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Subject: [NIFL-FAMILY:2577] Re: New Trends and Issues Alerts
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Emotional Intelligence : Keeping Your Job
Trends and Issues Alert No.9
by Bettina Lankard Brown, 1999
Emotional well-being is increasingly recognized as a predictor of
success in school, family, and work life, bringing it to the
attention of educational scholars who are starting to link
cognition with emotional intelligence. This Alert reviews the
rationale for promoting emotional intelligence as early as
elementary school, and describes strategies being used to help
students recognize and manage their emotions. It also presents
some of the new behaviors that teachers can adopt to model
emotional intelligence.
Feelings and Behaviors Are Being Linked to Career Success.
Emotional intelligence is distinguished from cognitive
intelligence by its focus on feelings and behavior rather than
facts and knowledge. It represents a cluster of personal and
social competencies that include "self-awareness and self-
control, motivation and persistence, empathy, and the ability to
form mutually satisfying relationships" (Cherniss 1999, p. 26).
It involves the ability to recognize personal feelings and
emotions and those of others and to use that information to
resolve conflicts, solve problems, and improve interactions with
others.
According to Goleman, author of Working with Emotional
Intelligence, education has embraced the academic model, which
focuses on cognitive learning or knowledge transfer, rather than
on the thinking processes that lead to emotional learning
(Sternberg 1999). However, the most recent research has shown
that emotions, personality, and motivation have much to do with
career and life success. In fact, it has been noted that "IQ
accounts for only 20 percent of the factors that determine
success in life" (Cherniss 1999, p. 26).
Educators are Recognizing the Value of Emotional as well as
Cognitive Development. In a workplace where success is dependent
upon teamwork, collaboration, and good interpersonal
relationships, educators and employers are uniting is their
realization that technical and computer-related skills do not
drive success. Emotional intelligence, which reflects one's
ability to interact with others in a positive manner, is often
the final determinant of a business's success. Since emotional
intelligence must evolve over a period of time, with continual
support, feedback, encouragement, and personal motivation, it is
never to early to begin the process. Elementary school as well as
adult learners follow the same basic process toward emotional
development, e.g., identify feelings, think about reasons for
them, and use that information to move forward to a demonstrated
behavior. Experience in processing emotions can enrich the formal
education of adolescents and the work life of adults.
Emotional learning processes cannot be separated from cognitive
ones, for the two work together to effect emotional understanding
and facilitate problem solving. The following process, presented
by Finegan (1998), reflects an emotional development process that
draws upon cognitive skills of thinking, prioritizing, analyzing,
and decision making:
Emotional intelligence involves the perception, appraisal,
expression, and regulation of emotions.
Emotional learning facilitates thinking; it involves the use
of emotions to prioritize thinking and aid judgment.
Emotional knowledge evolves through the analysis of
emotions.
Intellectual growth is spurred by the reflective regulation
of emotions.
Emotional intelligence facilitates problem solving by
enabling the learner to consider his/her own as well as
others' emotional states and pattern behavior accordingly.
Organizations Are Increasing Training for Emotional Intelligence.
The Consortium for Research on Emotional Intelligence
<http://www.eiconsortium.org> has conducted numerous studies on
the use of emotional intelligence in organizations. It has
identified several strategies for training and development in
emotional intelligence that differ from cognitive and technical
training. These strategies can be used for executive development
and management, stress management, conflict resolution, and
diversity courses. They involve helping learners to change habits
by approaching people positively instead of avoiding them,
listening without judging, giving feedback skillfully, and so
forth. They are strategies that can be used to motivate learners
to pursue training in and development of emotional intelligence
(Cherniss and Goleman 1999).
Assess the organization's needs to show a correlation
between emotional intelligence and the organization's bottom
line.
Help the learner to assess personal strengths and limits
when dealing with emotions, especially negative ones, by
seeking input from multiple sources.
Provide feedback on assessment of personal strengths and
limits in a caring and respectful manner.
Link the learning goals to personal values, making them
specific so that learners can see how they can improve their
emotional processing.
Provide multiple opportunities for learners to practice and
give frequent feedback on performance.
Promote team building along with behavioral change by
establishing small groups where learners can support and
encourage each other through the change process, and build
trusting relationships.
Incorporate reflection into the learning process, helping
learners to think about how they have applied the skills
they are learning, the barriers they have faced, and factors
that have facilitated growth.
New Teaching Strategies Reflect the Modeling of Emotional
Intelligence. Teachers can facilitate learning by modeling the
behavior they expect learners to demonstrate in school and/or on
the job. "The behavior of a supervisor or any high status person
is crucial for the transfer and maintenance of new emotional and
social competencies" (ibid., p. 13). Teaching strategies should
address different learning styles and incorporate visual,
sensory, auditory, and interactive elements such as role playing,
group discussions, and simulations (Laabs 1999). Especially
recommended is the use of self-disclosure in which instructors
use their own storiesy to communicate how they dealt with an
emotion. Sharing stories that reflect the instructor's self-
awareness, motivation, and persistence provides a model of
behavior that learners can emulate in their own efforts to form
mutually satisfying relationships and become more emotionally
intelligent (Cherniss 1998).
Resources
Bates, Steve. "Your Emotional Skills Can Make or Break You."
Nation's Business 87, no. 4 (April 1999): 17.
Reviews Goleman's book Working with Emotional Intelligence and
highlights the following "best practices" for fostering greater
emotional competency: assessing the individual, delivering
assessment with care, and focusing on manageable goals.
Bushell, Sylvia. "Putting Your Emotions to Work." Journal for
Quality and Participation 21, no. 5 (September-October 1998): 49-
53.
According to Hendrie Weisinger, emotional intelligence is the
degree to which an individual can use his/her emotions, feelings,
moods, and those of others to foster effective operations and
positive behavior.
Cherniss, Cary. "Social and Emotional Learning for Leaders."
Educational Leadership 55, no. 7 (April 1998): 26-28. (EJ 563
897)
Educational leaders must reflect the social competencies promoted
by advocates of emotional intelligence. They must be able to
forge working relationships with many people, serve as mentors
and coaches, and exhibit self confidence and an ability to
modulate emotions.
Cherniss, Cary, and Goleman, Daniel. Bringing Emotional
Intelligence to the Workplace. Technical Report Issued by the
Consortium for Research on Emotional Intelligence in
Organizations, Piscataway, NJ: Rutgers University, 1999.
<http://www.eiconsortium.org>
Discusses the possibility of improving the social and emotional
competence of adult workers through training and development
programs. Identifies 14 empirically supported models of best
practice for developing emotional intelligence in the workplace
and offers 22 guidelines for developing emotional intelligence in
organizations.
Cooper, Robert K. "Applying Emotional Intelligence in the
Workplace." Training & Development 51, no. 12 (December 1997):
31-38. (EJ 555 024)
Identifies three driving forces of competitive advantage:
building trusting relationships, increasing energy and
effectiveness, and creating the future. Contends that emotional
intelligence, not IQ, dictates who will have the most satisfying
and successful lives. Lists four cornerstones of emotional
intelligence: emotional literacy, emotional fitness, emotional
depth, and emotional alchemy.
Dumas, Lynne S. "IQ vs EQ." Parents 73, no. 89 (August 1998):
140-145.
Asserts that emotional intelligence is a greater measure of
success than IQ, influencing a child's ability to make friends,
recover from adverse situations, and enjoy life.
Farris, Dale. "Working with Emotional Intelligence." Library
Journal 124, no. 6 (April 1, 1999): 147.
Identifies the following emotional traits that make up emotional
intelligence and that are demonstrated in the corporate world:
self-awareness, motivation, self-control, influence, altruism,
empathy, and the ability to love and be loved.
Finegan, Jane E. "Measuring Emotional Intelligence: Where We Are
Today." Paper presented at the annual meeting of the mid-South
Educational Research Association, New Orleans, LA, November 4-6,
1998. (ED 426 087)
A discussion of emotional intelligence is presented using three
studies to illustrate the concept and its measurement: (1) a
study conduced by J. Mayer, M. DiPaolo, and P. Salovey regarding
the emotional content of visual stimuli; (2) a study by P.
Salovey and others involving differing abilities for attending
to, clarifying, and managing emotions; and (3) a study by J.
Mayer and G. Geher regarding the identification of emotions.
Goleman, D. Working with Emotional Intelligence. New York:
Bantam, 1998.
Shows that the single most important factor distinguishing star
performers in every field is not IQ, advanced degrees, or technical
expertise, but the quality Goleman calls emotional intelligence.
Provides guidelines for cultivating these capabilities and explains
why corporate training must change if it is to be effective.
Johnson, Lynn. "Emotional Intelligence." Executive Excellence 16,
no. 8 (August 1999): 10.
Defines emotional intelligence as the ability to recognize and
deal with inner feelings and thoughts and to understand one's own
impact on others.
Laabs, Jennifer. "Emotional Intelligence at Work." Workforce 78,
no. 7 (July 1999): 68-71.
Emotional competence is acquired over an extended period of time.
Training and teaching directed to the development of this skill
must take the time factor into account and afford guidance and
feedback that leads the learner to unlearn old habits of thought,
feeling, and action that are deeply ingrained and learn new ones.
Miller, Mike. "Emotional Intelligence Helps Managers Succeed."
Credit Union Magazine 65, no. 7 (July 1999): 25-26.
The attributes of a successful manager are correlated with those
characterized as reflecting emotional intelligence: self-
awareness, self-regulation, motivation, empathy, and social
skills.
Orr, Joel N. "Eat a Toad!" Computer-Aided Engineering 18, no. 4
(April 1999): 74.
Having reasoning skills without regard for emotions can lead to
poor decision making. People who cut themselves off from emotions
also cut themselves off from the people they are here to serve,
or be served by spouses, children, parents, employers, coworkers,
and customers.
Sternberg, Robert J. "Working with Emotional Intelligence."
Personnel Psychology 52, no. 3 (Autumn 1999):780-783.
Delivers a critical review of Daniel Goleman's book Working with
Emotional Intelligence, pointing out statements that lack
substance, assertions that are unsupported with references, and
contradictions. However, the value of discourse on emotions,
personality, and motivation are applauded.
"The Emotionally Intelligent Worker." The Futurist 33, no. 3
(March 1999): 14.
Contends that those workers who are best able to deal with their
own and their co-worker's feelings stand a better chance of
organizational success.
Zigler, Ronald Lee. "The Four Domains of Moral Education: The
Contributions of Dewey, Alexander and Goleman to a Comprehensive
Taxonomy." Journal of Moral Education 27, no. 1 (March 1998): 19-
33.
Investigates the correlation between John Dewey's and F. Matthias
Alexander's writing and Daniel Goleman's research and ideas about
emotional intelligence. Emphasizes the internal as well as
external domain of moral education and development.
This project has been funded at least in part with Federal funds
from the U.S. Department of Education under Contract No. ED-99-
CO-0013. The content of this publication does not necessarily
reflect the views or policies of the U.S. Department of Education
nor does mention of trade names, commercial products, or
organizations imply endorsement by the U.S. Government. Trends
and Issues Alerts may be freely reproduced and are available at
<http://ericacve.org/fulltext.asp>.
Judy Wagner / wagner.6@osu.edu / ericacve.org/
ERIC Clearinghouse on Adult, Career, and Vocational Education
1900 Kenny Road / Columbus OH 43210-1090
614/292-8625; 800/848-4815 (ext 2-8625); FAX: 614/292-1260
TTY/TDD: 614/688-8734
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