People are ought to know about E.Q and find ways to tune them to be successful

1. ARISE STUDY
ON
EMOTIONAL INTELLIGENCE

2. Definition of Intelligence
• The ability to learn or understand or to deal with
new or trying situations : the skilled use of reason
• The cognitive abilities of an individual to learn from
experience, to reason well, and to cope effectively with
the demands of daily living.

3. "Intelligence, as a hypothetical construct, is
the aggregate or global capacity of the
individual to act purposefully, to think
rationally, and to deal effectively with his
environment”
What is Intelligence?

4. What is Intelligence?
Although experts differ on an exact definition of intelligence
most agree that intelligent behavior has at least two
components:
1. The ability to learn from experience.
2. The ability to adapt to the surrounding environment.

5. Factors of General Intelligence Tests
1. Verbal Comprehension - vocabulary, verbal
analogies
2. Number -- mathematical operations
3. Space - visual-spatial and mental transformation
4. Associative Memory -- rote memory
5. Perceptual Speed -- quickness in noticing
similarities and differences
6. Reasoning - skill in inductive, deductive, and math
problems

6. What Do We Know About IQ?
• Predicts school grades relatively well
• Does not predict success in life
• Predicts 6% of job success
• Peaks in late teens
• Culture-bound, Gender Bias, SES
• Racial controversies
• Gets you in the door
–Professional schools (medicine, dentistry, law)
–Can help you get hired (Harvard MBA)
• Static

7. Non-Ability Factors’Role:
"…individuals with identical IQ's may differ very markedly in
regard to their effective ability to cope with their environment…It is
not possible to account for more than 50% to 70% of the intertest
correlational variance after all recognizable intellectual factors are
eliminated. This leaves any where from 30% to 50% of the total
factorial variance unaccounted for. It is suggested that this
residual variance is largely contributed by such factors as drive,
energy, impulsiveness, etc."
What is Emotionally Intelligent Behaviour?

8. Where Did the Concept of Emotional Intelligence
Come From?
• In 1983, Gardner first published his theory, derived from
extensive brain research, on Multiple Intelligence including
intrapersonal (self awareness/self management) and
interpersonal (relationship awareness/management)
• Reuven Bar-On (1988) has placed EI in the context of
personality theory, specifically a model of well-being
• Peter Salovey and John Mayer first proposed their theory of
emotional intelligence (EI) in 1990 and defined it
• Goleman (1995-2003) has popularized the concept of emotional
intelligence and formulated EI in terms of a theory of job and
work performance

9. Intelligence Core Components End-States
Logical-
mathematical
Linguistic
Musical
Spatial
Sensitivity to, and capacity to discern, logical
or numerical patterns; ability to handle long
chains of reasoning.
Sensitivity to the sounds, rhythms, and
meanings of words; sensitivity to the
different functions of language.
Abilities to produce and appreciate rhythm,
pitch, and timbre; appreciation of the forms
of musical expressiveness.
Capacities to perceive the visual-spatial
world accurately and to perform
transformations on ones initial perceptions.
Scientist
Mathematician
Poet
Journalist
Violinist
Composer
Sculptor
Navigator
Gardner’s Seven Intelligences

10. Gardner’s Seven Intelligences
Intelligence Core Components End-States
Bodily-
Kinesthetic
Interpersonal
Intrapersonal
Abilities to control ones body
movements and to handle objects
skillfully.
Capacities to discern and respond
appropriately to the moods,
temperaments, motivations, and desires
of other people.
Access to ones own feelings and the
ability to discriminate among them and
draw upon them to guide behavior;
knowledge of one’s own strengths,
weaknesses, desires, and intelligences.
Dancer
Athlete
Therapist
Salesman
Person with
detailed
accurate self-
knowledge

11. Is There Multiple Intelligence?
 Social Intelligence
 the know-how involved in comprehending social
situations and managing oneself successfully
 Emotional Intelligence
 ability to perceive, express, understand, and regulate
emotions

12. What is Emotionally Intelligent
Behaviour?
Intelligence Does Not = Behaviour
“I look upon intelligence as an effect rather
than a cause, that is, as a resultant of
interacting abilities - nonintellective included.
The problem confronting psychologists today
is how these abilities interact to give the
resultant effect we call intelligence."

13. Mayer-Salovey Model
MSCEIT
Performance or ability measure
Bar-On Model
EQ-I
Self-report measure
Goleman Model
ECI - Self Report Measure
360 measure
What Is Emotional Intelligence?

14. Emotional intelligence involves the “abilities
to perceive, appraise, and express emotion; to
access and/or generate feelings when they
facilitate thought; to understand emotion and
emotional knowledge; and to regulate
emotions to promote emotional and
intellectual growth”
- Mayer & Salovey (1997)
What Is Emotional Intelligence?

15. • Social communications requires accurate
perception of content, as well as tone and non-
verbal signals such as posture and facial expression
• Emotions are complex, and people can experience
a combination of different emotions
•Many theorists agree that basic emotions have
universal meaning - universal across cultures and
even across certain species.
Mayer - Salovey Model

16. Testing Emotional Intelligence
• How should you measure an
intelligence?
• With an ability test
–Ask person to solve problems
–Gauge their ability to do so
accurately and/or quickly

17. Mayer-Salovey-Caruso Model (MSCEIT)
• MSCEIT is an ability based measure designed to
assess Emotional Intelligence.
• It is a performance based scale, meaning it measures
how well an individual performs tasks and solves
emotional problems - instead of simply just asking
individuals for their subjective assessment of their
emotional skills.
• It was developed from an intelligence testing
What Is Emotional Intelligence?

18. Mayer-Salovey-Caruso Model (MSCEIT)
Scales
Identifying Emotions: identify emotions in faces
Using Emotions to Facilitate Thought: use emotions
to solve problems
Understanding Emotions: figure out what makes
people “tick”
Managing Emotions: make optimal decisions
What Is Emotional Intelligence?

19. IDENTIFY FACILITATE UNDERSTAND MANAGE
EXPERIENTIAL STRATEGIC
Mayer, Salovey, Caruso Emotional Intelligence Test
FACES
PICTURES
SENSATIONS
FACILITATE
CHANGES
BLENDS EMOT. RELAT.
EMOT. MAN.

20. MSCEIT Structure
Identify Emotions
- Faces: 3 faces (4 5-part Q’s)
- Pictures: 6 designs (6 5-part Q’s)
Facilitating Thought (Use Emotions)
- Sensations: 5 situations (5 3-part Q’s)
- Facilitation: 5 problems (5 3-part Q’s)
Understand Emotions
- Changes: 20 item (20 Q’s)
- Blends: 12 items (12 Q’s)
Manage Emotions
- Emotion Management: 5 situations (5 4-part)
- Emotional Relationships: 3 situations (3 3-part)

21. Ability
• Accurately identify emotions in people and
objects
Question Types
• Identify emotions in faces, landscapes, and
designs.
How the Ability May Be Used
• "Read" people's moods for feedback.
Identify Emotions

22. MSCEIT
What Is Emotional Intelligence?
1 2 3 4 5
1. No Happiness 1 2 3 4 5
2. No Fear
Extreme
Happiness
Extreme
Fear
How much is each feeling below expressed by this face?

23. INSTRUCTIONS: How much is each feeling
expressed by this picture?
1.
Happiness
1 2 3 4 5
2.
Sadness
Ability
Accurately identify emotions in people and objects
How the Ability May Be Used
"Read" people's moods for feedback.

24. Ability
• Generate an emotion and solve problems with
that emotion
Question Types
• How moods impact thinking; relating feelings
to thoughts
How the Ability May Be Used
• Creating the right feeling to assist in problem
solving, communicating a vision, leading
people.
Facilitate Thought

25. 1. What mood(s) might be helpful
to feel when meeting in-laws for
the very first time?
a. tension 1 2 3 4 5
b. surprise 1 2 3 4 5
c. joy 1 2 3 4 5
Not Useful Useful
Ability
Generate an emotion and solve problems with that emotion
How the Ability May Be Used
Creating the right feeling to assist in problem solving,
communicating a vision, leading people.

26. Ability
• Understand the causes of emotions
Question Types
• Multiple choice emotion vocabulary questions.
How the Ability May Be Used
• Being able to predict how people will
emotionally react.
Understand Emotions

27. Tom felt anxious, and became a bit
stressed when he thought about all
the work he needed to do. When
his supervisor brought him an
additional project, he
felt_______________.
1.
a. overwhelmed
b. depressed
c. ashamed
d. self-conscious
e. jittery
Ability
Understand the causes of emotions
How the Ability May Be Used
Being able to predict how people will emotionally react.

28. Ability
• Stay open to emotions and blend with
thinking.
Question Types
• Indicate effectiveness of various solutions to
problems.
How the Ability May Be Used
• Integrate emotion and thought to make
effective decisions.
Manage Emotions

29. Scoring an Ability Test of
Emotional Intelligence
• An intelligence implies that there are better
and worse answers or responses.
• Problem with the ability approach:
–Is there a right way to feel?
• Indeed, there are emotional issues that
cannot be measured this way!
–What’s the “right” response to someone
shouting?

30. Scoring an Ability Test of
Emotional Intelligence

31. Scoring The MSCEIT
• Consensus scoring is used based on
the full standardization sample
• Expert scoring is used based on a
sample of 21 members of the
International Society for Research in
Emotions

32. • Consensus scoring has been used with
great success.
•It is based upon the agreement of a large
number of people.
• For example, if 70 percent of people felt
that a photo was of a very happy person,
then the best answer for the photo would
be “happiness”.
Consensus Scoring

33. •Based on Wechsler intelligence tests
• Responses to intelligence test questions
are categorized
• Experts (psychologists) rate quality of
responses
•Compare test-taker’s response to
experts’ ratings
Expert Scoring

34. Consensus and Expert Scoring
Converge
• Consensus and expert choices for the right
answers are in general agreement! The MSCEIT r
for agreement ranges from .90 upward
• So, there are better and worse answers in
general. When there are enough experts, both
general and expert participants now mostly
agree.

35. How Was the MSCEIT Standardized?
• Standardized on 5000
Participants Across
over 50 English-
speaking data sites
in:
–Australia
–Canada
–India
–South Africa
–United Kingdom
–United States
• Ages 17 to 79
• Reports matched
to United States
Census Data on
age, gender,
ethnicity and
education

36. Faces .80
IDENTIFY .91 FACIL/USE .79 UNDERSTAND .80 MANAGE .83
Pictures .88
Synesthesia .64
Facilitation .65
Blends .66
Changes .70
Emtn Mangmt .69
Emtn Rltns .67
EXPERIENCE .90 STRATEGIC .88
MSCEIT .93
MSCEIT Reliability

37. Split-Half Reliabilities of the MSCEIT
(Odd-even split; N = 1,985)
Perceiving
Emotion
r = .91
Using
Emotion
r = .79
Experiential
Area
r = .90
Understanding
Emotion
r = .80
Managing
Emotion
r = .83
Reasoning
Area
r = .88
Overall EIQ
r = .93
Source: Mayer, Salovey, Caruso, & Sitarenios (2003),
Emotion

38. In Two Large-Sample Studies (N > 1700),
Confirmatory Factor Analyses Show Good
Fits for the 1, 2, and 4 Factor Models
Perceiving
Emotion
Using
Emotion
Experiential
Area
Understanding
Emotion
Managing
Emotion
Reasoning
Area
Overall EIQ

39. T MSCEIT is Essentially Independent
of the Following Tests (N’s > 100):
r = .00 to .35Self-report Scales of EQ,
optimism, empathy

Sources: Bracket & Mayer, in press; Caruso, Mayer, & Salovey,
2002; Ciarrochi, Chan & Caputo, 2000; Mayer, Caruso, & Salovey,
1999; Roberts, Zeidner, & Mathews, forthcoming; Salovey, Mayer,
Caruso,& Lopez, in press.
r = .00 to .35Big Five Personality Scales
r = .00 to .40Intelligence Tests

40. Low Scores on the MSCEIT Predicted
these Negative Aspects of Relationships:
r = .20 to .46,
p < .001
Higher ratings of aggression by peers
at school

Sources: Brackett & Mayer, in press; Brackett, Mayer, & Warner, under review;
Formica, 1999; Trinidad & Johnson, 2001; Rubin, 2000; N = 48.
r = .15 to 24, p
< .05
More alcohol and tobacco use
r = .21 to .40,
p < .05
More fights, drug use

41. MSCEIT’S Criterion Validity
Criterion:
• Behavior
–Self-Improvement -.16** 503
–Rational Control -.39** 208
–Life Enthusiasm .22** 208
Relatedness .30** 208
–Destructive Behavior -.33** 208

42. Emotional intelligence is “an array of
noncognitive capabilities, competencies, and
skills that influence one’s ability to succeed in
coping with environmental demands and
pressures”
- Bar-On (1997)
What Is Emotional Intelligence?

43. Why Was the BarOn EQ-i Developed?
To help answer a basic question:
Why do some people with high IQ fail in
life, while others with moderate IQ
succeed?

44. Steps in the Development of BarOn EQ-i
• Identified key determinants of success
• Clustered determinants of success into
factors
• Operationally defined the factors
• Constructed the EQ-i
• Examined the factor structure, reliability, &
validity
• Validated the EQ-i
across cultures
• Extensively normed (>10,000)
• Continued validation

45. How Does the EQ-i Work?
• 133 brief items answered on a 5-point scale from
“Not True of Me” to “True of Me”
• 30 minutes to complete
• Standard scores based on “100” as the average,
Standard Deviation of 15
• Includes the following scales:
–Total EQ
–5 EQ Composite Scales
–15 EQ Content Scales
–4 Validity Scales

47. BarOn/EQ-i
Factors
Intra-Personal
Emotional Self-
Awareness
Assertiveness
Self-Regard
Self-Actualization
Independence
Inter-Personal
Interpersonal
Relationship
Empathy
Social Responsibility
Adaptability
Problem Solving
Flexibility
Reality Testing
Stress Management
Stress Tolerance
Impulse Control
General Mood
Optimism
Happiness

48. Sample Test Items:
I have good relations with others
I’m fun to be with
I like helping people
Rating Scale:
1 = Very Seldom or Not True of me
5 = Very Often True of Me or True of Me
BarOn/EQ-i

49. EQ-I Scoring
Standard Score Guideline
130+ Markedly High
Atypically well developed emotional capacity
120-129 Very High
Extremely well developed emotional capacity
110-119 High
Well developed emotional capacity
90-109 Average
Adequate emotional capacity
80-89 Low
Under-developed emotional capacity
70-79 Very Low
Extremely under-developed emotional capacity
Under 70 Markedly Low
Atypically impaired emotional capacity

50. Sample Sizes
- Over 10,000 used during R&D
- 3,831 used for the norms
Age Males Females
Less than 30 678 814
30 to 39 432 404
40 to 49 452 420
50 or over 214 229

51. Subgroup Representation
Subgroup % of Sample
Caucasian 77%
Hispanic 3%
Asian 8%
Black 7%
Other 5%

52. Reliability and Validity
• Good reliability
–test-retest (>.6 @ 4mths)
–Cronbach’s alpha (.75 to .89)
• Good validity
–construct (with other psych. tests)
»varying relationships (weak to strong)
»correlation with coping, IQ, and
occupational success

53. EQ and Age (n=3831)EQ-I and Age Differences

54. Some of the Applications of the EQ-i®
• Recruiting high
performers
• Retaining high
performers
• Teambuilding
• Managing diversity
• Leadership
development
• Coaching
• Performance
management
• Risk management
• Self development
• Change management
• Merger integration &
re-shaping culture
• Restructuring &
realignment
• Stress management
• Career planning

55. EQ-i Seems Similar to Existing Models
EQ-i - Bar-On’s test
Intrapersonal
Emotional self-awareness,
assertiveness, self-regard, self-
actualization, independence
Interpersonal
Empathy, interpersonal
relationship, social responsibility
Stress Management
Problem solving, reality testing,
flexibility
Adaptability
Stress tolerance, impulse control
General Mood
happiness, optimism
NEO PI-R - Costa & McCrae
Extraversion
Warmth, gregariousness, optimism,
assertiveness, high-energy
Neuroticism
Stress tolerance, impulse control,
anger, depression, anxiety

56. What Is Emotional Intelligence?
MSCEIT
EQ-i
Predicted r = + .50 or more
If these are measuring the same thing, there
should be a significant, positive correlation
amongst the measures.

57. What Is Emotional Intelligence?
MSCEIT
EQ-i
Actual r = .00 to .15
However, the measures are not highly related.

58. What Does This Mean?
EQ-I and the MSCEIT measure relatively
different things.
How can they both be predicting emotional
intelligence?
How do we use the EQ-I and the MSCEIT?
What Is Emotional Intelligence?

59. The answers lie in the intelligence / IQ
models of Wechsler:
- Bar-On influenced by Wechsler’s
search for non-intellective factors.
- Mayer & Salovey working in an
intelligence ability framework.
What Is Emotional Intelligence?

60. MSCEIT measures fundamental abilities
of emotional intelligence as measured in
an objective manner.
EQ-I measures the non-intellective
factors that impact emotionally-
intelligent behavior as reported by the
person.
What Is Emotional Intelligence?

61. Research on the Effects of
Intelligence (EI) on Career Success
“IQ” “EI”
CAREER
ADVANCEMENT
LOW “EI”
CAREER
DERAILMENT

62. EQ & Work Success (n = 100)
Source: A scientific study of 100 university-educated
bank employees using the Bar-On EQ-i® conducted by
Joseph Hee-Woo Jae, Ateneo Manila University,
Philippines.

63. What Emotional Intelligence Is Not
• Cognitive Intelligence (IQ)
–IQ is necessary but EQ allows the stars to
rise to the top
–EQ and IQ are not highly correlated (about
r = .1)
–estimated that 1% of the variance
accounting for occupational success can
be attributed to IQ
–EQ is estimated to account for 3 to 27% of
occupational success