Ethics and Human Interface:

Lecture 11 Emotional intelligence – Concepts, and their utilities and application in administration and governance

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  1. Emotional intelligence (EI), emotional leadership (EL), emotional quotient (EQ) and emotional intelligence quotient (EIQ), is the ability of persons to distinguish and mark their own feelings and those of others, to use emotional information to guide thinking and behavior, and to control and/or modify feelings to respond to environments or to accomplish their own objectives. 

  2. Though the word first appeared in a paper by a member of Joel Robert Davitz College’s Faculty, Columbia University’s Faculty of Psychology and Michael Beldoch, a clinical psychology instructor, in 1964, it became popular in a book named ‘Emotional Intelligence’ published in 1995 by the writer and science journalist Daniel Goleman. In the scientific community after that time, despite extensive reports on its usefulness in the popular press, the EI and Goleman ‘s 1995 analysis have been dismissed. 

  3. Empathy is usually associated with EI since it affects an individual who links his personal experiences with those of others. However, there are many models for measuring (empathy) EI levels. Several EI models are currently available. The original Goleman model can now be seen as a mixed model that incorporates the EI and EI abilities that have been developed separately. Goleman has described EI as a set of skills and features driving leadership performance. In 2001 Konstantinos V. Petrides developed the trait model. It “encompasses behavioral dispositions and self-perceived abilities and is measured through self-report”. 
  4. The ability model, developed by Peter Salovey and John Mayer in 2004, centers on the individual’s ability to process emotional information and utilize it to navigate the social environment.
  5. Studies have presented that people with high IE have greater mental health, performance, and leadership skills, although no causal relationships have been found, and such findings are likely attributable instead of emotional intelligence as a roof to general intelligence. Goleman, for example, claimed that EI accounted for 67% of the qualities deemed essential for dominant executives and was twice as frequently active as technical expertise or IQ.

  6. Additional research finds that when ability and personality have controlled the effect of EI Markers on leadership and management performance is insignificant and that general intelligence is in close connection with leadership.

  7. Over the past decade, individuals looking to become more successful leaders become increasingly popular with EI markers and approaches to improve it. Studies have also started to have evidence of relational intelligence’s neural mechanisms. Criticism based on whether the EI is real intelligence and whether the IQ and the Big Five are generally accurate.

Utility

The concept of utility is used for modeling worth or value in economics. Over time, its use evolved considerably. The term was originally used by moral philosophers including Jeremy Bentham and John Stuart Mill as a metric of pleasure and satisfaction within the theory of utilitarianism In neoclassical economics, ruling mainstream economic theory, the concept has been modified and reapplied as a value that reflects market desires regarding choices. It has made value more abstract and not simply focused just on pleasure/satisfaction.

Emotional intelligence-concepts, and their utilities and application in administration and governance

  • Emotional Intelligence or EI is the overview of abilities, skills, and competencies that represent an EI know-how set to cope effectively with life. The growth of people who are responsible for making decisions in challenging and demanding conditions is also directly related to their personal and professional progress.

  • The emotional intelligence model is a controversial topic for psychological researchers, particularly referring to how it affects the workforce today. Organizations are basically people, and whatever influences the productivity of the minds of people often influences the businesses that they run.

  • Emotional intelligence, abbreviated as EI, refers to the ability to perceive, control, and evaluate emotions. Few researchers suggest that EI can be learned and strengthened, while others put that it is an inborn characteristic.

Concept of Emotional intelligence:

In organizational efficiency, emotional intelligence is of great importance. The psychological theorists define it as the ability to know or appreciate new or challenging circumstances. An individual’s cognitive ability to benefit from experience, reason, and meet the demands of everyday life effectively. Some theorists also claimed that emotional intelligence includes ‘capabilities of emotion awareness, appreciation and appearance; exposure to and/or feeling production while thinking is facilitated; knowing mental and relational knowledge; and controlling emotional growth.’

Historical review of Emotional intelligence

Early research has shown that the roots of emotional intelligence are traced by intelligence such as Wechsler (1958), who explained intelligence as “the individual’s aggregate or global capabilities to manage his environment effectively” Wechsler had recognized that there are also non-cognitive factors that determine intelligent conduct as well as cognitive factors. In 1983 Gardner first published his theory on intrapersonal (Self-awareness / Self-Management) and interpersonal (Bond Awareness / Management), derived from extensive brain studies. Gardner claims that individuals have many intellectual “separate” capabilities, each of which deserves to be called intelligence. As per Gardner’s work, there are seven bits of intelligence that are:

  • Linguistic intelligence
  • Musical intelligence
  • Logical-mathematical intelligence
  • Bodily kinesthetic intelligence
  • Naturalist intelligence
  • Interpersonal intelligence
  1. Gardner’s renewal of social intelligence under the façade of interpersonal and intra-personal intelligence showed that emotional intelligence was a strong push for those interested in skill and skill that were ignored both as students in the school system and as producers in the administrative and economic systems in the context of training and development of skilled personnel.

  2. Three main shapes of emotional intelligence arise. Emotional Intelligence are perceived as the first model by Peter Salovey and John Mayer to be a form of pure intelligence. Reuven Bar-On ‘s second model was indeed a blend of intelligence that consisted of cognitive capabilities and aspects of personality. This model underlines the influence of cognitive factors and personalities on general wellness. The third type, developed by Daniel Goleman, is a combination of emotional ability with cognitive skills and personality aspects.

  3. However, unlike the model proposed by Reuven Bar-On, Goleman’s model focuses on how cognitive and personality factors determine workplace success.

  4. In the framework of personality theory, Reuven Bar-ON (1988), in particular a model of well-being, retained emotional intelligence Bar-On ‘s emotional intelligence model relates to performance and success instead of performance or success itself, rather than outcomes (Bar-On, 2002). This model is regarded as a process-oriented one. It concentrates on the ability to be conscious of and understand oneself, to be conscious of one’s ability to be aware, to understand, and to relate to one’s own emotions, and to be able to deal with strong emotions as well as to adapt to change and to resolve issues of a social or personal nature (Bar-On, 1997).

  5. In his model, Bar-On synopsis consists of five components of intrapersonal, interpersonal, adaptable, stress-management and general mood. Bar-On claims that emotional intelligence develops over time and that training, programming and treatment can improve it (Bar-On 2002).

  6. First proposed their emotional intelligence theory in 1990 by Peter Salovey and John Mayer. In the scientific literature in 1990, the term “emotional intelligence” could be used. Since then, emotional intelligence models and research in this area have been significantly enhanced. In the field of intelligence and emotion, Pure Salovey Theory, and Mayer of Emotional Intelligence integrates key ideas.

  7. Intelligence is said to involve the ability to conduct abstract reasoning. Emotions research shows regular and discernible meanings of relationships and that they are universal in a number of basic emotions. (Mayer, Salovey, and Caruso, 2002).

  8. It suggest that emotional intelligence consists of two areas: experiential (capable of perceiving, responding, and manipulating emotional information without needing to actually recognize it) and strategic (capable of recognizing emotions and handling them without really knowing them well or experiencing them fully).

  9. They suggest that people’s ability to process and connect emotional information with a broader understanding is different. They argue then that some adaptive behaviors are seen (Mayer, Salovey, and Caruso, 2000). Within an intelligence paradigm, Mayer and Salovey ‘s notion of emotional intelligence aims to define emotional intelligence within the limits of the traditional modern intelligence criteria.

  10. This proposal includes the emotional intelligence of two areas: experiential (the ability, without necessarily understanding, to perceive, respond, manipulate emotional information) and strategic (ability to understand and manage emotions without necessarily perceiving feelings well or fully experiencing them).

  11. Goleman: A Mixed Model of Emotional Intelligence: Goleman (1995-2003) has promoted the idea of emotional intelligence and formulated it in terms of a theory of job and work performance.

As per Goleman, there are five primary domains characterize emotional intelligence:

  1. Knowing one’s emotions. People with greater certainty of their moods and feelings are better navigators of their lives. They can take good decisions and set realistic expectations.
  2. Managing emotions: People who have ability to cope with adverse or distressing emotions can soothe themselves at the appropriate time. They can shake off rampant anxiety, gloom or irritability. They show a form of “stress” hardiness.
  3. Motivating oneself: People with the capacity for self-efficacy not only manifest emotional self-control, but also use this to accomplish specific pre-set goals. This ability to stifle impulsiveness underlies accomplishments of all sorts.
  4. Recognizing emotions in others. People with the ability to distinguish other’s emotions based on situational and expressive cues possess information which can be used to create desirable outcomes. Empathetic abilities come with the capacity to not only recognize but also share the emotions felt by others.
  5. Handling relationships. People with this skill can get things done with and through others. Over time, the consistent capacity to handle relationships will create leadership opportunities for the individual with this competence.
  6. Goleman includes a series of emotional skills in an emotional intelligence framework. Emotional skills are not innate talents, but learning skills which must be worked on and developed for an excellent performance. Goleman argues that people are born with general emotional intelligence, which defines their emotional skills.
  7. Goleman ‘s research in the sense of work organisations and administrative units has been significant in establishing the idea of emotional intelligence. Goleman slowly transfers his conversation from several intelligences to different competences through this use of emotional intelligence. We operate in three areas which include strictly technical skills (for example accounting and business planning), logical skills (for example analytical reasoning) and emotional intelligence skills (for example, ability to work with others and effectiveness in driving change).
  8. Goleman argues that when work becomes uncertain, more interdependent, and knowledge-based, emotional intelligence becomes essential. Goleman argues further that emotional skills are required in the modern economy to establish the conditions for knowledge share and trust creation that are necessary for the growth of functional teams.
  9. The Emotional Intelligence Quotient (EQ), more of a characterization of the perception, then evaluate and ultimately control one’s and other’s feelings, is used to measure emotional intelligence quotient. Scientific work utilizes a variety of tests of emotional intelligence. The two of these measures are the Levels of Emotional Awareness Scale (LEAS) and the Self-Report Emotional Intelligence Test (SREIT).

There are three main emotional intelligence models which include:

  1. Emotional intelligence Model based on Trait.
  2. Emotional Models based on Ability.
  3. Emotional intelligence from mixed models.

1. The Trait Emotional Intelligence model: Trait emotional intelligence or trait emotional self-efficacy is elaborated as a “constellation or behavioral disposition and self-perception of a person’s ability to recognize, process and use highly emotional information,” where the trait emotional mind is to be measured within a personality. The trait emotional intelligence is assessed through various self-reporting measures which comprise the EQ, the Six-Second Emotional-Intelligence-Test, and the Identify the nature-Self-reporting-Emotional Intelligence Assessment of the Swinburne University. A questionnaire on emotional intelligence (TEIQUE), which is available in 15 languages, was specially designed in an open-access way to compressively measure emotional awareness.

2. Emotional intelligence model based on ability: Salovey and Mayer revised the meaning for emotional intelligence and expanded it by stating that “the perception of emotion, the emotional integration to allow thought, emotional comprehension, and emotional control are important to facilitate personal development” (Mayer, J.D. and Salovey, P. 1997). The model indicates that an individual’s capacity to interpret emotional information differs from person to person and other coping behaviors. The model thus goes further to propose four ability types that include:

  • Perceiving of emotions
  • Using of emotion
  • Understanding emotions and
  • Initiating the emotions

3. It signaled the creation by Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), an instrument of measurement which was named after its advocates and was based on different “emotional-based problem resolution items” (Salovey P & Grewal D, 2005). A person’s skill is evaluated in the four emotional intelligence categories, which generates a result per branch, and ultimately a total score.
Emotional  Intelligence’s Mixed Models: Goleman’s Emotional Competencies and Bar-on’s cognitive and social intelligence paradigm are used in the mixed emotional intelligence model.

Application of emotional intelligence in administration and governance

  • Many authorities are extremely talented, brilliant in concept, and have a very high IQ. In computers, science, and mathematics, they are excellent. But social relationships are difficult to establish. In their external responses, many are antagonistic and ruthless. For people around them, they have little or no feeling. In their relationships, they feel physiologically uncooperative and have no social graces or even social personal life.

  • Much of the studies have shown that deep listening of self and listening to others enumerates emotional intelligence (Kramer 1995, 1999). Emotionally intelligent people know how to listen to their emotions and how to control their intensity so that they are not influenced by others. Emotionally smart people know how to control troubled emotions. The effects of their emotions on others are emotionally smart people.

  • Individuals learn how to exploit their abilities emotionally intelligently to compensate for their shortcomings. Emotionally aware individuals react to and appreciate other people’s feelings. Emotionally intelligent people act morally and build trust through honesty and consistency.

In the area of administration and governance, emotional intelligence has five main elements of emotional intelligence:

  1. Self-awareness.
  2. Self-regulation.
  3. Motivation.
  4. Empathy.
  5. Social skills.

These skills are vital to successful planning in emotional intelligence. Emotionally informed decision-makers are enabled to decide their correct position in decisionmaking through their self-awareness and their representative competences in detailed self-assessment and self-confidence (Goleman, 2001). Self-management and the components of its attitudes, trustworthiness, perception, adaptability, as well as strive for accomplishment and initiative, are essential for decision-makers in emotional intelligence (Goleman 2001).

As an administrator and leader, one should manage these elements.


1. Self-awareness: If people are self-aware, they always know their feelings and how emotions affect the people around them. Being self-aware people are in administrator or leadership position also means having a clear picture of their strengths and weaknesses.


2. Self-regulation: administrators and leaders who regulate themselves successfully hardly verbally attack others, make rushed or emotional decisions, stereotype people, or compromise their values. Self-regulation is all about staying in control. This element of emotional intelligence also covers an administrators and leader’s flexibility and commitment to personal accountability.

To improve ability to self-regulate, person must

  • Know values.
  • Hold himself accountable.
  • Practice being calm.

3. Motivation: Self-motivated administrators and leaders regularly work toward their goals. And they have extremely high standards for the quality of their work. Administrators can improve motivation by following method:

  • Re-examine why they are doing certain act.
  • Make sure that their goal statements are fresh and energizing (Goal Setting).
  • Know where they stand.
  • Be hopeful and find something good: Motivated leaders are usually optimistic, no matter what they face. Adopting this mind-set might take practice, but it’s well worth the effort.

4. Empathy: Empathy is critical to manage a successful team or organization. Administrators and leaders with empathy have the ability to put themselves in someone else’s situation. They support and develop the people on their team, challenge others who are acting unfairly, give constructive feedback, and listen to those who need it.

5. Social skills: Social skills must be developed by leaders and managers. Great communicators are people who do good in this element of emotional intelligence. You are as open to listening to bad news as to good news, and experts are invited to help your team with a new mission or project. Administrators with good social skills can also handle change and tacitly resolve disputes.

6. Even though emotional intelligence has multiple administration and employment advantages, emotional intelligence testing is a big downside. Primary concerns with test methods are whether the understanding of emotion is based on the temper and personality of a person or whether it is a knowledgeable answer, created through interpersonal skills and experiences. The testing of personality, emotional stability, and consciousness will determine emotional intelligence based on the aspect of nature. The advocates of nursing will consider socially accepted aspects, leadership skills, teamwork, and interpersonal skills in the immediate area.


7. To summarize, Emotional intelligence is the ability to identify and understand emotions and their impact on behavior and attitudes. Those who have a high degree of emotional intelligence are in tune with both their own emotions and the emotions of other people with whom they come in contact. Recently, focus on understanding emotions in organizations has resulted in increased attention to the role of Emotional Intelligence.