Research Topics: Intelligence Theories

Sample Physical and Social Environment Essay

Motivation Introduction             The science of psychology deals with the mind and the study of behavior in relation to the physical and social environment. Psychology has drawn attention to the importance of behavior as a clue to mind, but inferences from behavior about consciousness were part of expected interpretations of experimental studies. In the context of organizations, a prospective personnel manager needs psychology to understand the problems in personnel selection, placement, morale, motivation, grievances, accidents, tardiness, absenteeism, training, counseling, and other operative functions of personnel management and labor relations. Psychology has contributed much to the science of leadership within the field of organizations.             Psychosocial development is characterized by an individual’s increasing awareness of self. It is a transition from the reflexive and reactive state to that of an organized and active state. This development is not independent but interacts with biological and cognitive development (1997). At any given time, the learner will have to cope with meeting the challenges that these development presents, making every phase of the learner’s development meaningful. Psychosocial development of a child needs the guidance of other people like the parents or the teachers. When a child goes to school to learn, his or her learning and how the teacher handles it can affect the overall psychosocial development of the child.             The word “motivation” is derived from the word “motivate” which means to move, impel, or induce to act to satisfy a need or want (1999). Any consideration, idea or object prompting or exciting the individual to act or move him to do what his leader wants to be accomplished is what motivation is. Motivation may therefore be defined as a willingness to exert effort to achieve a goal or objective for rewards, whether intrinsic or extrinsic. Motivation implies a promise or expectation of reward as a result of an individual’s action. Without motivation or the will to do, not much by way of accomplishment can be made.             Several research studies on motivation have been undertaken by industrial psychologists and behavioral scientists. As a result, some theories about motivation and human behavior have been developed by researchers like Physiological Make-up of Motivation             The thalamus is located deep in the interior of the brain, roughly at its center. It is considered as the busy traffic officer of the brain. As sensory messages from the senses come into the brain, the thalamus directs them to higher centers. It relays impulses from higher centers to the spinal cord, and of incoming sensory information to other brain centers. The only sense that completely bypasses the thalamus is the sense of smell. It has been claimed that damage in some thalamic areas can lead specifically to retrograde amnesia (inability to recall memories from the past). Beneath the thalamus sits a structure called the hypothalamus. In addition to their roles in behavioral control, these areas control many internal conditions of the body, such as body temperature, amorality of the body fluids, and the drive to eat and drink and control body weight (Guyton & Hall, 2000, p. 681). The hypothalamus is extremely small located in the middle portion of the entire limbic system. From a physiologic pint of view it is one of the central elements of the limbic system.             Stimulation of certain areas of the hypothalamus causes the anterior pituitary gland to secrete its endocrine hormones. The anterior pituitary gland receives its blood supply mainly from blood that flows first through the anterior pituitary vascular sinuses. A number of areas of the hypothalamus control specific vegetative and endocrine functions (Guyton & Hall, 2000, p. 684). In addition to the vegetative and endocrine functions of the hypothalamus, stimulation of or lesions in the hypothalamus often have profound effects on the emotional behavior of human beings. Stimulation or lesions in other regions of the limbic system, especially in the amygdale, the sepal area, and areas in the me encephalon, often cause effects similar to those elicited from the hypothalamus.             Located in the body are 8 major endocrine glands that secrete chemical substances called hormones, which make up the third class of chemical messengers. These hormones are released directly into the bloodstream, which carries them to organs and cells that may be far from their point of origin. This hormonal system regulates mainly the metabolic functions of the body. The structures in the limbic system play an important role in memory and emotion. The term limbic system has been expanded to mean the entire neuronal circuitry that controls emotional behavior and motivational drives (Guyton and Hall, 2000, p. 681). The amygdale is a complex of multiple small nuclei located immediately beneath the cortex of the medial anterior pole of each temporal lobe. The amygdale appears to be responsible for evaluating sensory information, quickly determining its emotional importance, and contributing to the initial decision to approach or withdraw from a person or situation. It is believed to help pattern the person’s behavioral response so that it is appropriate for each occasion. The amygdale also plays an important role in mediating anxiety and depression. Kluver-Bucy syndrome is a condition involving destruction of the amygdale and is very rare in humans. The hippocampus is the most medial portion of the temporal lobe cortex where it folds first medially underneath the brain and then upward into the lower, inside surface of the lateral ventricle. The hippocampus compares sensory information with what the brain has learned to expect about the world. The hippocampus also enables us to form spatial memories so that we can accurately navigate through our environment. After removal or damage to the hippocampus, people have virtually no capability thereafter for storing verbal and symbolic types of memories in long-term memory, or even in intermediate memory lasting longer than a few minutes – a condition known as intergraded amnesia ( 2000, p. 675).   Intrinsic and Extrinsic Motivation The best form of motivation is self-motivation with proper attitudes toward his or her work, co-workers and the management because this comes from within the individual. An individual’s own motivators and rewards are his or her own personal drives to achieve his ambition and goals. An individual could reward himself or herself with a vacation for a job well done as an intrinsic motivator. The company may provide the necessary motivations such as good pay, excellent benefits, and good environment but if he or she lacks personal drive, or the will to forge ahead, no amount of motivation will make him strive to great achievement. The employee needs personal initiative and motivation to achieve superior performance. Management should develop in the employees good work attitudes and proper behavior through seminars, conferences, workshops, and consultations. There are many positive factors in motivating people, among them is the utilization of extrinsic rewards. Extrinsic rewards can come in many forms like monetary incentives, job security, praise and recognition, sense of belonging, employee participation, and competition among many others (Cameron & Pierce, 2002). It is up to the management to carefully balance their application because overdoing the use of any can also bring bad results.             The most commonly used incentive to stimulate the worker to greater production and efficiency is monetary remuneration. Money is unquestionably the single most powerful extrinsic motivator for most people (Dorgan, 1992). Unions usually ask for increased pay as a part of their bargaining demand knowing this is what the employees want. While money is important for providing what people need in everyday life, its effect upon work does not last long.             Several research studies showed that workers do not work harder just for the purpose of making more money alone, but are motivated also by intrinsic rewards such as the desire for accomplishment and success in their job. In other studies, majority of workers feel that they will be most motivated to do their best by monetary rewards.             Another extrinsic reward as motivator is praise and recognition. Whenever an employee accomplishes a good job, it is good that management recognizes such accomplishment by praising or rewarding the employee so that he or she would be motivated to always do a good job.             If an employee feels that he or she does not belong to the group, he or she will get dissatisfied and disappointed instead of being motivated. Thus the importance of the sense of belonging within an organization so as an employee will feel motivated. The induction or orientation of a new employee in an organization will make the new employee welcome and make him feel that he is part of the group and that the group accepts him as a member of the team. Any employee who works in an environment where he or she doesn’t feel welcomed will definitely not have the motivation to do their job.             Making employees participate in meetings, conferences, and work in committees are forms of employee development and can be a string motivator. Participation in decision making stimulates the interest of the employee for greater production, provides job satisfaction, and creates in him or her the feeling of importance. Competition, although it sounds like a monster, is also a good extrinsic motivator. When done properly, competition can be a good motivator for the employees because it encourages them to use creativity, initiative, better performance, and improved production. With the use of records and charts, management can encourage their employees to work harder to beat their previous records of performance. Behavioral Psychology             Behavioral Psychology deals with the argument that all things that all organisms do, is a form of behavior. They maintain that whatever humans do, externally observable behavior and internal behavior are related and are forms of behavior. For example, emotions can be pertained to as behavior. Emotion is any strong feeling about somebody or something. Everybody feels an emotion. The enigmatic nature of emotion may be one reason science has long neglected it. But there are other reasons as well. The way we normally know emotions is through feelings, which are elusive, capricious, and probably changed by the very act of observing them. Above all, they are observable only in the mind’s eye of the emote. Feelings, therefore, elude science, which aspires for an objective database in which observers can agree on raw data accessible to many observers. Accordingly, some have argued that the subjective nature of feelings excludes them from the realm of science.             A person’s degree of stress, depression, or fear, for example, can influence health beliefs and practices. The manner in which a person handles stress throughout each phase of life will influence the way the person reacts to illness. A person who is generally very calm may have little emotional response during illness, whereas an individual unable to cope emotionally with the threat of illness may either overreact to illness and assume it is life threatening or deny the presence of symptoms and not take any therapeutic action.   Humanistic Psychology Humanistic psychology slightly touches the field of Social Psychology. It considers how people verbally and nonverbally communicate at the individual, societal, and cultural levels. It delves into interpersonal communication and how people symbolically or non-symbolically relay messages to other people and how the other person interprets the message. It weighs much on persuasion. And just what is persuasion? Persuasion is the method by which a message is relayed in a way where it induces a change in beliefs, attitudes or behaviors. “Speech has power. Words do not fade. What starts out as a sound ends in a deed.” (1961). Persuasion is a very powerful tool. It can literally move mountains. But persuasive messages have lots to go through before it sticks into the mind of the audience.  (1986;1999 )(1993, 1998) theorized that persuasion took either one of the two routes: Central route and Peripheral route. Central route occurs when the audience is much interested in the arguments and the gist of the message and are likely to give auspicious thought on the argument. Peripheral route occurs when the audience is much more interested in incidental cues, say, superficial things, like attractiveness or jolliness of the speaker. But since the central route involves the person’s better judgement, it is more likely to affect and influence behavior. The key elements of persuasion are: the communicator, the message, how the message is communicated, and the audience. The communicator is the person who conveys the message to the audience. Whether the person conveys the message symbolically or non-symbolically, the person is still regarded as communicator. The message is the element of persuasion that contains the gist of the whole process. Without the message, the whole process is practically useless. How the message is conveyed is also a vital part of the whole process. The media is a powerful tool In the persuasion process. And lastly, the audience. The audience is the whole point of persuasion. You persuade because you need to capture the attention of the audience in order to change or alter their belief on something. You persuade to make the other person think the same as you do. You try to convince them so that you will have the same opinion about something. Let’s say cigarettes. There are a number of ads for cigarettes around the globe. One very successful cigarette ad is for Marlboro cigarettes. There have been lots of Marlboro commercials but none as famous as the ones with the Marlboro man. There you can see him riding his horse to gather his cattle. Then he lights a cigar and you then can hear a background voice saying all sorts of things about Marlboro and the Marlboro country. There you have it. It’s not even a very complicated commercial. Only a guy on a horse with a lasso crossing a river and herding his cattle. But the message was clearly stated. If you want to be a tough guy like the Marlboro guy, you’ve got to smoke Marlboro cigarettes. That simple. Yet that simple message and that simple commercial contributed so much to the worldwide success of this cigarette brand. No fancy talk was even made in the commercial. Bands like Disney after Dark and Blink182 even made songs as tribute to the Marlboro guy. That is the power of persuasion plus Media. Another example is an Ad for Coca-Cola. It’s called the “Coca-Cola Happiness Factory”. There’s just a guy who drops a coin to a vending machine for a cold can of Coke. He doesn’t realize what’s going on inside the vending machine, but as seen in the commercial, lots of happy and fun loving creatures are preparing your cold can of Coke. Again there you have a simple but very attention catching commercial from a very successful brand of soda. You see, simple commercials like these reach out to many people. People can identify with these advertisements because the play on the needs and wants of common folk. Again, that’s a part of the whole psychological process. You see people interact with one another and oftentimes, they are under the pressure to be accepted into a group. People don’t want to be alone in most cases. So in order to be accepted, the person has to conform on what the majority favors. For example, if the majority favors smoking or if the majority thinks smoking is “cool”, the person is most likely to conform to the rule of the majority. And the power of media can play on the desperation of the person to be counted in the “IN” group. So, as an instant ticket to acceptance, the person gladly takes a light and joins the club, so contributing to the worldwide success of cigarettes. It is a normal human behavior to feel the need to belong. Credit:ivythesis.typepad.com

Sample Physical and Social Environment Essay

Motivation Introduction The science of psychology deals with the mind and the study of behavior in relation to the physical...

On the comparison of academic intelligence and everyday intelligence

In comparison to  Theory of Intelligence             Two of the three components of  intelligence theory are being compared in this paper.  Basing on the lists of the characteristics above, there is an apparent difference between the academic intelligence and everyday intelligence that coincide to  theory.              According to , these are the corresponding characteristics of academic and everyday intelligence: Academic Intelligence Everyday Intelligence Problems are formulated by other people Require problem recognition and formulation Problems are clearly defined Poorly defined It comes with all information needed to solve Require seeking information Only one right answer Several acceptable answers Disembodied from ordinary experience Embedded in and require prior ordinary experience Little or no intrinsic interest Require motivation and personal involvement             With the above views of  on the comparison of academic intelligence and everyday intelligence, it directly correlates to the one stated in my lists.  As characterized above, Everyday intelligence is gained through adaptation to, shaping of, and selection of real-world environments relevant to one’s life ( 1984, ).    Credit:ivythesis.typepad.com

On the comparison of academic intelligence and everyday intelligence

In comparison to Theory of Intelligence Two of the three components of intelligence theory are being compared in this paper...

Psychology

The Theories of Intelligence Every individual has its own ability to perform a certain task, to reason out, to understand ideas, to adapt to situations and to solve problems. These intellectual abilities can also be called as intelligence; it varies from person to person and depends on different situations. How intelligent a person is also depends on who judge him and on the criteria used to judge. Measures of intelligence involved a lot of theories that present criteria on the measurement of human intelligence. In this paper, two famous theories are discussed, compared and contrasted to determine which model has been the present basis of the measurement of intelligence.              model of intelligence is all about the factor g. g stands for general intelligence, the general factor which had hypothesized to explain all the tests of mental ability such as mathematical skills, vocabulary, verbal, artistic, logical reasoning ability and many other intellectual abilities ( 1904). General intelligence, g, is a single factor that determines the intelligence of the individual.  based his theory on his research on the results of different types of test covering different areas of cognitive ability. He conducted his tests on many individuals and the results has led him to the conclusion that there was a positive correlation between the tests for a given individual ( 1904). For example, if a person can perform well on a test of verbal abilities, then that same person can also perform well on another cognitive ability test such as mathematics test. This is because of the positive correlation in a person called general intelligence. In other words,  theory generalized the intelligence of an individual, that the intelligence of an individual can be determined using the person’s g and a person’s mathematical ability, verbal skills and other abilities are associated with each other. This means that the ability of a person regardless of what kind of ability it is, whether it is mathematical or linguistic have a commonality called general intelligence.             On the other hand,  multiple intelligence theory is the opposite of the general intelligence theorized by theory suggests that there were more than one type of intelligence (1983) independent of each other; each can be combined in multiple ways depending on the weaknesses and strengths of an individual. These are linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal and intrapersonal intelligences. The first is the linguistic intelligence or the ability to learn and effectively use language verbally and in written form. Writers, poets and lawyers are considered to possess this intelligence. Logical-mathematical intelligence is the ability to analyze and solve problems logically and scientifically. According to  himself, it entails the ability to detect patterns, reason deductively and think logically. The third intelligence is musical intelligence which involves skill and the capacity to recognize and compose musical pitches, tones and rhythms. Bodily-kinesthetic intelligence involves the ability to use one’s body to solve problems and the ability to coordinate mental abilities to bodily movements. Spatial intelligence is the ability to recognize and use patterns of wide space and more confined areas. Interpersonal intelligence is the ability to communicate, understand and work with other people effectively. Examples of people with such intelligence are politicians, educators, salespeople and counselors. Intrapersonal intelligence is the ability to understand oneself, one’s feelings and being self-motivated to be able to regulate one’s own life ( 2002).               theory has a biological basis (1998): he studied the brains of individuals who had disabilities such as speech impairment, paralysis or disabilities and found out that these individuals’ brains have damage on some parts. found out that the brain has seven different areas each has its own functionality and each is related to the seven different intelligences ( 1996).               Today, psychologists used different factors to measure intelligence. There are tests based on  theory such as the  Progressive Matrices, which consists of a series of abstract patterns with one piece missing ( 1994) but there are also some which are based on Gardner’s like most of the intelligence tests in school because of the positive response of many educators with this theory. A number of schools in North America have based their school curriculum on the intelligences that  developed (2002). Intelligence tests are used in schools and in companies for personality and IQ tests and to be able to determine the right person on the right position. There are also people who do not believe in IQ tests or intelligence measurement. Anthropologists think of intelligence as the individual’s capacity to adapt to his environment and IQ tests measures only a small part on human intelligence. An individual’s ability to sing, dance, create art, see visions, or fashion tools is as much a part of man’s intelligence as his ability to do geometry or argue philosophy (1988). Therefore, anthropologists’ view of intelligence can be much more of  than  which takes into account non-IQ abilities which are sometimes called talent. The two theories both have solid basis and has been an argument for many psychologists themselves. The validity of each theory varies from a person’s understanding and perception. However, since  multiple intelligence are appreciated and supported by most educators, it has been the theory that has become basis of many people who are well-educated by schools where most skills are developed and where most knowledge are acquired and then applied in real-life situations whenever outside the school or after one has graduated from school.      Credit:ivythesis.typepad.com

Psychology

The Theories of Intelligence Every individual has its own ability to perform a certain task, to reason out, to understand ideas, to adapt...

Psychology

The Theories of Intelligence Every individual has its own ability to perform a certain task, to reason out, to understand ideas, to adapt to situations and to solve problems. These intellectual abilities can also be called as intelligence; it varies from person to person and depends on different situations. How intelligent a person is also depends on who judge him and on the criteria used to judge. Measures of intelligence involved a lot of theories that present criteria on the measurement of human intelligence. In this paper, two famous theories are discussed, compared and contrasted to determine which model has been the present basis of the measurement of intelligence.              model of intelligence is all about the factor g. g stands for general intelligence, the general factor which  had hypothesized to explain all the tests of mental ability such as mathematical skills, vocabulary, verbal, artistic, logical reasoning ability and many other intellectual abilities ( 1904). General intelligence, g, is a single factor that determines the intelligence of the individual.  based his theory on his research on the results of different types of test covering different areas of cognitive ability. He conducted his tests on many individuals and the results has led him to the conclusion that there was a positive correlation between the tests for a given individual (1904). For example, if a person can perform well on a test of verbal abilities, then that same person can also perform well on another cognitive ability test such as mathematics test. This is because of the positive correlation in a person called general intelligence. In other words,  theory generalized the intelligence of an individual, that the intelligence of an individual can be determined using the person’s g and a person’s mathematical ability, verbal skills and other abilities are associated with each other. This means that the ability of a person regardless of what kind of ability it is, whether it is mathematical or linguistic have a commonality called general intelligence.             On the other hand,  multiple intelligence theory is the opposite of the general intelligence theorized by . theory suggests that there were more than one type of intelligence (1983) independent of each other; each can be combined in multiple ways depending on the weaknesses and strengths of an individual. These are linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal and intrapersonal intelligences. The first is the linguistic intelligence or the ability to learn and effectively use language verbally and in written form. Writers, poets and lawyers are considered to possess this intelligence. Logical-mathematical intelligence is the ability to analyze and solve problems logically and scientifically. According to  himself, it entails the ability to detect patterns, reason deductively and think logically. The third intelligence is musical intelligence which involves skill and the capacity to recognize and compose musical pitches, tones and rhythms. Bodily-kinesthetic intelligence involves the ability to use one’s body to solve problems and the ability to coordinate mental abilities to bodily movements. Spatial intelligence is the ability to recognize and use patterns of wide space and more confined areas. Interpersonal intelligence is the ability to communicate, understand and work with other people effectively. Examples of people with such intelligence are politicians, educators, salespeople and counselors. Intrapersonal intelligence is the ability to understand oneself, one’s feelings and being self-motivated to be able to regulate one’s own life ( 2002).               theory has a biological basis (1998): he studied the brains of individuals who had disabilities such as speech impairment, paralysis or disabilities and found out that these individuals’ brains have damage on some parts. found out that the brain has seven different areas each has its own functionality and each is related to the seven different intelligences ( 1996).               Today, psychologists used different factors to measure intelligence. There are tests based on  theory such as the  Progressive Matrices, which consists of a series of abstract patterns with one piece missing ( 1994) but there are also some which are based on  like most of the intelligence tests in school because of the positive response of many educators with this theory. A number of schools in North America have based their school curriculum on the intelligences that developed (2002). Intelligence tests are used in schools and in companies for personality and IQ tests and to be able to determine the right person on the right position. There are also people who do not believe in IQ tests or intelligence measurement. Anthropologists think of intelligence as the individual’s capacity to adapt to his environment and IQ tests measures only a small part on human intelligence. An individual’s ability to sing, dance, create art, see visions, or fashion tools is as much a part of man’s intelligence as his ability to do geometry or argue philosophy (1988). Therefore, anthropologists’ view of intelligence can be much more of  than Spearman’s which takes into account non-IQ abilities which are sometimes called talent. The two theories both have solid basis and has been an argument for many psychologists themselves. The validity of each theory varies from a person’s understanding and perception. However, since  multiple intelligence are appreciated and supported by most educators, it has been the theory that has become basis of many people who are well-educated by schools where most skills are developed and where most knowledge are acquired and then applied in real-life situations whenever outside the school or after one has graduated from school.      Credit:ivythesis.typepad.com

Psychology

The Theories of Intelligence Every individual has its own ability to perform a certain task, to reason out, to understand ideas, to adapt...

Psychology

The Theories of Intelligence Every individual has its own ability to perform a certain task, to reason out, to understand ideas, to adapt to situations and to solve problems. These intellectual abilities can also be called as intelligence; it varies from person to person and depends on different situations. How intelligent a person is also depends on who judge him and on the criteria used to judge. Measures of intelligence involved a lot of theories that present criteria on the measurement of human intelligence. In this paper, two famous theories are discussed, compared and contrasted to determine which model has been the present basis of the measurement of intelligence.             Spearman’s model of intelligence is all about the factor g. g stands for general intelligence, the general factor which Spearman had hypothesized to explain all the tests of mental ability such as mathematical skills, vocabulary, verbal, artistic, logical reasoning ability and many other intellectual abilities (. 1904). General intelligence, g, is a single factor that determines the intelligence of the individual. Spearman based his theory on his research on the results of different types of test covering different areas of cognitive ability. He conducted his tests on many individuals and the results has led him to the conclusion that there was a positive correlation between the tests for a given individual (1904). For example, if a person can perform well on a test of verbal abilities, then that same person can also perform well on another cognitive ability test such as mathematics test. This is because of the positive correlation in a person called general intelligence. In other words, Spearman’s theory generalized the intelligence of an individual, that the intelligence of an individual can be determined using the person’s g and a person’s mathematical ability, verbal skills and other abilities are associated with each other. This means that the ability of a person regardless of what kind of ability it is, whether it is mathematical or linguistic have a commonality called general intelligence.             On the other hand, Gardner’s multiple intelligence theory is the opposite of the general intelligence theorized by Spearman. Gardner’s theory suggests that there were more than one type of intelligence ( 1983) independent of each other; each can be combined in multiple ways depending on the weaknesses and strengths of an individual. These are linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal and intrapersonal intelligences. The first is the linguistic intelligence or the ability to learn and effectively use language verbally and in written form. Writers, poets and lawyers are considered to possess this intelligence. Logical-mathematical intelligence is the ability to analyze and solve problems logically and scientifically. According to Gardner himself, it entails the ability to detect patterns, reason deductively and think logically. The third intelligence is musical intelligence which involves skill and the capacity to recognize and compose musical pitches, tones and rhythms. Bodily-kinesthetic intelligence involves the ability to use one’s body to solve problems and the ability to coordinate mental abilities to bodily movements. Spatial intelligence is the ability to recognize and use patterns of wide space and more confined areas. Interpersonal intelligence is the ability to communicate, understand and work with other people effectively. Examples of people with such intelligence are politicians, educators, salespeople and counselors. Intrapersonal intelligence is the ability to understand oneself, one’s feelings and being self-motivated to be able to regulate one’s own life (, 2002).              Gardner’s theory has a biological basis (1998): he studied the brains of individuals who had disabilities such as speech impairment, paralysis or disabilities and found out that these individuals’ brains have damage on some parts. Gardner found out that the brain has seven different areas each has its own functionality and each is related to the seven different intelligences (1996).               Today, psychologists used different factors to measure intelligence. There are tests based on Spearman’s theory such as the Raven’s Progressive Matrices, which consists of a series of abstract patterns with one piece missing ( 1994) but there are also some which are based on Gardner’s like most of the intelligence tests in school because of the positive response of many educators with this theory. A number of schools in North America have based their school curriculum on the intelligences that Gardner developed (2002). Intelligence tests are used in schools and in companies for personality and IQ tests and to be able to determine the right person on the right position. There are also people who do not believe in IQ tests or intelligence measurement. Anthropologists think of intelligence as the individual’s capacity to adapt to his environment and IQ tests measures only a small part on human intelligence. An individual’s ability to sing, dance, create art, see visions, or fashion tools is as much a part of man’s intelligence as his ability to do geometry or argue philosophy ( 1988). Therefore, anthropologists’ view of intelligence can be much more of Gardner’s than Spearman’s which takes into account non-IQ abilities which are sometimes called talent. The two theories both have solid basis and has been an argument for many psychologists themselves. The validity of each theory varies from a person’s understanding and perception. However, since Gardner’s multiple intelligence are appreciated and supported by most educators, it has been the theory that has become basis of many people who are well-educated by schools where most skills are developed and where most knowledge are acquired and then applied in real-life situations whenever outside the school or after one has graduated from school.      Credit:ivythesis.typepad.com

Psychology

The Theories of Intelligence Every individual has its own ability to perform a certain task, to reason out, to understand ideas, to adapt...

Psychology

In comparison to Sternberg’s Theory of Intelligence             Two of the three components of Sternberg’s intelligence theory are being compared in this paper.  Basing on the lists of the characteristics above, there is an apparent difference between the academic intelligence and everyday intelligence that coincide to Sternberg’s theory.              According to Sternberg, these are the corresponding characteristics of academic and everyday intelligence: Academic Intelligence Everyday Intelligence Problems are formulated by other people Require problem recognition and formulation Problems are clearly defined Poorly defined It comes with all information needed to solve Require seeking information Only one right answer Several acceptable answers Disembodied from ordinary experience Embedded in and require prior ordinary experience Little or no intrinsic interest Require motivation and personal involvement             With the above views of Sternberg on the comparison of academic intelligence and everyday intelligence, it directly correlates to the one stated in my lists.  As characterized above, Everyday intelligence is gained through adaptation to, shaping of, and selection of real-world environments relevant to one’s life ( 1984).  Credit:ivythesis.typepad.com

Psychology

In comparison to Sternberg’s Theory of Intelligence Two of the three components of Sternberg’s intelligence theory are being...

Emotional Intelligence

Table of Contents     Executive Summary                                                                                                2   Introduction                                                                                                   3   EQ Models and Theories Review   Theory of Mayer and Salovey                                                        3          Definition of Emotional Intelligence                                3 Models                                                                                   4 Theory of Goleman                                                                         4 Definition of Emotional Intelligence                                5          Models                                                                                   5            Analysis of Emotional Intelligence and Behavior at Work                   6                      Test 1: Emotional Intelligence Diagnostic                                 6                        Test 2: Emotional Intelligence Test                                            9             Test 3: What Is Your Emotional Intelligence Quotient?                        9   Recommendation and Improved Emotional Intelligence at Work       10             Distinguished Weaknesses                                                           10             Techniques or Improvement Models                                           11   Conclusion                                                                                                   14                         Executive Summary               Emotional intelligence is an integral component of an individual and thus, is important to study and evaluate, to develop and maximize its use. The proper utilization of emotional intelligence determines the success of many individuals in the workplace. With a well-developed emotional intelligence, individuals can related more effectively and efficiently with each other, thus, fostering a healthier workplace environment.  This paper studies and discusses the concepts and theories of emotional intelligence according to three authors, and their theories will be studied using a variety of tests or diagnostics that will be done to determine one’s emotional intelligence. Results of the tests or diagnostics show that the individual has weaknesses, which can still be improved, if given the chance to develop. In addition, these weaknesses can be utilized to further improve and develop the skills of the individual, and maximize them for the development of the whole organization as well. Moreover, the significance of their theories is evaluated in relation to its relevance in the workplace environment. This paper shows the relevance of the theories to the diagnostics done, and determines the results, showing one’s emotional intelligence. In determining one’s own emotional intelligence, weaknesses can be determined, and through the determination of own weaknesses, one can aim on changes to develop one’s own emotional intelligence. The proper application and utilization of emotional intelligence can become effective to achieve success in an organization, and this application will be evaluated using the different theories of emotional intelligence. The objective of this paper is to discuss the importance of emotional intelligence, through a series of tests or diagnostics done individually and with a peer, which will determine the emotional intelligence of an individual. The results of the individual and peer tests or diagnostics will be used to determine the emotional intelligence of the individual, and its interpretation will be used to recognize one’s weaknesses to effect changes.   Managing People: Theories and Models of Emotional Intelligence   Introduction                (1999) defines emotional intelligence as being an intelligence or set of abilities, and one of the many important components in determining workplace success, career satisfaction or leadership effectiveness. It enhances the success of individuals, but does not guarantee it in the absence of other suitable skills and competencies. In the workplace, although most individuals deal with computers and advanced technologies most of the time, emotional intelligence is still needed to enhance and improve one’s performance. In addition to the personal and individual advantages of being emotional intelligent, an individual can also use this skill in the workplace to encourage teamwork and understanding among team members and other employees in the organization. With emotional intelligence, conflicts can also be lessened in the workplace environment, which will be helpful in creating a more productive and efficient organization.     EQ Models and Theories Review     Theory of Mayer and Salovey               There are many definitions associated with emotional intelligence, in relation to the different and several understandings and interpretations of people. Because of these various understandings and interpretations, several theories were developed regarding the meaning and models of emotional intelligence.             were the originators of the theory of emotional intelligence, which they defined as “the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth” (1999). The model of Mayer and Salovey includes three domains, namely, appraisal and expression of emotion, regulation of emotion, and utilization of emotion (2001). The appraisal and expression of emotion involves the ability to perceive accurately, assess and communicate emotion in self and in others; the regulation of emotion involves the ability of an individual to control emotions to promote emotional and intellectual growth; and the utilization of emotion involves the ability to access and generate feelings when they facilitate thought, and the ability to understand emotion and emotional knowledge ( 2006). The utilization of emotion involves flexible planning, creative thinking, redirected attention, and motivation of the individual (2001). In addition, the Mayer and Salovey ability model of emotional intelligence defines a set of skills, or competencies, which provide HR professionals, managers, and any one in the world of work, with a comprehensive tool to define, measure and develop emotional skills, and is divided into four models.  (1999) reports that these include identifying emotions, or the ability to correctly identify how people are feeling. This aspect is becoming aware of one’s and other’s feelings and emotions, as a key to working with people in an organization. The second aspect is using emotions, or the ability to create emotions and to integrate one’s feelings into the way one thinks. By using the ability to generate moods or emotions, creative ideas and empathy towards others can be produced. Third is understanding emotions, which is the ability to understand the causes of emotions. This is knowing what motivates people, understanding their points of view, and handling team interactions. The last aspect is managing emotions, or the ability to figure out effective strategies that use one’s emotions to help the person achieve a goal, rather than being used by his or her emotions.             Theory of Daniel Goleman               Apart from the theory of Mayer and Salovey is the theory proposed by Daniel Goleman. Goleman is the author who has popularized the term ‘emotional intelligence’ in 1995, in his book ‘Working with Emotional Intelligence’.             Goleman defines emotional intelligence as the capacity of an individual to recognize their own feelings and those of others, for motivating themselves, and for managing emotions well in themselves and in their relationships (2002). Moreover, he added that emotional intelligence can sometimes be more powerful than intelligence or IQ that it can contribute greatly to several important life outcomes, including improved learning, less aggression, better decision-making, and many other characteristics that imply successful living. Goleman also claimed that increasing one’s emotional intelligence leads to an advantage in any domain in life (2006). Personal benefits of emotional intelligence include greater career success, a stronger personal relationship, an increased optimism and confidence, and better health. Professional benefits include effective leadership skills, improved communication, less workplace conflicts, better problem solving skills, and increased likelihood of getting a raise or promotion.              Goleman’s model of emotional intelligence is divided into two groups, the Personal competencies (self-awareness, self-regulation and motivation), and the Social competencies (empathy and social skills). Self-awareness is the ability to understand an individual’s own moods, emotions, and needs, as well as his or her impact on others. People having this competencies find it easy to talk about their feelings with colleagues, colleagues can easily tell how they are feeling, and have little trouble finding the right words to express their emotions or feelings at work ( 2002). Self-regulation or self-management is the ability to effectively control strong emotions and react appropriately, which can be observed by overcoming anger at work through thinking what’s causing it, finding it easy to concentrate on a task when really excited about something else, being upset at work and still thinking clearly, and remaining focused although anxious ( 2002). Lastly, self-motivation is “gathering up” of one’s feelings and directing one’s self towards a goal, despite self-doubt, inertia and impulsiveness (2001). If a person has a high self-motivation, then he or she has a high motivation in meeting his or her own aims, which would contribute in making him or her ready to meet the demands of an organization or his or her team.             Social competence includes empathy and social skills. Empathy is the skill or ability of an individual at sensing other people’s emotions, understanding their perspectives, and taking an active interest in their concerns. Social skills include the concept of organizational awareness, or the ability to read the currents of organizational life, the ability to build decision networks, and the ability to navigate politics. It also includes service orientation, or the ability to recognize and meet customers’ needs (2000).             The theory of Daniel Goleman can be illustrated and simplified using the diagram below:  (2006)   Analysis of Emotional Intelligence and Behavior at Work   Test 1: Emotional Intelligence Diagnostic   The first test done is the Emotional Intelligence Diagnostic, which is a test done to evaluate my own and a peer’s emotional intelligence. A questionnaire was answered, having corresponding ratings, which will correspond to the four competencies of emotional intelligence. The emotional intelligence of the two participants will be interpreted in accordance to the meanings of the four competencies, namely, self-awareness, self-management, empathy, and interpersonal skills. (             The data shows the actual results of the Emotional Intelligence Diagnostic, and were further interpreted using the Emotional Intelligence Calculator. The actual questionnaire answered by the participants was also attached. (      DATA ENTRY  DATA ENTRY Diagnostic Type in Your Type in Your Item Ratings by Ratings by   Self Peer A 3 3 B 1 0 C 4 2 D 1 0 E 3 1 F 3 3 G 1 0 H 1 0 I 0 2 J 1 2 K 3 2 L 1 1 M 3 0 N 2 2 O 2 1 P 3 0 Q 3 3 R 2 2 S 4 4 T 3 4 U 1 0       Emotional Intelligence Calculator Self-Awareness Self Management Empathy Interpersonal Skills 6.25 7.50 6.25 6.25 6.25 6.67 5.83 4.58                 The results of the test indicate that both the participants got a score of 6.25 in terms of Self-Awareness, which means that both my peer and I have the ability to understand our own emotions and the ability to monitor our own feelings. In terms of Self-Management, I got a higher score of 7.50 compared to my peer who got 6.67, which means that my ability in managing my own emotions and expressing them is more developed than my peer. With Empathy, I got a higher score of 6.25, while my peer got 5.83. This can be interpreted as me, being more empathic than my peer, or having a more developed ability to understand the emotions of others. Lastly, in terms of Interpersonal Skills, my score is significantly higher, with 6.25, compared to the score of my peer of 4.58. This means that I have a more developed interpersonal skill or the ability to get along with people.     The results above show that both myself and my peer got the highest scores with the Self-Management criteria, which indicates that both of us have the sufficient ability and capacity to develop our ability to manage our own emotions and to express them without losing control. With this ability, both of us are able to accept criticisms and avoid emotional reactivity during disagreements. This ability will is useful, for with well-developed self-management skills, we will be able to develop the other skills proposed by Goleman. The results also show that I was able to obtain the same scores for self-awareness, empathy and interpersonal skills, which shows my equal ability to show emotions towards others and make good interrelationships. However, with my peer, he obtained the lowest score in terms of interpersonal skills, which proves to show that he has difficulty in getting along with other people. Despite this, due to the young age of my peer, he still has the tendency and the time to develop his emotional intelligence as he matures and experience life.               Test 2: Emotional Intelligence Test               Another test done is the Emotional Intelligence Test, which will assess several aspects of one’s emotional intelligence and will suggest ways to improve it (‘Emotional Intelligence Test – 2nd Revision’ 2005). The test includes seventy (70) questions, which correspond to certain situations. Answers of the participant or individual taking the test must match his or her personality. From this, the emotional intelligence of the individual will be determined.   Results of the Emotional IQ Test            Score = 96   Results of the seventy-item test is 96, meaning that my emotional intelligence is in the average range. This can be interpreted being able to recognize and deal with my own emotions and those of others in a reasonably effective manner. However, since my score is in the mid-range, the test suggests that I am not taking full advantage of my potential. The diagnostic suggests that by learning and practicing new skills and more effective ways in dealing with people, I would be able to increase my emotional intelligence (2005).   Test 3: What Is Your Emotional Intelligence Quotient?               The third test or diagnostic done was this test, which also enables one to determine his or her emotional intelligence. The questionnaire includes ten items, which corresponds to different situations in determining one’s emotional intelligence quotient. Answer to each question is equivalent to 10% for a total score of 100%.             Results of the diagnostic show that I got the score of 70%, which falls in the above average emotional intelligence range. From the results, it is evident that my emotional intelligence quotient is sufficient for me to extend and express my empathy for others, to stand up for what I believe in a respectful way, and understanding the whole situation before jumping into conclusions (2004). From the scores, I believe that I have more room for the development of my own emotional intelligence, and enable me to become more adept with understanding myself and the people around me.       Recommendation and Improved Emotional Intelligence at Work   Distinguished Weaknesses             From the diagnostics or test taken and from the scores of the tests, it can be deduced that I still lack certain development in certain aspects of the structure of emotional intelligence, which include self-awareness, self-management, social awareness and relationship management.             From the results, I can say that I have determined my weaknesses and lack of competencies in certain aspects, as indicated in the scores of the tests, and these include my weakness or lack of competency in terms of self-awareness, self-management and social awareness. My score on the third test indicate that I still lack competencies in self-awareness because in some situations and instances, I fail to assess my own feelings and emotions in relation to the situation, as the result show, of 70%. I also fail to read and understand my own emotions and to determine its impact or effect on my work performance and relationships with other people. From this, I believe that I am also unsuccessful in recognizing my strengths and limitations when it comes to my work and personal life. These traits enable me to have low self-esteem and low level of confidence, which limits my ability and potential to grow and improve. In terms of self-management, although I have a high score of 7.50 than my peer, sometimes I fail to control my feelings or emotions, especially when it comes too strong. I sometimes fail to keep disturbing emotions and impulses under control, which sometimes lead me to think of ways that are not morally acceptable. With lack of competencies in self-management, I sometimes fail to meet my own standard of excellence and fail to seize opportunities that come my way, which leads to failure in managing my responsibilities and tasks. Lastly, I also lack the competency or skill in social awareness, which sometimes fails in terms of extending empathy, organizational awareness and service orientation to others. Sometimes I fail to sense other people’s emotions due to my own desolate situation, or even understand them and have interest in their situation, because of minding my own problems or crises. My lack of empathy towards others fails my ability to build decision networks, entertain politics, and even know current situations of the organization, and this lack of empathy and organizational interest leads me to fail service orientation. Sometimes, with my lack of empathy and interest towards the emotions and situation towards others, enables me to fail in recognizing and meeting customer needs, which is needed in my job.   Techniques or Improvement Models Due to the competencies that were determined using the emotional intelligence diagnostics, certain improvements or techniques can be used in order for an individual to enhance or develop his or her emotional intelligence. In order to manage one’s own emotions, a practical technique can be used. One of the techniques that one can use is the ROADE technique, which stands for Register and stop, Objectify the emotion, Analyze the trigger, Decide and act, and Evaluate.   The ROADE Technique   <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Register and stop - This involves recognition of the physical symptoms of the reaction, which include the rush of blood, a high heart rate, surge of adrenaline, muscle tightening, and trembling ( 2002). </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Objectify the emotion – This involves feeling the emotion so the person can recognize it as anger, frustration, guilt or any other emotion. In this way, the person can separate from the emotion and its associated thoughts by using the concept of inner-awareness, which is being able to observe the emotional reaction as an object within one’s consciousness, to prevent emotional swamping or being consumed by the emotion, and to avoid identification with the emotion (2002). </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Analyze the trigger – This is similar to the action-reaction response of Newton’s Laws of motion, as having a reaction to a certain trigger or cause of reaction. Several triggers can be the causes of reaction, such as experiences, threat, verbal abuse, and guilt among others ( 2002). </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Decide and act – This step enables the individual to choose whether to respond with a considered action, or react in terms of emotion (2002). </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Evaluate (now and later) – It is important to check immediately whether the action taken by the person is appropriate, and adjust them if necessary. Later, he or she can reflect on the incident and discuss the reaction with someone, such as a mentor, relative or a friend, to develop insights to be used in the future ( 2002). </li> </ul>               This recommendation can be used in certain situations, especially when a person is dealing with strong emotions such as anger. Anger is a strong emotion, and when not dealt with properly, it can cause the person to result to violence or other means. The steps provided by the ROADE technique are helpful for a person having such strong emotions, for the technique could somehow give these individuals the realization of focusing on the causes of the problem and its solution, rather than the emotion. In addition, this technique is not only applicable for negative emotions, such as anger, disappointment, depression or anxiety, but is also applicable with strong positive emotions, such as bliss, extreme happiness and excitement. These positive strong emotions can also become the causes of adverse reactions that could result to other situations.             In addition, managing strong negative and positive emotions involve the person’s development and improvement of interpersonal skills. These skills are important to develop to be able to relate well to colleagues, but also to be incorporated in the whole personality of the person for self-improvement.  (2002) reports key socio-emotional skills incorporated in interpersonal skills. These socio-emotional skills include empathy, active listening, diversity acceptance, and positive assertiveness. A person can exhibit empathy by continually monitoring and by continually being responsive to other’s emotions and needs. By being an active listener, the person consciously works at focusing attention on the speaker and not on one’s self. This entails understanding the speaker, and not just hearing them out. Diversity acceptance is becoming fully aware of the uniqueness of others, and is exhibited by the genuine respect for ‘differentness’. Positive assertiveness is communicating confidently and obtaining what others want without annoying them. This trait is important in one’s effectiveness of obtaining the needs of other people, which would lead to providing efficient service ( 2002).             The importance of interpersonal skills can be seen through its application in the different and various aspects in the workplace. Interpersonal skills can be used in decision-making, for the abilities of an individual to interact and deal with others are helpful traits in making good decisions. Interpersonal skills can also be used in team building and in working with groups, for in a workplace it is impossible to work alone all throughout, and with its use, the person can interact effectively with others. This can be useful in coming up with new and creative ideas for the organization, and in conflict and crisis management.                         Another useful way of improving emotional intelligence is by developing one’s emotional self-awareness through meditation, which includes taking some time to relax and being aware of breathing as it flows in and out. It also includes observing one’s thoughts and feelings as they come and go, without judging them. The process of meditation will surely give one a degree of detachment, as one realizes that he or she is more that whatever thoughts and emotions he or she is experiencing at the time. It will also be helpful if one keeps an emotional journal, where one can write down how he or she is feeling. This strategy allows one to recognize recurring patterns in his or her emotional responses and gives a record of flow of how far one have come in the development of emotional intelligence (2006). Through the journal, one will be able to determine the causes of different emotions, and assess the emotions that are beneficial.   Conclusion               Theories of emotional intelligence include the theory of Mayer and Salovey, which speaks of emotional intelligence as an ability, and the theory of Goleman, which refers to emotional intelligence as the capacity for determining own feelings and those of others. The concepts in these theories enable many researchers to develop personality tests and evaluations, which are helpful in determining the one’s personality. Knowing one’s personality and emotional intelligence is not only an additional information a person can reflect upon, but is a good measure for one’s evaluation of his or her improvement as an individual. The use of the personality tests, such as those mentioned above is important to give room for individual and group improvement and development. In line with these tests or evaluations, the results of these tests will be helpful for each person to assess his personality, to determine his weaknesses and strengths. Determining one’s strengths can be used to help others in achieving his or her goals in life, while identifying one’s weaknesses can be helpful for self-realization that improvement and development is essential and beneficial for an organization.                       Appendix C: Questions, Results and Recommendations for Test 3: What Is Your Emotional Intelligence Quotient?     You scored 70% correct! Your score falls in the above average EQ range. Answers: 1. Situation: A friend has borrowed something small, but high in sentimental value. You’ve asked for your friend to return the item, but your friend has failed to bring it back. Answer: You admit to your friend how important the item is to you and why you would like it back, and ask your friend to return the item to you. 2. Situation: Your long-term mate has ended your relationship and you are upset because you wanted the relationship to continue. Answer: You decide to make the best of it and find healthy outlets for your feelings. 3. Situation: Your mate has a habit that annoys you more and more each day. Answer: You tell the person what annoys you and why. 4. Situation: Your boss has assigned you your first big project, and the success or failure of the project could make or break your career. Answer: You take a few minutes to relax, give yourself time to think, and decide to pursue the idea that makes you feel most confident. 5. Situation: You are walking down the street, suddenly trip, and almost land flat on your face. Answer: You regain your poise, laugh at yourself, and continue on your way. 6. Situation: You are on a first date, and you notice that your date seems to be very uncomfortable. Answer: You make an effort to get your date involved in a conversation and find out more about him or her. 7. Situation: You find out that the promotion you were hoping for was given to someone else. Answer: You continue to do your best; you know the next promotion is yours. 8. Situation: Your significant other is spending a lot of extra time at the office and acting distant. Answer: You talk to your partner about what is going on at work and see if there is anything you can do to help. 9. Situation: You are hanging out with a group of friends and one of your friends starts to make a negative comments about a friend who isn’t there. Answer: You tell your friend that you don’t feel comfortable talking about people who aren’t there, and change the subject. 10. Situation: Your best friend has recently broken up with a mate and is taking it hard. Answer: Ask your friend what you can do to help him or her get through this rough time, and do it.   Why are these answers correct? Each answer represents the concept of emotional intelligence. Emotional Intelligence is about having empathy for others. It is about standing up for what you believe in a tactful and respectful way. It is about not jumping to conclusions, but getting the whole picture before you react. The key to emotional intelligence is an understanding of your emotions and the emotions of others, and acting in the most appropriate way based on that understanding. Having a healthy emotional intelligence is very important in order for human beings to live happy and successful lives. Healthy emotional intelligence helps us set our personal boundaries, make decisions about our lives, and communicate with the people we love. Regardless of your score, keep in mind that your emotional intelligence can change. People are always evolving. You can increase your EQ at any point in your life by learning to identify your emotions and taking responsibility for those emotions. And just as easily as you can increase your EQ, you can also decrease it. You must continue to identify and work on areas within yourself that need work. Regardless of your emotional intelligence level, you could benefit from some of these tips to increase emotional intelligence, including -Go to the gym, take an exercise class or participate in activities that reduce your stress level. - Take up a new hobby or sport that involves interacting with other people -Take a class at your local community college -Join a support group -Keep a feelings journal -See a counselor to help you deal with your emotions -Take an anger management course -Enroll in a communication skills course -Read books about emotional intelligence and social skills -Do emotional intelligence workbooks -Ask your friends and family to help you recognize the things about yourself that may need correcting. Best of luck on your journey! Sources: Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York: Bantam Books. Mayer, J.D., DiPaolo, M.T., and Salovey, P. (1990). “Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence.” Journal of Personality Assessment, 54, 772-781.                           Table of Contents     Executive Summary                                                                                                2   Introduction                                                                                                   3   EQ Models and Theories Review   Theory of Mayer and Salovey                                                        3          Definition of Emotional Intelligence                                3 Models                                                                                   4 Theory of Goleman                                                                         4 Definition of Emotional Intelligence                                5          Models                                                                                   5            Analysis of Emotional Intelligence and Behavior at Work                   6                      Test 1: Emotional Intelligence Diagnostic                                 6                        Test 2: Emotional Intelligence Test                                            9             Test 3: What Is Your Emotional Intelligence Quotient?                        9   Recommendation and Improved Emotional Intelligence at Work       10             Distinguished Weaknesses                                                           10             Techniques or Improvement Models                                           11   Conclusion                                                                                                   14                     Executive Summary               Emotional intelligence is an integral component of an individual and thus, is important to study and evaluate, to develop and maximize its use. The proper utilization of emotional intelligence determines the success of many individuals in the workplace. With a well-developed emotional intelligence, individuals can related more effectively and efficiently with each other, thus, fostering a healthier workplace environment.  This paper studies and discusses the concepts and theories of emotional intelligence according to three authors, and their theories will be studied using a variety of tests or diagnostics that will be done to determine one’s emotional intelligence. Results of the tests or diagnostics show that the individual has weaknesses, which can still be improved, if given the chance to develop. In addition, these weaknesses can be utilized to further improve and develop the skills of the individual, and maximize them for the development of the whole organization as well. Moreover, the significance of their theories is evaluated in relation to its relevance in the workplace environment. This paper shows the relevance of the theories to the diagnostics done, and determines the results, showing one’s emotional intelligence. In determining one’s own emotional intelligence, weaknesses can be determined, and through the determination of own weaknesses, one can aim on changes to develop one’s own emotional intelligence. The proper application and utilization of emotional intelligence can become effective to achieve success in an organization, and this application will be evaluated using the different theories of emotional intelligence. The objective of this paper is to discuss the importance of emotional intelligence, through a series of tests or diagnostics done individually and with a peer, which will determine the emotional intelligence of an individual. The results of the individual and peer tests or diagnostics will be used to determine the emotional intelligence of the individual, and its interpretation will be used to recognize one’s weaknesses to effect changes.   Managing People: Theories and Models of Emotional Intelligence   Introduction                (1999) defines emotional intelligence as being an intelligence or set of abilities, and one of the many important components in determining workplace success, career satisfaction or leadership effectiveness. It enhances the success of individuals, but does not guarantee it in the absence of other suitable skills and competencies. In the workplace, although most individuals deal with computers and advanced technologies most of the time, emotional intelligence is still needed to enhance and improve one’s performance. In addition to the personal and individual advantages of being emotional intelligent, an individual can also use this skill in the workplace to encourage teamwork and understanding among team members and other employees in the organization. With emotional intelligence, conflicts can also be lessened in the workplace environment, which will be helpful in creating a more productive and efficient organization.     EQ Models and Theories Review     Theory of Mayer and Salovey               There are many definitions associated with emotional intelligence, in relation to the different and several understandings and interpretations of people. Because of these various understandings and interpretations, several theories were developed regarding the meaning and models of emotional intelligence.             Jack Mayer and Peter Salovey were the originators of the theory of emotional intelligence, which they defined as “the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth” ( 1999). The model of Mayer and Salovey includes three domains, namely, appraisal and expression of emotion, regulation of emotion, and utilization of emotion (2001). The appraisal and expression of emotion involves the ability to perceive accurately, assess and communicate emotion in self and in others; the regulation of emotion involves the ability of an individual to control emotions to promote emotional and intellectual growth; and the utilization of emotion involves the ability to access and generate feelings when they facilitate thought, and the ability to understand emotion and emotional knowledge (cited in Gale 2006). The utilization of emotion involves flexible planning, creative thinking, redirected attention, and motivation of the individual (2001). In addition, the Mayer and Salovey ability model of emotional intelligence defines a set of skills, or competencies, which provide HR professionals, managers, and any one in the world of work, with a comprehensive tool to define, measure and develop emotional skills, and is divided into four models.  (1999) reports that these include identifying emotions, or the ability to correctly identify how people are feeling. This aspect is becoming aware of one’s and other’s feelings and emotions, as a key to working with people in an organization. The second aspect is using emotions, or the ability to create emotions and to integrate one’s feelings into the way one thinks. By using the ability to generate moods or emotions, creative ideas and empathy towards others can be produced. Third is understanding emotions, which is the ability to understand the causes of emotions. This is knowing what motivates people, understanding their points of view, and handling team interactions. The last aspect is managing emotions, or the ability to figure out effective strategies that use one’s emotions to help the person achieve a goal, rather than being used by his or her emotions.             Theory of Daniel Goleman               Apart from the theory of Mayer and Salovey is the theory proposed by Daniel Goleman. Goleman is the author who has popularized the term ‘emotional intelligence’ in 1995, in his book ‘Working with Emotional Intelligence’.             Goleman defines emotional intelligence as the capacity of an individual to recognize their own feelings and those of others, for motivating themselves, and for managing emotions well in themselves and in their relationships ( 2002). Moreover, he added that emotional intelligence can sometimes be more powerful than intelligence or IQ that it can contribute greatly to several important life outcomes, including improved learning, less aggression, better decision-making, and many other characteristics that imply successful living. Goleman also claimed that increasing one’s emotional intelligence leads to an advantage in any domain in life (Gale 2006). Personal benefits of emotional intelligence include greater career success, a stronger personal relationship, an increased optimism and confidence, and better health. Professional benefits include effective leadership skills, improved communication, less workplace conflicts, better problem solving skills, and increased likelihood of getting a raise or promotion.              Goleman’s model of emotional intelligence is divided into two groups, the Personal competencies (self-awareness, self-regulation and motivation), and the Social competencies (empathy and social skills). Self-awareness is the ability to understand an individual’s own moods, emotions, and needs, as well as his or her impact on others. People having this competencies find it easy to talk about their feelings with colleagues, colleagues can easily tell how they are feeling, and have little trouble finding the right words to express their emotions or feelings at work ( 2002). Self-regulation or self-management is the ability to effectively control strong emotions and react appropriately, which can be observed by overcoming anger at work through thinking what’s causing it, finding it easy to concentrate on a task when really excited about something else, being upset at work and still thinking clearly, and remaining focused although anxious ( 2002). Lastly, self-motivation is “gathering up” of one’s feelings and directing one’s self towards a goal, despite self-doubt, inertia and impulsiveness (Goleman 2001). If a person has a high self-motivation, then he or she has a high motivation in meeting his or her own aims, which would contribute in making him or her ready to meet the demands of an organization or his or her team.             Social competence includes empathy and social skills. Empathy is the skill or ability of an individual at sensing other people’s emotions, understanding their perspectives, and taking an active interest in their concerns. Social skills include the concept of organizational awareness, or the ability to read the currents of organizational life, the ability to build decision networks, and the ability to navigate politics. It also includes service orientation, or the ability to recognize and meet customers’ needs (Goleman 2000).             The theory of Daniel Goleman can be illustrated and simplified using the diagram below:  (From ‘Emotional Intelligence’ 2006)   Analysis of Emotional Intelligence and Behavior at Work   Test 1: Emotional Intelligence Diagnostic   The first test done is the Emotional Intelligence Diagnostic, which is a test done to evaluate my own and a peer’s emotional intelligence. A questionnaire was answered, having corresponding ratings, which will correspond to the four competencies of emotional intelligence. The emotional intelligence of the two participants will be interpreted in accordance to the meanings of the four competencies, namely, self-awareness, self-management, empathy, and interpersonal skills. (See appendices for interpretation of the four competencies.).             The data shows the actual results of the Emotional Intelligence Diagnostic, and were further interpreted using the Emotional Intelligence Calculator. The actual questionnaire answered by the participants was also attached. (See Appendix B for reference.)      DATA ENTRY  DATA ENTRY Diagnostic Type in Your Type in Your Item Ratings by Ratings by   Self Peer A 3 3 B 1 0 C 4 2 D 1 0 E 3 1 F 3 3 G 1 0 H 1 0 I 0 2 J 1 2 K 3 2 L 1 1 M 3 0 N 2 2 O 2 1 P 3 0 Q 3 3 R 2 2 S 4 4 T 3 4 U 1 0       Emotional Intelligence Calculator Self-Awareness Self Management Empathy Interpersonal Skills 6.25 7.50 6.25 6.25 6.25 6.67 5.83 4.58                 The results of the test indicate that both the participants got a score of 6.25 in terms of Self-Awareness, which means that both my peer and I have the ability to understand our own emotions and the ability to monitor our own feelings. In terms of Self-Management, I got a higher score of 7.50 compared to my peer who got 6.67, which means that my ability in managing my own emotions and expressing them is more developed than my peer. With Empathy, I got a higher score of 6.25, while my peer got 5.83. This can be interpreted as me, being more empathic than my peer, or having a more developed ability to understand the emotions of others. Lastly, in terms of Interpersonal Skills, my score is significantly higher, with 6.25, compared to the score of my peer of 4.58. This means that I have a more developed interpersonal skill or the ability to get along with people.     The results above show that both myself and my peer got the highest scores with the Self-Management criteria, which indicates that both of us have the sufficient ability and capacity to develop our ability to manage our own emotions and to express them without losing control. With this ability, both of us are able to accept criticisms and avoid emotional reactivity during disagreements. This ability will is useful, for with well-developed self-management skills, we will be able to develop the other skills proposed by Goleman. The results also show that I was able to obtain the same scores for self-awareness, empathy and interpersonal skills, which shows my equal ability to show emotions towards others and make good interrelationships. However, with my peer, he obtained the lowest score in terms of interpersonal skills, which proves to show that he has difficulty in getting along with other people. Despite this, due to the young age of my peer, he still has the tendency and the time to develop his emotional intelligence as he matures and experience life.               Test 2: Emotional Intelligence Test               Another test done is the Emotional Intelligence Test, which will assess several aspects of one’s emotional intelligence and will suggest ways to improve it (‘Emotional Intelligence Test – 2nd Revision’ 2005). The test includes seventy (70) questions, which correspond to certain situations. Answers of the participant or individual taking the test must match his or her personality. From this, the emotional intelligence of the individual will be determined.   Results of the Emotional IQ Test            Score = 96   Results of the seventy-item test is 96, meaning that my emotional intelligence is in the average range. This can be interpreted being able to recognize and deal with my own emotions and those of others in a reasonably effective manner. However, since my score is in the mid-range, the test suggests that I am not taking full advantage of my potential. The diagnostic suggests that by learning and practicing new skills and more effective ways in dealing with people, I would be able to increase my emotional intelligence (‘Emotional Intelligence Test – 2nd Revision’ 2005).   Test 3: What Is Your Emotional Intelligence Quotient?               The third test or diagnostic done was this test, which also enables one to determine his or her emotional intelligence. The questionnaire includes ten items, which corresponds to different situations in determining one’s emotional intelligence quotient. Answer to each question is equivalent to 10% for a total score of 100%. (See Appendix C for questions, results and recommendations.).             Results of the diagnostic show that I got the score of 70%, which falls in the above average emotional intelligence range. From the results, it is evident that my emotional intelligence quotient is sufficient for me to extend and express my empathy for others, to stand up for what I believe in a respectful way, and understanding the whole situation before jumping into conclusions (‘What Is Your Emotional Intelligence Quotient?’ 2004). From the scores, I believe that I have more room for the development of my own emotional intelligence, and enable me to become more adept with understanding myself and the people around me.       Recommendation and Improved Emotional Intelligence at Work   Distinguished Weaknesses             From the diagnostics or test taken and from the scores of the tests, it can be deduced that I still lack certain development in certain aspects of the structure of emotional intelligence, which include self-awareness, self-management, social awareness and relationship management.             From the results, I can say that I have determined my weaknesses and lack of competencies in certain aspects, as indicated in the scores of the tests, and these include my weakness or lack of competency in terms of self-awareness, self-management and social awareness. My score on the third test indicate that I still lack competencies in self-awareness because in some situations and instances, I fail to assess my own feelings and emotions in relation to the situation, as the result show, of 70%. I also fail to read and understand my own emotions and to determine its impact or effect on my work performance and relationships with other people. From this, I believe that I am also unsuccessful in recognizing my strengths and limitations when it comes to my work and personal life. These traits enable me to have low self-esteem and low level of confidence, which limits my ability and potential to grow and improve. In terms of self-management, although I have a high score of 7.50 than my peer, sometimes I fail to control my feelings or emotions, especially when it comes too strong. I sometimes fail to keep disturbing emotions and impulses under control, which sometimes lead me to think of ways that are not morally acceptable. With lack of competencies in self-management, I sometimes fail to meet my own standard of excellence and fail to seize opportunities that come my way, which leads to failure in managing my responsibilities and tasks. Lastly, I also lack the competency or skill in social awareness, which sometimes fails in terms of extending empathy, organizational awareness and service orientation to others. Sometimes I fail to sense other people’s emotions due to my own desolate situation, or even understand them and have interest in their situation, because of minding my own problems or crises. My lack of empathy towards others fails my ability to build decision networks, entertain politics, and even know current situations of the organization, and this lack of empathy and organizational interest leads me to fail service orientation. Sometimes, with my lack of empathy and interest towards the emotions and situation towards others, enables me to fail in recognizing and meeting customer needs, which is needed in my job.   Techniques or Improvement Models Due to the competencies that were determined using the emotional intelligence diagnostics, certain improvements or techniques can be used in order for an individual to enhance or develop his or her emotional intelligence. In order to manage one’s own emotions, a practical technique can be used. One of the techniques that one can use is the ROADE technique, which stands for Register and stop, Objectify the emotion, Analyze the trigger, Decide and act, and Evaluate.   The ROADE Technique   <ul style="margin-top: 0in; margin-bottom: 0in" type="square"> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Register and stop - This involves recognition of the physical symptoms of the reaction, which include the rush of blood, a high heart rate, surge of adrenaline, muscle tightening, and trembling ( 2002). </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Objectify the emotion – This involves feeling the emotion so the person can recognize it as anger, frustration, guilt or any other emotion. In this way, the person can separate from the emotion and its associated thoughts by using the concept of inner-awareness, which is being able to observe the emotional reaction as an object within one’s consciousness, to prevent emotional swamping or being consumed by the emotion, and to avoid identification with the emotion ( 2002). </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Analyze the trigger – This is similar to the action-reaction response of Newton’s Laws of motion, as having a reaction to a certain trigger or cause of reaction. Several triggers can be the causes of reaction, such as experiences, threat, verbal abuse, and guilt among others ( 2002). </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Decide and act – This step enables the individual to choose whether to respond with a considered action, or react in terms of emotion ( 2002). </li> <li class="MsoNormal" style="text-align: justify; line-height: 150%"> Evaluate (now and later) – It is important to check immediately whether the action taken by the person is appropriate, and adjust them if necessary. Later, he or she can reflect on the incident and discuss the reaction with someone, such as a mentor, relative or a friend, to develop insights to be used in the future ( 2002). </li> </ul>               This recommendation can be used in certain situations, especially when a person is dealing with strong emotions such as anger. Anger is a strong emotion, and when not dealt with properly, it can cause the person to result to violence or other means. The steps provided by the ROADE technique are helpful for a person having such strong emotions, for the technique could somehow give these individuals the realization of focusing on the causes of the problem and its solution, rather than the emotion. In addition, this technique is not only applicable for negative emotions, such as anger, disappointment, depression or anxiety, but is also applicable with strong positive emotions, such as bliss, extreme happiness and excitement. These positive strong emotions can also become the causes of adverse reactions that could result to other situations.             In addition, managing strong negative and positive emotions involve the person’s development and improvement of interpersonal skills. These skills are important to develop to be able to relate well to colleagues, but also to be incorporated in the whole personality of the person for self-improvement.  (2002) reports key socio-emotional skills incorporated in interpersonal skills. These socio-emotional skills include empathy, active listening, diversity acceptance, and positive assertiveness. A person can exhibit empathy by continually monitoring and by continually being responsive to other’s emotions and needs. By being an active listener, the person consciously works at focusing attention on the speaker and not on one’s self. This entails understanding the speaker, and not just hearing them out. Diversity acceptance is becoming fully aware of the uniqueness of others, and is exhibited by the genuine respect for ‘differentness’. Positive assertiveness is communicating confidently and obtaining what others want without annoying them. This trait is important in one’s effectiveness of obtaining the needs of other people, which would lead to providing efficient service ( 2002).             The importance of interpersonal skills can be seen through its application in the different and various aspects in the workplace. Interpersonal skills can be used in decision-making, for the abilities of an individual to interact and deal with others are helpful traits in making good decisions. Interpersonal skills can also be used in team building and in working with groups, for in a workplace it is impossible to work alone all throughout, and with its use, the person can interact effectively with others. This can be useful in coming up with new and creative ideas for the organization, and in conflict and crisis management.                         Another useful way of improving emotional intelligence is by developing one’s emotional self-awareness through meditation, which includes taking some time to relax and being aware of breathing as it flows in and out. It also includes observing one’s thoughts and feelings as they come and go, without judging them. The process of meditation will surely give one a degree of detachment, as one realizes that he or she is more that whatever thoughts and emotions he or she is experiencing at the time. It will also be helpful if one keeps an emotional journal, where one can write down how he or she is feeling. This strategy allows one to recognize recurring patterns in his or her emotional responses and gives a record of flow of how far one have come in the development of emotional intelligence (2006). Through the journal, one will be able to determine the causes of different emotions, and assess the emotions that are beneficial.   Conclusion               Theories of emotional intelligence include the theory of Mayer and Salovey, which speaks of emotional intelligence as an ability, and the theory of Goleman, which refers to emotional intelligence as the capacity for determining own feelings and those of others. The concepts in these theories enable many researchers to develop personality tests and evaluations, which are helpful in determining the one’s personality. Knowing one’s personality and emotional intelligence is not only an additional information a person can reflect upon, but is a good measure for one’s evaluation of his or her improvement as an individual. The use of the personality tests, such as those mentioned above is important to give room for individual and group improvement and development. In line with these tests or evaluations, the results of these tests will be helpful for each person to assess his personality, to determine his weaknesses and strengths. Determining one’s strengths can be used to help others in achieving his or her goals in life, while identifying one’s weaknesses can be helpful for self-realization that improvement and development is essential and beneficial for an organization.                                     Credit:ivythesis.typepad.com

Emotional Intelligence

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