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Summary Theme 4 - Attitudes and Emotions in Organizations
- Instelling
- Erasmus Universiteit Rotterdam (EUR)
English summary of the last theme of the course
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Theme 4 –Problem I
Pre-discussion question = Learning goal:
1. What is emotional intelligence?
Additional learning goals:
2. Is EI a trait?
3. Is EI a cognitive ability or a social ability?
4. Can EI be developed?
5. How does EI relate to personality, cognitive intelligence, and performance?
6. To what extent does EI overlap with personality and cognitive intelligence?
7. Which factor is most important to perform well at work? (EI, cognitive
intelligence, personality, or a combination?
Mayer, J.D., Salovey, P, & Caruso, D.R. (2008). Emotional intelligence – New ability of
eclectic traits? American Psychologist, 63(6), 503-517.
Some people have a better ability to process information regarding emotions and emotion-
relevant stimuli, and to use this information as a guide in thinking and behavior. The authors
call this ability Emotional Intelligence (EI). Since the introduction of this concept a schism
arose in which some researchers focus on EI as a distinct group of mental abilities, and other
researchers study a positive mix of eclectic traits instead of this (luck, self-confidence, and
optimism).
The main claim int his article is that a valid EI concept can be distinguished from another
approach. This valid concept of EI contains the ability to partake in good informational
processing regarding your own and other’s emotions, and the ability to use this information to
guide thinking/behavior.
The schism in the field
Initial ideas: the initial view at EI saw it a group of interrelated mental abilities: the ability to
\monitor your own and other’s emotions and feelings, being able to separate them and use
them to guide actions/thoughts
External factors: journalistic display of EI came from Coleman, he mixed EI with a lot of
different personality characteristics, including persistence and self-control. He emphasized
that EI is sometimes more powerful than IQ, could explain a huge part of performance. The
authors do not agree with this.
The advent of mixed models: different approaches expanded the EI concept further. These
mixed models of EI mixed related and unrelated attributes with each other: many different
personality characteristics are mixed with a number of socio-emotional abilities. These
models do not explain why some traits are included and some aren’t.
Emotional intelligence as ability: right/wrong answer
,Emotional intelligence as a trait: more yourself – concluded that it’s mostly conceptualized
as a behavioral disposition/self-perception rather than an ability
The four-branch model of emotional intelligence (Mayer & Salovey) is a conceptually
coherent approach.
The Four Branch model of EI
Intelligence considered
To set up a coherent approach to the concept of EI first a definition of intelligence is
necessary. Intelligence can be divided into:
- Verbal/propositional intelligence
- Spatial/organizational intelligence
Maybe emotional intelligence is the form of intelligence that can be an addition to these
traditional two-split in intelligence.
The importance of emotions is becoming clearer/more researched as time progresses.
The functional role of emotions as communication signals is accepted more and more.
EI and the Four-Branch model
Emotional abilities can be seen as a continuum, in which emotions of a lower level are
fundamental, discrete psychological functions, and more complex emotions that have to be
executed for personal self-management and goals. Fundamental abilities of lower level
pertain the capacity to accurately perceive emotions.. Higher level abilities pertain for ex. The
capacity to manage emotions. These skills can be divided into a hierarchy of 4 branches:
1. Accurately perceiving emotions of yourself and others > Example: a man visit a
friend in the hospital because he has had a car accident. He observes the hospital
room, the family and his unconscious friend. He wonder “how do the family members
feel” he perceives they feel anxious.
2. Using emotions to guide thinking > Example: man uses the energy of anxiety and
relief, and feels more motivated to talk to family members to ask how they feel. This
is how he uses emotions to facilitate thinking.
3. Understanding emotions, emotions language and signals of emotions > example: to
understand the emotions of the situation he can ask himself what feelings arise in such
situation and how these will change over time (shock comes from surprise/sadness)
4. Managing emotions to reach certain goals > Example: After he can manage his
emotions and has taken psychological distance, he can ask the parents what they
learned from the accident, how they keep themselves standing, what their days look
like and how he can help
, Measuring EI
There are individual differences in each of these 4 processes.
The MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test) is a measure that measures
these 4 branches, made up out of 8 tasks (2 for each branch). The answers to the MSCEIT are
scored using comparison with answers of emotion-experts or a normative sample using
general population
There are 2 theoretical reasons why only such a clearly focused, ability-based approach can measure
EI the best. First intelligence is generally defined as mental abilities, and measuring mental abilities
contains asking relevant questions and evaluating these answers using a criterium (correctness).
The MSCEIT expert scoring system identified correct answers by using pooled answers of 21
emotion-researchers (article Mayer, 2003).
These 2 approaches to score – expert/general consensus – correlate strongly with each
other (article mayer, 2003).
Mixed-modes of EI often measure EI by self-evaluations (for ex: I understand my emotions well). But
these self-judgement-based answers are not correlated with perceiving, using, understanding
and/or managing emotions
Also, mixed-model tests often contain EI-irrelevant variables like need for achievement and
self-confidence, how they measure the wrong concepts.
Key Findings concerning EI and other psychological traits
Because EI is seen as emotional intelligence, it should show overlap with other intelligence scales.
Studies show that EI (measures by MSCEIT and MEIS) correlated (.35) with verbal
intelligence. This can be explained by the third branch: Understanding Emotions.
Also, EI is supposed to be relatively independent from traditional personality scales. EI is
seen as an ability, and should have minimal correlations with the Big Five traits.
The highest correlation between MSCEIT and the Big Five were for Openness and
Agreeableness
If EI is measured with mixed-model self-evaluation scales it seems that it corelates a lot more with
the Big Five: the mixed-model scale EI scales overlap with the big five, sometimes just as much as
scales developed to measure the Big Five overlap. In general the MSCEIT showed the largest
, independence of the Big Five. The mixed-model scales overlap quite a lot, which indicates that one
can speak of construct-irrelevant variance
The significance of EI
MSCEIT has important limitations, but yet it is one of the best and most used valid measures
available. Currently the general and incremental validity of the MSCEIT and four-branch approach is
examined. It’s also examined in which EI did/did not predict key outcomes
EI and understanding feelings
Higher EI causes more attention for physical/mental processes that’re relevant for clinical
outcomes (people high in EI were more accurate in detecting deviances in their heartrate).
People with higher EI are also better in recognizing and reasoning about emotional
consequences of events (better in predicting how they will feel in the future about certain
events.
EI and subjective symptoms:
When EI causes more attention and accuracy regarding feelings, the number of psychiatric
symptoms could be minimalized. The higher someone’s EI was, the lower their symptoms on
the Positive Symptom Total scale (less headache, less concentration problems).
EI and understanding social relationships
Research regarding EI shows that people with high EI have more social competences and
have relationships of higher quality than people with low EI.
High EI better predicts social outcomes, but lower EI predicts interpersonal conflict and
maladjustment. Teens low in EI were more aggressive than others and were more involved
in conflicts. Low EI predicted more drug/alcohol use
EI and understanding work relationships
High EI correlated with better relationships in the job environment
Managers with high EI can sustain relationships with others better and show more personal
integrity.
EI also predicted the degree to which managers showed behavior that is good for goals of
the organization.
A more complex relation between EI and other variables was found by Coté and Miners
(article vignette 1): in their studies employees with low cognitive intelligence and better
performance and citizenship behavior when they scored higher on the MSCEIT, while people
with high cognitive intelligence didn’t have advantage because of EI
Empirical evidence suggests that EI often contributes to incremental predictions of social effectivity,
over and above measures of personality and intelligence. It clarifies the understanding why some
people who score high at EI are more successful in their relationships at home and at work. People
with higher EI can recognize their emotions better and reason, and also better reasoning regarding
consequences of their decisions, and the emotions of others.
EI is a useful variable for research
Discussion and recommendations
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