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CAMPUS GARDENS POINT SCHOOL MANAGEMENT UNIT NAME SELF LEADERSHIP UNIT CODE MGN 442 DUE DATE 21.12.12 LECTURERS/TUTORS NAME MS. LINDA LAING TUTORIAL DAY/TIME ASSIGNMENT NO. & 1 & LITERATURE REVIEW/ EMOTIONAL INTELLIGENCE IS A KEY DESCRIPTION/TOPIC COMPETANT FOR PERSONAL CHANGE IN THE WORKPLACE
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Emotional intelligence is a key competent for personal change in the workplace.

1.0.

Introduction

The purpose of this review is to critically analyse and synthesise the academic literature and argue that emotional intelligence is a key competent for personal change in the workplace. In order to examine the topic, key authors and main issues are identified. The ability model and the mixed model are explained. Also criticism of the emotional intelligence notion are identified. After some background analysis, recent studies are examined and further research recommendations are included. 2.0. Background

Emotional Intelligence (EI) is one of most important concepts of the contemporary business world. An increasing number of top executives and academics have recognised the value of EI for effective leadership to fulfil demands of the 21st century (Dulewicz & Higgs, 2003). According to Zeidner, et al., (2009) the development of EI concept is an outcome of a perception change of the workplace as a solely rational environment. One of the earliest definitions of EI was made by Payne who noted that EI was a basic intelligence in which : The facts, meanings, truths, relationships, etc., are those that exist in the realm of emotion. Thus, feelings are facts. . . . The meanings are felt meanings; the truths are emotional truths; the relationships are interpersonal relationships. And the problems we solve are emotional problems, that is, problems in the way we feel. (Payne, 1986, cited in Mayer & Cobb, 2000, p.165). Early researchers who performed relevant empirical studies include Greenspan (1989); Leuner (1966) and Payne (1986). They have used the term EI in their work however Salovey and Mayer (1990) introduced the first model and the actual definition (Prez, Petrides, & Furnham, 2005). According to Salovey and Mayer (1990), EI deals with the capability to

observe a persons own and others feelings and emotions, to distinguish between them and utilise this information to direct thoughts and behaviours. Goleman (1995)s work increased the interest and popularity of EI (Mandell & Pherwani, 2003). Goleman popularised the notion, as well as the experience and the expression of emotions in the field of intelligence (Schutte et al., 1998). A more recent definition of EI could be stated as : The demonstration of personal capabilities which establish selfawareness, self-management, social awareness and social skills at proper times and in ways often enough to be efficient in the situation (Boyatzis, Goleman, & Rhee, 2000). 3.0. Main Issues

While EI is a relatively new area of research and practice, there is no widely accepted approach. Main models of EI can be classified in to two major theoretical categories (Lewis, Rees, Hudson, & Bleakley, 2005) : -The Ability Model: Conceptualisation of EI as intelligence, limited set of mental capabilities engaging the process of emotional information (Salovey and Mayer, 1990) - The Mixed Model: Extensive scope of personality traits, skills and abilities (Goleman, 1998). The ability model attributes to emotional intelligence four different emotion-related abilities (Ct, Lopes, Salovey, & Miners, 2010, p.497): 1) Ability to perceive emotions: ability to notice emotions in faces, pictures, voices and cultural artefacts, and to identify ones own emotions. 2) Ability to use emotion : harnessing emotions to ease cognitive activities like information processing and decision making 3) Ability to understand emotions: comprehension of emotional language, the difference between discrete emotions and the reasons and results of emotions. 4) Ability to manage emotions: alter emotions in oneself and others.

The mixed model introduced by Goleman (2003, p.1), there are five main components of EI: 1) Self-awareness: knowing ones emotions, strengths, weaknesses, drives, values, and 2) goals and their impact on others. 3)Self-regulation: controlling or redirecting disturbing emotions and impulses. 4)Motivation: being driven to achieve for the sake of achievement. 5) Empathy: considering others feelings, particularly when making decisions. 6) Social Skill: Managing relationships to move people in desired directions.

The main models demonstrate that EI could have several different approaches but their central points are about understanding our emotional states. These two models are benchmarks for many research as well as practitioners. On the other hand, some researchers criticise the legitimacy and validity of the EI. Despite the popularity of EI, there is little empirical evidence which proves EI as an effective tool for success (Newsome, Day, & Catano, 2000; Landy, 2005). Ciarrochi, Chan, & Caputi, (2000) also claim that EI theories and measures have small amount of scientific support. Antonakis (2004) points out that EI has been adopted by numerous academics and professionals without empirical evidences. He recommends using methodologically defensible scientific criteria while conduction or evaluating research. Conte (2005) addresses the issue of internal consistency of EI models, he asserts that generally EI measures demonstrates adequate internal consistency reliability nevertheless it might be difficult sometimes to examine content validity because of vague theoretical development. EI critics question the empirical and scientific evidence of EI models.

There is a lack of consensus between academics about EIs position as intelligence and its relations with other types of intelligences. Mayer, Caruso and Salovey (1999) demonstrated that EI meets the traditional criteria of a standard intelligence. They also suggest that EI relates to other types of intelligences and it contributes the success. Another study (Song et al., 2010) reveals that EI and general mental abilities (GMA) both play unique roles in academic performance, while GMA is stronger determinant, EI influence the quality of social

interactions with peers. Conversely, other research shows that there is little evidence of relationship between EI and academic intelligence (Van der Zee, Thijs, & Schakel, 2002).

4.0.

EI in the workplace

Until recently, the role of the EI in the workplace has been ignored by researchers and practitioners. The main reason of this underestimation was due to the mainstream organisational theories which were based on rationality (Cartwright & Pappas, 2008). As a result of the popularity of EI numerous researches have been conducted to find out EIs utility into the workplace. EI facilitate communication process, interpersonal relationships and participation at the workplace (Clarke, 2010). EI plays a significant role in improving workplace conditions and outcomes in many aspects. Singh (2010) demonstrates that there is a significant relation between EI and individual competencies such as people success, system success and self success at the workplace. EI is an effective solution to several problems like low level job involvement, job satisfaction, productivity, high staff turnover and absenteeism (Singh, 2010). Higher level of EI indicates lower level of stress, rising the level of EI in an organisation will lead to stronger stress management, better health outcomes and business outcomes (Byrne, 2012). In relation to workplace incivility issues, EI could be a practical preventative and intervening method (Kirk, Schutte, & Hine, 2011). EI is a very powerful tool to promote positive psychology resources in the organisations to diminish bullying problem however EI may foster emotional conformity in the working environment (Hutchinson, & Hurley, 2012). Therefore, EI could be an efficient instrument to avoid and mitigate unwanted behaviours in the workplace.

Another crucial feature of EI in the organisations is position and attitude of the management. A recent research based on the ability model of Salovey and Mayer reveals that a single employee could be very effective to create a change in organisational culture of EI. However, researchers suggested that decision makers need to approach EI as collective construct rather than individual (Daus, Dasborough, Jordan, & Ashkanasy, 2012). Kamps and Engelbrecht (2011) suggest that management is responsible to build an organisational culture which

promotes EI. Organisations have to offer employees sufficient training in EI in order to create advanced level of self-consciousness about stereotyping and intolerance in the workplace. McEnrue, Groves and Shen (2009) suggests that EI capabilities function as an effective constituents of change-oriented leadership approaches like transformational and charismatic leadership. They demonstrate that EI competencies enable numerous transformations such as individualised consideration, inspirational motivation, idealised influence and vision communication. They consider EI as a key competent of the process of leadership development for major personal change (McEnrue, Groves, & Shen, 2009). Other research also indicates the importance of EI in transformational leadership (Labby, Lunenburg, & Slate, 2012). Cartwright and Pappas (2008) points out that EI is a major factor of employees response ad adaptation to the organisational change they also assert that there are basic issues in regards to the notion of EI and its implementation of different EI models (Cartwright & Pappas, 2008). As a result, it is fairly clear that EI plays a key role in personal change in the workplace.

5.0.

Future Research

Future research could investigate emotional effectiveness workplace outcomes as productivity and leadership (Kirk, Schutte, & Hine, 2011). Future studies may also concentrate on EIs particular role in critical reflection and learning processes (Clarke, 2010). Singh (2010) proposes for further research; to conduct an analytic comparison between public and private sectors in terms of their position towards EI and personal competency international comparative study among the organisations in developed and developing countries in order to find out major transitions in EI EIs role to enhance efficient and effective workplace via implementation of developmental programs. As a growing research area, EI have great potential to expand and became a useful tool for decision-makers in the future.

6.0. Conclusion Today, EI is one of the essential subjects of the business and academic world. While numerous researchers and practitioners have a favourable approach towards it, some of them remain sceptical because of the empirical foundations of EI. This could be considered as a limitation because of EIs scientific legitimacy. Overall, recent research supported existing paradigm of EI (ability and mixed models). The findings offer efficient information for human resources management discipline. Consequently, the majority of recent studies clearly demonstrate that EI is a very effective competent for personal change in the workplace.

References

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