Emotional Intelligence - Assignment Example

? Emotional intelligence 9 September Introduction Having high IQ is not the only intelligence that people need to be successful and happy. Emotional intelligence, or EQ, is increasingly being valued and studied for its role in promoting healthy and diverse interrelationships and communication practices that are critical to success in personal life and workplaces (Matthews, Zeidner, & Roberts, 2002, p.3; Pat & Groves, 2006, p.11). Emotional intelligence is a direct criticism to intelligence that focuses only on academic or scientific and mathematic forms of knowledge (Matthews, Zeidner, & Roberts, 2002, p.3). It underscores the role of emotions in attaining, not only a financially successful life, but a happy and fulfilled one. Several online tests are now available to evaluate people’s EQ, and numerous articles and books explore the role of emotions and emotional management in gaining competitive advantages as employees and managers. These references provide compelling evidence that intelligence is not complete without emotional intelligence, and that EQ is critical to personal and workplace effectiveness and success. 1) The website of Queendom.com provided an opportunity to determine and measure individual emotional intelligence. After taking its Emotional Intelligence Test, results showed that the testee’s EQ score is 116 and that the testee belonged to the 86th percentile score. In general, the score meant that the person is reasonably skilled at understanding and handling personal emotions and the emotions of others. The score of 77 in the category of “Emotional Identification, Perception, and Expression” showed that the testee can successfully identify, perceive, and express emotions in others. She can also identify and manage her own emotions quite well. Nevertheless, difficulty in reading the emotions of others offered challenges, when their individual context is not clear to the testee. For the “Emotional Facilitation of Thought,” the score of 83 signified that the testee had a generally positive and hopeful disposition. The “Emotional Understanding” score of 71 signified the high importance placed on emotions, which sometimes make it a struggle to make the right decisions. A score of 79 was reached for “Emotional Management,” which represented good coping skills. The “Ego Maturity” score of 82 signified a healthy self-esteem with a general level of happiness and contentment in life. The test scores and results suited the testee because it is true that she places high value in emotions, and emotional management is personally believed as a key to success and happiness. She knows the importance of empathy in managing her personal and professional relationships. Furthermore, the testee has some difficulties in understanding the emotions of others, if their context is unknown. Moreover, the testee admits problems in making decisions that are too personal and requires life changes, especially when loved ones are involved. Nevertheless, the testee is truly a hopeful and positive person with strong self-esteem. She is not afraid to express her emotions to others at the right place and time. 2. Emotional intelligence pertains to the ability to discriminate and express emotions, to appreciate and use them, and to manage emotions in oneself and other people (Matthews, Zeidner, & Roberts, 2002, p.3). An example is two kinds of leader, a leader with high EQ and one that has poor EQ. A leader with high EQ respects the emotions of her people and uses that to attain organizational objectives. A leader with poor EQ tends to be an authoritarian manager and is used to embarrassing her people, when they make mistakes or have poor performance. As a result, her organization has low morale and mediocre performance levels. This example shows that EQ affects leadership and individual and organizational performance. The theoretical foundation of emotional intelligence can be rooted to the study of E. L. Thorndike, who distinguished academic and non-academic forms of intelligence in 1920 (Pat & Groves, 2006, p.11). He concluded from his study that there are three forms of intelligence: social, mechanical, and abstract intelligence. R. K. Thorndike (1936) proposed that social intelligence is part of human intelligence, and that it refers to the ability to understand people’s emotions, which can be used to appropriately manage human relationships (Robertson, 2007, p.16). Gardner (1983) suggested that people can be intelligent in numerous ways and he promoted the seven forms of intelligence, which spanned physical excellence, the arts and languages, and intrapersonal and interpersonal skills (Robertson, 2007, p.16). This expanded view of intelligence promoted the idea that good leaders are not only intelligent in their field, but also masters in managing their emotions and the emotions of their followers. 3. Emotional intelligence is important because it affects people’s effectiveness in communicating, establishing and strengthening relationships, building rapport, negotiating, and conducting many other personal and workplace tasks. In particular, it shapes global leadership effectiveness through enhancing people’s soft skills (Marques, Allevato, & Holt, 2008). In the article “Linking Quality Management and Emotional Intelligence to Workplace Spirituality,” Marques, Allevato, and Holt (2008) linked the concepts of quality management, emotional intelligence, and workplace spirituality. They expressed workplace spirituality in a non-religious approach, by stressing that it is a kind of spirituality that exists, when employees are dedicated to their jobs because they understand the meaning of their work (Marques, Allevato, & Holt, 2008, p.85). They also stressed that to attain this spirituality, emotional intelligence is needed, from the employee to management levels. Emotional intelligence also affects global leadership because it allows managers to balance technical, social, and cognitive skills (Marques, Allevato, & Holt, 2008; Robertson, 2007). Robertson (2007) published a seminal article on the significance of emotional intelligence for speech–language pathologists (SLPs) and audiologists. He stressed that EQ is a component of cultural competence, wherein the latter is composed of cognitive intelligence, emotional intelligence, and physical intelligence (p.14). He summarized studies that connect EQ and overall intelligence. These studies showed that EQ affects global leadership because it shapes global communication and multicultural competences. 4. For people who want to enhance their emotional intelligence, several practices can be performed. EQ is now integrated in stress management literature (Matthews, Zeidner, & Roberts, 2002, p.503). Stress management programs include mental imagery, deep breathing, assertiveness training, and lifestyle-modification techniques (Matthews, Zeidner, & Roberts, 2002, p.3). Other stress-reducing strategies are cognitive and psychological in nature. They comprise of seeing work and life from a more positive state and with a sense of humor, and separating the self from the pressures of work (Matthews, Zeidner, & Roberts, 2002, p.3). Goleman (1998) suggested that emotionally-intelligent individuals have different ways of managing stress, such as having sports or habits that relieve stress (as cited in Matthews, Zeidner, & Roberts, 2002, p.3). For some, it can be yoga, running, or deep breathing exercises. The main point is not to dismiss negative emotions, but to deal with them and find ways of relaxation to assuage stress (Matthews, Zeidner, & Roberts, 2002, p.3). Conclusion Emotional intelligence refers to the ability to effectively manage emotions in the self and others. Studies showed that it is an important workplace capability that helps people become better communicators and more proficient in handling everyday stress. Emotional intelligence also facilitates personal relationships, since emotional management is decisive in forming lasting human connections. Knowing one’s EQ through a website helped understand one’s emotional skills and opens room for improvement. Several practices can enhance EQ, such as having a more positive outlook in life and developing stress management skills. The essence of EQ is that success is not always measured in terms of technical competence or wealth, but also in the skill of managing personal and interpersonal emotions and feelings of happiness about one’s identity and life. References Marques, J.F., Allevato, E., & Holt, S. (2008). Linking quality management and emotional intelligence to workplace spirituality. Organization Development Journal, 26 (4), 81-88. Retrieved November 4, 2009, from Business Source Complete Matthews, G., Zeidner, M., & Roberts, R.D. (2002). Emotional intelligence: Science and myth. Cambridge, MA: Massachusetts Institute of Technology Press. Pat, M. & Groves, K. (2006). Choosing among tests of emotional intelligence: What is the evidence? Human Resource Development Quarterly, 17 (1), 9-42. Retrieved November 4, 2009, from Business Source Complete. Robertson, S.A. (2007). Got EQ?: Increasing cultural and clinical competence through emotional intelligence. Communication Disorders Quarterly, 29 (1), 14-19. 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