and tend to shrink even further when one controls for general mental ability and personality traits. Emotional intelligence therefore, does not appear to be intellectual ability; rather, it is better conceptualized as acquired achievement (Tomas Chamorro-Premuzic, Sophie von Stumm, Adrian Furnham, 2011(206). Cognitive Intelligence It consists of intellectual abilities such as reason, logic, reading and writing, analyzing and prioritizing. These go on in a person’s head and use only the neo-cortex and not the emotional centers of the brain. These do not engage any people skills i.e. you can solve a math problem by yourself, or write a paper by yourself (Viswesvaran, C. & Ones, D. S., 2002) Cognitive intelligence is assessed as a score known as the intelligence quotient. The validity of IQ as a forward planner of job performance is above zero for all work studied to date, but varies with the nature of work and across dissimilar researches. (Srinivasan S. Pillay, 2011(233).The IQ level is determined by genes and the environmental factors that a person has grown in. The brain is at the root of teaching and learning. Schools deduce its aptitude to figure out and grow using standardized tests. Science identifies the development of this cognitive intelligence through real-time proof of the happening of learning in the brain through purposeful magnetic resonance imaging. Comparison between emotional intelligence and cognitive intelligence Being effective both alone and as a team player (emotional intelligence) against only effective when working alone (cognitive intelligence) Being able to manage your own emotions (emotional intelligence) against having temper tantrums, sulking or withdrawing (cognitive intelligence) Being able to empathize with others and knowing where they're coming from (emotional intelligence) against not being able to grasp the feelings of others and understand how the emotions are affecting the situation (cognitive intelligence) Using an emotional appeal to convince someone of something (emotional intelligence). Using an intellectual appeal to convince someone of something (cognitive intelligence) Knowing that motivation is a feeling word (emotional intelligence) against thinking that motivation is a thinking word (cognitive intelligence) Related distinctions between emotional intelligence and cognitive intelligence. Soft skills together with hard skills (emotional intelligence) against hard skills only (cognitive intelligence). Knowing people (emotional intelligence) against Knowing facts (cognitive intelligence). Thinking and feeling (emotional intelligence) against thinking only (cognitive intelligence). Strengths of emotional intelligence Emotional intelligence accounts for more success and happiness in life than intellectual intelligence. There is now a considerable body of research suggesting that a person’s ability to perceive, identify, and handle emotion provides the basis for the kinds of social and emotional proficiencies that are important for success in almost any job. (Tomas Chamorro-Premuzic, Sophie von Stumm, Adrian Furnham, 2011(206). Research has shown that the most successful customer service people have five significant emotional intelligence proficiencies. They are: 1. Self-actualization: high degree of self-belief is exhibited that they are competent to be successful in solving your trouble, and endeavor to be the best they can be at what they do. 2. Reality testing: This involves “tuning in” to the immediate situation. The grumpy fellow did not want to tune in to my issue at all, while the service rep instantly connected, and wanted to help. 3. Optimism: This means maintaining a positive attitude in the face of adversity. It was clear that the service manager was extremely busy, but she was able to easily put that aside to help me. 4. Happiness: Allows one to enjoy oneself and others. They people feel at ease at work, and warmly welcome the chance to interact. 5. Interpersonal relationships: This Involves creating mutually satisfying social interactions. This assures them of success in every tomorrow (Schmidt, F. L., & Hunter, J., 2004(170). Weaknesses of emotional intelligence In business emotionally intelligent leaders are usually very assertive people. However, this people need to have a high level of impulse control, giving them the ability to resist temptations to act when inappropriate e.g. shout, attack, or and in this case to threaten. Without this emotional balance, assertiveness can also be a weakness. A leader who is unable to balance his emotions can make his or her institution suffer terribly in areas like morale, empowerment, decision-making, and culture (Cherniss, C., 2010). Most of the people discharge emotional intelligence as being just another management notion. Also, emotional intelligence requires a lot of time to learn. It takes time for the modern man to move out of his or her individualism so as to learn how to deal with people well; to fight back the discouraging situations that overwhelm the world’s ideal nowadays. Maybe ruinously, regardless of claims by emotional intelligence advocates, it does not seem to add to our ability to calculate important results, such as work and studious performance, above and beyond established constructs such as personality train and technical knowledge (Tomas Chamorro-Premuzic, Sophie von Stumm, Adrian Furnham, 2011(206).However, having a higher emotional intelligence generally means that people will have a more integrative rather than avoidance style of argument resolution (Srinivasan S. Pillay, 2011(233). Strengths of cognitive intelligence The perfectionist type of personality aid in cautious of technical decisions making. Though it is not good in making long term and complex decisions, it can form a base of emotional intelligence. From this base, complex and long term influential decisions are made. As studied defines a child’s route of study and performance (Maree & Eiselen, 2004). If the route is utilized resourcefully, then the child eventually develops scores in emotional intelligence. Weakness of cognitive intelligence The key point here is that, many people with extremely high cognitive intelligence do poorly in work and relationships because they have low emotional intelligence. They disrupt themselves because they can't manage their own emotions or those of other people, and they sabotage projects because they may have all the logical, rational and analytical ‘answers’, but they lack the ‘soft’ skills to move a project forward (Srinivasan S. Pillay, 2011(233). Cognitive intelligence tends to be archaic, primitive and outdated. It can rarely work alone effectively. Application of emotional intelligence In the modern world, there is an increasing demand of competent, motivational, enthusiastic, self driven, persistent and confident leaders. It is not only the trait of good thinkers that the world requires; but thinkers who can use their thoughts in driving various activities in our complex societies. Emotional thinking is more appropriate of the two because it incorporates moral thinking and drives it towards accomplishing the set goals (Schmidt, F. L., & Hunter, J., 2004(170).In addition, our new world requires strong leaders who are very persistent, resistive to negative external pressures and confident with their decisions. This is because as the world grows tough, everybody is turning into and individualistic nature. This means that every person will fight for a chance to dominate others, or do things that favors him or her alone. Therefore, leaders with a stronger fighting power need to be built so as to protect the disadvantaged and still leave the stronger ones in a better position of survival i.e. leadership has had to evolve to match a growing sense of democracy and independence in the workforce. Another issue is that, for institutions to stand there must be inclusion and team spirit. These type of leaders are expected to generate that. They can only do it if they are self motivated in their thinking and decision making (Doug Lennick, Fred Kiel, 2007(6). A Counselor can only manage his or her clients well if he or she has emotional intelligence. This because of the ability to handle relationship problems that emotional intelligence provide through empathy. (Doug Lennick, Fred Kiel, 2007(6). He needs to get into the client feet and view the problem at that perspective while still maintaining his cognitive stand i.e. balancing sides of the cause and outcomes. Application of cognitive intelligence Business in the modern life is a back bone in maintaining financial stability in many people. Therefore, hard thinkers are always on high demand so as to generate appropriate business ideas. Though people with very high cognitive intelligence do poorly in business leadership, they can aid in idea development to implemented using emotional intelligence. In most cases, cognitive intelligence will only apply effectively with its mergence with emotional intelligence. (Maree & Eiselen, 2004). Conclusion As depicted by the text, emotional intelligence tends to be the most favorable type of intelligence. It balances all the aspects of humanity and deep cognitive thinking. In a nut shell, it is a hybrid type of intelligence. However, if its properties are exaggerated i.e. leading to over confidence and a hyper- ego personality, then it tends to be very dangerous. It tends acts as a source of failure, just like the primitive and undeveloped cognitive intelligence (Cherniss, C., 2010). References Tomas Chamorro-Premuzic, Sophie von Stumm, Adrian Furnham. (2011).The Wiley-Blackwell Handbook of Individual Differences. West Sussex. John Wiley and Sons. Srinivasan S. Pillay. (2011).Your Brain and Business: The Neuroscience of Great Leaders. New Jersey. FT Press. Doug Lennick, Fred Kiel. (2007).Moral Intelligence: Enhancing Business Performance and Leadership Success. New Jersey. Pearson Prentice Hall. Maree, J. G., & Eiselen, R. J. (2004). The emotional intelligence profile of academics in a merger setting. Education and Urban Society, New York. Viswesvaran, C. & Ones, D. S. (2002). Agreements and disagreements on the role of general mental ability (GMA) in industrial, work, and organizational psychology. Human Performance, 15(1/2), 211-231. Schmidt, F. L., & Hunter, J. (2004). General mental ability in the world of work: Occupational attainment and job performance. Journal of Personality and Social Psychology, 86(1), 162-173. Cherniss, C. (2010). Emotional intelligence: Toward clarification of a concept. Industrial and Organizational Psychology, 3, 110-126. Roberts, R. D., Matthews, G., & Zeinder, M. (2010). Emotional intelligence: Muddling through theory and measurement. Industrial and Organizational Psychology, 3, 140-144. Wood, J. M., Zeffane, R., Fromholtz, M. & Fitzgerald, J. A. (2006). Organizational behavior: core concepts and applications (1st Australasian ed.). Milton, QLD: John Wiley & Sons Australia Ltd. Read More