EMOTIONAL INTELLIGENCE: CONCEPTS AND MEASUREMENT

Size: px

Start display at page:

Download "EMOTIONAL INTELLIGENCE: CONCEPTS AND MEASUREMENT"

Ami Carter
5 years ago
Views:

2 EMOTIONAL INTELLIGENCE: CONCEPTS AND MEASUREMENT othe emerging literature on EI contains disparate terminology: o emotional intelligence [Goleman, 1995; Salovey & Mayer, 1990] o emotional literacy [Cooper & Sawaf, 1997] o emotional quotient [Cooper, 1997] o personal intelligences [Gardner, 1983] othe sub-components of EI are variously referred to as o branches (Mayer, Caruso, & Salovey, 2000) o factors (Bar-On, 1997), o competencies (Boyatzis, 1982)

5 STRUTTURA DEL MSCEIT (2002) Intelligenza emotiva (QIE) Area Esperienziale (QIEE) Area Strategica (QIES) Ramo 1 Percezione delle emozioni Ramo 2 Facilitazione del pensiero Ramo 3 Comprensione delle emozioni Ramo 4 Gestione delle emozioni Compito A Volti Compito B Facilitazione Compito C Cambiamento Compito D Gestione emotiva Compito E Immagini Compito F Sensazioni Compito G MIscele Compito H Relazioni emotive

6 EMOTIONAL INTELLIGENCE EMOTIONAL COMPETENCIES o According the mixed models [Boyatzis, 1982; Goleman, 2001]: oemotional intelligence (EI) = a dispositional aptitude oei encompasses such characteristics as motivations, traits, and personal aspects oemotional competencies (EC) = learned capabilities oec are learned capabilities, based on EI, that result in outstanding performance at work

7 EMOTIONAL COMPETENCIES & WORK o Goleman (1998) lists different competencies necessary for effective performance in various occupational setting oemotional self-awareness. Questa competenza comprende l'identificazione delle emozione e la comprensione di come le emozioni siano correlate agli obiettivi, ai pensieri, ai comportamenti e alle realizzazioni

8 EMOTIONAL COMPETENCIES & WORK oregulation of emotions in the self. Questa competenza implica l'elicitazione e il mantenimento intenzionale di emozioni piacevoli e spiacevoli quando considerate appropriate, e l efficace canalizzazione di impulsi ed emozioni negative (Boyatzis, 1982; Goleman, 1998). osocial awareness of emotions and empathy, che comprende la consapevolezza dei sentimenti, dei bisogni e delle preoccupazioni degli altri, comprendere e simpatizzare con le emozioni altrui, e rispondere prontamente ai bisogni altrui (inespressi)

9 EMOTIONAL COMPETENCIES & WORK oregulating emotions in others. Questa competenza include influenzare gli altri, comunicando efficacemente con gli altri e gestendo i conflitti omotivational tendencies, che comprendono componenti quali sforzi e pulsioni interne, attribuzioni e necessità di ottenere risultati ocharacter, che include fiducia e integrità

10 THE PREDICTIVE VALIDITY OF EI o Over the past few years, a number of studies have attempted to determine the predictive and concurrent validity of EI in job performance, either in simulated settings or on the job ocontradictory results, based on different conceptualization and measurement

11 THE PREDICTIVE VALIDITY OF EI o Empirical Studies: Reported Positive Results o Janovics and Christiansen [2001] ousing a sample of 176 undergraduates (70% female), found that Job performance correlated significantly with only two of the four branches of MSCEIT: Perception (r =.14) and Understanding (r =.30) onevertheless, when added cognitive ability and the Big Five factor of Conscientiousness, as covariates, a general EI score from the MSCEIT added 3 per cent to the incremental variance of the job performance criterion othe authors conclude: EI offers some additional contribution beyond measures of existing constructs

12 THE PREDICTIVE VALIDITY OF EI o Empirical Studies: Reported Positive Results odulewicz and Higgs [2000] oreanalysed data from a seven-year study of the career progress of 58 managers in the UK and Ireland assessing three domains of self-reported ability: EQ, IQ, and managerial competency oei was found to contribute to the prediction of the job advancement criterion above and beyond managerial EI and self-reported intellectual performance, adding about 36 per cent incremental variance to the prediction of level of advancement over a seven-year period

13 THE PREDICTIVE VALIDITY OF EI o Empirical Evidence: Negative or Mixed Results oin a recent review, Dulewicz and Higgs (2000) noted that while the concept of EI is purportedly based on extensive research evidence, the organizational applications of EI tend to be based on derivative arguments and largely anecdotal descriptions (p. 341). obarrett at al. s review (2001) concurs that much of the existing evidence bearing on the role of EI in occupational success is anecdotal, impressionistic, or collected by consulting companies and not published in the peer-reviewed literature.

14 THE PREDICTIVE VALIDITY OF EI o Empirical Evidence: Negative or Mixed Results obarrett et al. have identified a number of incongruities: ogoleman s [1995, 1998] reference to a study of Bell Laboratory engineers in which the top performers were reportedly more emotionally intelligent than their peers (although not differing in level of general intelligence) oa careful reading of the original report shows that this is pure conjecture - the Bell Laboratory engineers were never actually tested with any instrument designed to assess EI orecycle of this inconsistency

15 THE PREDICTIVE VALIDITY OF EI o Empirical Evidence: Negative or Mixed Results o Janovics and Christiansen [2001] o two self-report measures of EI, the Trait Meta-Mood Scale and the Schutte EQ test were uncorrelated with assessed job performance, failing to demonstrate criterion-related validity o Fox and Spector [2000] o assessed the concurrent validity of three components of EI (empathy, emotion regulation, and selfpresentation), affective traits (positive and negative affectivity), and general and practical intelligence, against the decision to hire (based on the simulated interview), as criterion. o Whereas some of the affective and ability measures were related to interview outcomes, both directly and indirectly, emotion regulation was not significantly related to interview outcomes

16 THE PREDICTIVE VALIDITY OF EI o Empirical Evidence: Negative or Mixed Results oslaski [2001] ostudied 224 middle and senior managers from the UK s largest supermarket chain. omanagement performance was assessed by asking to rate the frequency of specific behaviors based on a critical success factor model relating to aspects of performance (e.g. setting objectives, planning and organizing, team work, etc.). ototal EQ-i score was only very modestly related to managerial performance (r =.22)

17 A SOLID THEORETICAL RATIONALE FOR THE USE OF EI IN ORGANISATIONAL ASSESSMENT Issues of Utility: Matching the Test to the Job o An essential step in constructing EI instruments to meet organizational requirements is to identify precisely the specific contexts, needs, and purposes for which that EI test is being developed. odifferent jobs call for varying levels of social and emotional involvement and activity, and interpersonal interaction Choosing Appropriate Research Designs othe most basic task for validation research is to show that EI measures reliably differentiate between low- and high-performing groups on particular workrelated criteria

18 A SOLID THEORETICAL RATIONALE FOR THE USE OF EI IN ORGANISATIONAL ASSESSMENT Choosing Adequate Criterion Measures oas a first step, it would seem important to look for the variance explained by EI with regard to conventional criteria (supervisor s ratings of performance, objective criteria such as sales, absenteeism, etc.) and whether EI remains predictive with IQ and personality factors statistically controlled. oassessment in the Service of the Organisation Assessment of EI should meet the needs of the organisation: it is essential to distinguish the well-being of the organisation from the well-being of the employee

APS Interest Group for Coaching Psychologists (QLD)

APS Interest Group for Coaching Psychologists (QLD) Enhancing Emotional Intelligence via Coaching: Evidence from the field Presented by Dr Benjamin Palmer Director of Research & Development, Genos Proudly