Emotional Intelligence in the Collection of Debt
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Two studies are reported which compare more and less successful account officers (debt collectors) in terms of their emotional intelligence, measured using the BarOn Emotional Quotient Inventory. The findings support the view that higher levels of emotional intelligence lead to enhanced job performance. Implications for selection are considered in the conclusion.Goleman1 popularized the concept of emotional intelligence, specifically as it applies to leadership, in the now classic article “What Makes a Leader?” He described five components of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skill. He demonstrated that emotional intelligence was the essential ingredient of great leadership by analyzing 188 companies to determine the key driver of excellent performance. Goleman found that emotional intelligence was twice as important as technical skills and IQ for leaders at all levels. In 90% of cases, the difference between star performers and other leaders was in their emotional intelligence abilities. Whether emotional intelligence is innate or is something that can be learned has long been a topic of debate.1 In this issue of AJHP, Hall et al.2 report the results of a study of the effect of ASHP Research and Education Foundation Pharmacy Leadership Academy (PLA) training on the emotional intelligence of program participants; this was the first quantitative assessment of emotional intelligence in pharmacy leaders. The study compared the emotional intelligence of PLA graduates and pharmacists just starting the program using the Emotional Quotient Inventory, version 2.0 (EQ-i 2.0), which assesses emotional intelligence in five domains: self- perception, self-expression, interpersonal skills, decision-making, and stress management. While both groups had midrange EQ-i 2.0 scores, PLA graduates had a significantly higher mean score than new participants, implying that emotional intelligence can be increased.
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The purpose of this study was to examine the emotional intelligence of undergraduates by using an Emotional Intelligence Scale. It was also to compare the gender and grade differences with respect to undergraduates' emotional intelligence. The results indicated that, (1)the undergraduates demonstrated better emotional intelligence in all aspects, but slightly less emotional management. (2)Also, male students exhibited higher emotional management than female students. (3)In addition, the senior students profoundly influenced by the university education had a better show in emotional intelligence, whereas the freshmen expressed less emotional intelligence. Based on these findings, the suggestions for the universities are to attach importance to the education of emotional management, the guidance of the students with emotional problems, and the freshmen emotional intelligence education.
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Emotional intelligence is a recent concept that has a clear impact on the lives of humans; it influences ones thoughts, relationships and emotions. This study attempts to justify religiosity on emotional intelligence and to examine the impact of religion and gender on emotional intelligence. One hundred university students were selected by stratified random sampling technique from Ranchi University. The stratification was based on religion (Hindu & Muslim ad gender (Male &female. The emotional Quotient test developed by Dalip Singh and Chadha was administered. The result revealed that Hindu was more emotionally intelligent than their counterpart Muslim students.There is no significant difference between male and female students on emotional intelligence.
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ABSTRACT The aim of this study was to take a more in-depth look at the role of emotional intelligence (both self-reported and ability-based) and personality traits in life satisfaction, verifying the existence of incremental validity of the emotional intelligence dimensions over personality variables. Three hundred and twenty-six Italian nurses were given the Satisfaction With Life Scale (SWLS), the Big Five Questionnaire (BFQ), the Bar-On Emotional Quotient Inventory (Bar-On EQ-i) and the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT). The results highlight the influence exercised by personality and emotional intelligence on life satisfaction, underlining the role of emotional intelligence. Keywords life satisfaction; self-reported emotional intelligence; ability-based emotional intelligence; organizational health psychology; nurses.
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A debate exists regarding the efficacy of training interventions in emotional intelligence. While some authors claim that emotional intelligence cannot be learned, others argue it can. Despite this ongoing debate, emotional intelligence training is being offered to organisations. These training packages range from simple interpersonal skills training to more emotions focused programs. In this paper, we report our preliminary findings from one study in an overall research project seeking to determine the extent to which training increases team performance and / or emotional intelligence. The results presented in this paper provide evidence that while basic interpersonal skills training improves team performance it does not effect team emotional intelligence.
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Abstract: Emotional intelligence and intelligence quotient are frequently contrasted. Many of us understand IQ as a person's performance on a set of tests intended to measure to gauge intellectual capacity. People with higher IQs have superior cognitive talents, which include the capacity to learn and comprehend, and they are more likely to succeed in school. The intelligence quotient measures a person's IQ, but the emotional intelligence (EI) quotient (EQ) measures a notion that comprises the capacity, skill, or self-perceived ability to identify, appraise, and manage one's own, other people, and group members' emotions. The EQ notion contends that conventional intelligence, or IQ, is overly limited and that emotional intelligence encompasses a larger range of skills. enable our level of achievement. Emotional intelligence is crucial in the workplace. While cognitive abilities are seen to aid in landing a job, emotional intelligence is thought to aid in landing promotions. People who have higher emotional intelligence requirements than individuals at lower levels of the corporate hierarchy. Emotional intelligence is regarded as being twice as significant in the job as analytical and technical skills. The purpose of this study is to discuss the idea of emotional intelligence as a crucial area for professional development and to emphasise its significance in the workplace.
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112 employees of small and medium enterprise (SME) in private sector were selected randomly for assessment of gender differences in emotional intelligence. Emotional intelligence was evaluated through The Emotional Intelligence Appraisal which is designed to assess behavior demonstrative of emotional intelligence skills. The Emotional Intelligence Appraisal is a 28-item performance-based assessment of emotional intelligence in Daniel Goleman's four-factor taxonomy. The four factor competencies consist of: self-awareness, self-management, social awareness and relationship management. The assessment provides an overall emotional quotation (EQ) score as well as a score in each of the four emotional intelligence factors. The findings disclosed that men have higher level of emotional intelligence than women.
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Foreword by Warren Bennis. Preface. The Editors. The Contributors. PART ONE: DEFINING AND ASSESING EMOTIONAL INTELLIGENCE. Emotional Intelligence and Organizational Effectiveness (C. Cherniss). Emotional Intelligence: Issues in Paradigm-Building (D. Goleman). An EI-Based Theory of Performance (D. Goleman). The Economic Value of Emotional Intelligence Competencies and EIC-Based HR Programs (L. Spencer). Measurement of Individual Emotional Competence (M. Gowing). Group Emotional Competence and Its Influence on Group Effectiveness (Vanessa Druskat and Steven Wolff). PART TWO: HUMAN RESOURCE APPLICATIONS AND EMOTIONAL INTELLIGENCE. Using Human Resource Functions to Enhance Emotional Intelligence (Ruth Jacobs). The Challenge of Hiring Senior Executives (Claudio Fernandez-Aroz). PART THREE: EFFECTIVE SOCIAL AND EMOTIONAL LEARNING IN ORGANIZATIONS. Training for Emotional Intelligence: A Model (Cary Cherniss and Daniel Goleman). How and Why Individuals Are Able to Develop Emotional Intelligence (Richard Boyatzis). Developing Emotional Competence through Relationships at Work (Kathy Kram and Cary Cherniss). Implementing Emotional Intelligence Programs in Organizations: The American Express Financial Advisors Case (C. Cherniss & R. Caplan). References.
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