eq presentation

Is There Multiple Intelligence?

EQ vs. IQ

Definition of Intelligence

• The ability to learn or understand or to deal

with new or trying situations : the skilled use

of reason

• The cognitive abilities of an individual to

learn from experience, to reason well, and to

cope effectively with the demands of daily

living.

"Intelligence, as a hypothetical

construct, is the aggregate or global

capacity of the individual to act

purposefully, to think rationally, and to

deal effectively with his environment”

- Wechsler

What is Intelligence?

What is Intelligence?

Although experts differ on an exact definition of

intelligence most agree that intelligent behavior has

at least two components:

1. The ability to learn from experience.

2. The ability to adapt to the surrounding

environment.

Factors of General Intelligence Tests

1. Verbal Comprehension - vocabulary, verbal

analogies

2. Number -- mathematical operations

3. Space - visual-spatial and mental transformation

4. Associative Memory -- rote memory

5. Perceptual Speed -- quickness in noticing

similarities and differences

6. Reasoning - skill in inductive, deductive, and

math problems

What Do We Know About IQ?

• Predicts school grades relatively well

• Does not predict success in life

• Predicts 6% of job success

• Peaks in late teens

• Culture-bound, Gender Bias, SES

• Racial controversies

• Gets you in the door

–Professional schools (medicine, dentistry, law)

–Can help you get hired (Harvard MBA)

• Static

Non-Ability Factors’ Role:

"…individuals with identical IQ's may differ very

markedly in regard to their effective ability to cope with

their environment…It is not possible to account for more

than 50% to 70% of the intertest correlational variance

after all recognizable intellectual factors are eliminated.

This leaves any where from 30% to 50% of the total

factorial variance unaccounted for. It is suggested that

this residual variance is largely contributed by such

factors as drive, energy, impulsiveness, etc."

- Wechsler

What is Emotionally Intelligent Behaviour?

Where Did the Concept of Emotional Intelligence Come From?

• In 1983, Gardner first published his theory, derived from extensive brain research, on Multiple Intelligence including intrapersonal (self awareness/self management) and interpersonal (relationship awareness/management)

• Reuven Bar-On (1988) has placed EI in the context of personality theory, specifically a model of well-being

• Peter Salovey and John Mayer first proposed their theory of emotional intelligence (EI) in 1990 and defined it

• Goleman (1995-2003) has popularized the concept of emotional intelligence and formulated EI in terms of a theory of job and work performance

Intelligence Core Components End-StatesLogical-

mathematical

Linguistic

Musical

Spatial

Sensitivity to, and capacity to discern, logical

or numerical patterns; ability to handle long

chains of reasoning.

Sensitivity to the sounds, rhythms, and

meanings of words; sensitivity to the

different functions of language.

Abilities to produce and appreciate rhythm,

pitch, and timbre; appreciation of the forms

of musical expressiveness.

Capacities to perceive the visual-spatial

world accurately and to perform

transformations on ones initial perceptions.

Scientist

Mathematician

Poet

Journalist

Violinist

Composer

Sculptor

Navigator

Gardner’s Seven Intelligences

Gardner’s Seven Intelligences

Intelligence Core Components End-States

Bodily-

Kinesthetic

Interpersonal

Intrapersonal

Abilities to control ones body

movements and to handle objects

skillfully.

Capacities to discern and respond

appropriately to the moods,

temperaments, motivations, and desires

of other people.

Access to ones own feelings and the

ability to discriminate among them and

draw upon them to guide behavior;

knowledge of one’s own strengths,

weaknesses, desires, and intelligences.

Dancer

Athlete

Therapist

Salesman

Person with

detailed

accurate self-

knowledge

Is There Multiple Intelligence?

Social Intelligence

the know-how involved in comprehending social situations and managing oneself successfully

Emotional Intelligence

ability to perceive, express, understand, and regulate emotions

What is Emotionally Intelligent Behaviour?

Intelligence Does Not = Behaviour

“I look upon intelligence as an effect rather

than a cause, that is, as a resultant of

interacting abilities - nonintellective included.

The problem confronting psychologists today

is how these abilities interact to give the

resultant effect we call intelligence."

- Wechsler

Mayer-Salovey Model

MSCEIT

Performance or ability measure

Bar-On Model

EQ-I

Self-report measure

Goleman Model

ECI - Self Report Measure

360 measure

What Is Emotional Intelligence?

Emotional intelligence involves the “abilities to perceive, appraise, and express emotion; to access and/or generate feelings when they facilitate thought; to understand emotion and emotional knowledge; and to regulate emotions to promote emotional and intellectual growth”

- Mayer & Salovey (1997)


• Social communications requires accurate perception of content, as well as tone and non-verbal signals such as posture and facial expression

• Emotions are complex, and people can experience a combination of different emotions

•Many theorists agree that basic emotions have universal meaning - universal across cultures and even across certain species.

Mayer - Salovey Model

Testing Emotional Intelligence

• How should you measure an intelligence?

• With an ability test –Ask person to solve problems –Gauge their ability to do so

accurately and/or quickly

Mayer-Salovey-Caruso Model (MSCEIT)

• MSCEIT is an ability based measure designed to assess

Emotional Intelligence.

• It is a performance based scale, meaning it measures how

well an individual performs tasks and solves emotional

problems - instead of simply just asking individuals for their

subjective assessment of their emotional skills.

• It was developed from an intelligence testing perspective.


Mayer-Salovey-Caruso Model (MSCEIT)

Scales

Identifying Emotions: identify emotions in faces

Using Emotions to Facilitate Thought: use emotions

to solve problems

Understanding Emotions: figure out what makes

people “tick”

Managing Emotions: make optimal decisions


IDENTIFY FACILITATE UNDERSTAND MANAGE

EXPERIENTIAL STRATEGIC

Mayer, Salovey, Caruso Emotional Intelligence Test

FACES

PICTURES

SENSATIONS

FACILITATE

CHANGES

BLENDS EMOT. RELAT.

EMOT. MAN.

MSCEIT Structure

Identify Emotions - Faces: 3 faces (4 5-part Q’s) - Pictures: 6 designs (6 5-part Q’s) Facilitating Thought (Use Emotions) - Sensations: 5 situations (5 3-part Q’s) - Facilitation: 5 problems (5 3-part Q’s) Understand Emotions - Changes: 20 item (20 Q’s) - Blends: 12 items (12 Q’s) Manage Emotions - Emotion Management: 5 situations (5 4-part) - Emotional Relationships: 3 situations (3 3-part)

Ability

• Accurately identify emotions in people and

objects

Question Types

• Identify emotions in faces, landscapes, and

designs.

How the Ability May Be Used

• "Read" people's moods for feedback.

Identify Emotions

MSCEIT


1 2 3 4 5

1. No Happiness 1 2 3 4 5

2. No Fear

Extreme

Happiness

Extreme

Fear

How much is each feeling below expressed by this face?

INSTRUCTIONS: How much is each feeling

expressed by this picture?

1. Happiness

1 2 3 4 5

2. Sadness

Ability

Accurately identify emotions in people and objects


"Read" people's moods for feedback.

Ability

• Generate an emotion and solve problems with

that emotion

Question Types

• How moods impact thinking; relating feelings

to thoughts


• Creating the right feeling to assist in problem

solving, communicating a vision, leading

people.

Facilitate Thought

1. What mood(s) might be helpful

to feel when meeting in-laws for

the very first time?

a. tension 1 2 3 4 5

b. surprise 1 2 3 4 5

c. joy 1 2 3 4 5

Not Useful Useful

Ability

Generate an emotion and solve problems with that emotion


Creating the right feeling to assist in problem solving,

communicating a vision, leading people.

Ability

• Understand the causes of emotions

Question Types

• Multiple choice emotion vocabulary questions.


• Being able to predict how people will

emotionally react.

Understand Emotions

Tom felt anxious, and became a bit

stressed when he thought about all

the work he needed to do. When

his supervisor brought him an

additional project, he

felt_______________.

1.

a. overwhelmed

b. depressed

c. ashamed

d. self-conscious

e. jittery

Ability

Understand the causes of emotions


Being able to predict how people will emotionally react.

Ability

• Stay open to emotions and blend with

thinking.

Question Types

• Indicate effectiveness of various solutions to

problems.


• Integrate emotion and thought to make

effective decisions.

Manage Emotions

Scoring an Ability Test of Emotional Intelligence

• An intelligence implies that there are better and worse answers or responses.

• Problem with the ability approach: –Is there a right way to feel?

• Indeed, there are emotional issues that

cannot be measured this way! –What’s the “right” response to someone

shouting?

Scoring an Ability Test of Emotional Intelligence

Scoring The MSCEIT

• Consensus scoring is used based on the full standardization sample

• Expert scoring is used based on a sample of 21 members of the International Society for Research in Emotions

• Consensus scoring has been used with

great success.

•It is based upon the agreement of a large

number of people.

• For example, if 70 percent of people felt

that a photo was of a very happy person,

then the best answer for the photo would

be “happiness”.

Consensus Scoring

•Based on Wechsler intelligence tests

• Responses to intelligence test questions

are categorized

• Experts (psychologists) rate quality of

responses

•Compare test-taker’s response to

experts’ ratings

Expert Scoring

Consensus and Expert Scoring Converge

• Consensus and expert choices for the right answers are in general agreement! The MSCEIT r for agreement ranges from .90 upward

• So, there are better and worse answers in general. When there are enough experts, both general and expert participants now mostly agree.

How Was the MSCEIT Standardized?

• Standardized on 5000 Participants Across over 50 English-speaking data sites in:

–Australia

–Canada

– India

–South Africa

–United Kingdom

–United States

• Ages 17 to 79

• Reports matched to United States Census Data on age, gender, ethnicity and education

Faces .80

IDENTIFY .91 FACIL/USE .79 UNDERSTAND .80 MANAGE .83

Pictures .88

Synesthesia .64

Facilitation .65

Blends .66

Changes .70

Emtn Mangmt .69

Emtn Rltns .67

EXPERIENCE .90 STRATEGIC .88

MSCEIT .93

MSCEIT Reliability

Split-Half Reliabilities of the MSCEIT (Odd-even split; N = 1,985)

Perceiving

Emotion

r = .91

Using

Emotion

r = .79

Experiential

Area

r = .90

Understanding

Emotion

r = .80

Managing

Emotion

r = .83

Reasoning

Area

r = .88

Overall EIQ

r = .93

Source: Mayer, Salovey, Caruso, & Sitarenios (2003), Emotion

In Two Large-Sample Studies (N > 1700), Confirmatory Factor Analyses Show Good

Fits for the 1, 2, and 4 Factor Models

Perceiving

Emotion

Using

Emotion

Experiential

Area

Understanding

Emotion

Managing

Emotion

Reasoning

Area

Overall EIQ

T MSCEIT is Essentially Independent of the Following Tests (N’s > 100):

r = .00 to .35

Self-report Scales of EQ, optimism, empathy

Sources: Bracket & Mayer, in press; Caruso, Mayer, & Salovey, 2002; Ciarrochi, Chan & Caputo, 2000; Mayer, Caruso, & Salovey, 1999; Roberts, Zeidner, & Mathews, forthcoming; Salovey, Mayer, Caruso,& Lopez, in press.

r = .00 to .35 Big Five Personality Scales

r = .00 to .40 Intelligence Tests

Low Scores on the MSCEIT Predicted these Negative Aspects of Relationships:

r = .20 to .46, p < .001

Higher ratings of aggression by peers at school

Sources: Brackett & Mayer, in press; Brackett, Mayer, & Warner, under review; Formica, 1999; Trinidad & Johnson, 2001; Rubin, 2000; N = 48.

r = .15 to 24, p < .05

More alcohol and tobacco use

r = .21 to .40, p < .05

More fights, drug use

MSCEIT’S Criterion Validity

Criterion: • Behavior

–Self-Improvement -.16** 503 –Rational Control -.39** 208 –Life Enthusiasm .22** 208

Relatedness .30** 208 –Destructive Behavior -.33** 208

Emotional intelligence is “an array of

noncognitive capabilities, competencies, and

skills that influence one’s ability to succeed in

coping with environmental demands and

pressures”

- Bar-On (1997)


Why Was the BarOn EQ-i Developed?

To help answer a basic question:

Why do some people with high IQ fail in life, while others with moderate IQ succeed?

Dr. BarOn and Emotional Intelligence

• Dr. Reuven Bar-On began in 1980

• factors that were related to success in life

• why some people with moderate IQ do well in life while others with high IQ fail

• Distinct from IQ (cognitive intelligence)

• components resemble personality factors, but can change and can be altered

Steps in the Development of BarOn EQ-i

• Identified key determinants of success

• Clustered determinants of success into factors

• Operationally defined the factors

• Constructed the EQ-i

• Examined the factor structure, reliability, & validity

• Validated the EQ-i across cultures

• Extensively normed (>10,000)

• Continued validation

How Does the EQ-i Work?

• 133 brief items answered on a 5-point scale from “Not True of Me” to “True of Me”

• 30 minutes to complete

• Standard scores based on “100” as the average, Standard Deviation of 15

• Includes the following scales:

–Total EQ

–5 EQ Composite Scales

–15 EQ Content Scales

–4 Validity Scales

BarOn/EQ-i Factors

Intra-Personal

Emotional Self-Awareness

Assertiveness

Self-Regard

Self-Actualization

Independence

Inter-Personal

Interpersonal Relationship

Empathy

Social Responsibility

Adaptability

Problem Solving

Flexibility

Reality Testing

Stress Management

Stress Tolerance

Impulse Control

General Mood

Optimism

Happiness

Sample Test Items:

I have good relations with others

I’m fun to be with

I like helping people

Rating Scale:

1 = Very Seldom or Not True of me

5 = Very Often True of Me or True of Me

BarOn/EQ-i

EQ-I Scoring

Standard Score Guideline

130+ Markedly High

Atypically well developed emotional capacity

120-129 Very High

Extremely well developed emotional capacity

110-119 High

Well developed emotional capacity

90-109 Average

Adequate emotional capacity

80-89 Low

Under-developed emotional capacity

70-79 Very Low

Extremely under-developed emotional capacity

Under 70 Markedly Low

Atypically impaired emotional capacity

Sample Sizes

- Over 10,000 used during R&D

- 3,831 used for the norms

Age Males Females

Less than 30 678 814

30 to 39 432 404

40 to 49 452 420

50 or over 214 229

Subgroup Representation

Subgroup % of Sample

Caucasian 77%

Hispanic 3%

Asian 8%

Black 7%

Other 5%

Reliability and Validity

• Good reliability

–test-retest (>.6 @ 4mths)

–Cronbach’s alpha (.75 to .89)

• Good validity

–construct (with other psych. tests)

»varying relationships (weak to strong)

»correlation with coping, IQ, and occupational success

EQ and Age (n=3831)

EQ-I and Age Differences

Some of the Applications of the EQ-i®

• Recruiting high performers

• Retaining high performers

• Teambuilding

• Managing diversity

• Leadership development

• Coaching

• Performance management

• Risk management

• Self development

• Change management

• Merger integration & re-shaping culture

• Restructuring & realignment

• Stress management

• Career planning

EQ-i Seems Similar to Existing Models

EQ-i - Bar-On’s test Intrapersonal Emotional self-awareness, assertiveness, self-regard, self-actualization, independence Interpersonal Empathy, interpersonal relationship, social responsibility Stress Management Problem solving, reality testing, flexibility Adaptability Stress tolerance, impulse control General Mood happiness, optimism

NEO PI-R - Costa & McCrae Extraversion Warmth, gregariousness, optimism, assertiveness, high-energy Neuroticism Stress tolerance, impulse control, anger, depression, anxiety


MSCEIT

EQ-i

Predicted r = + .50 or more

If these are measuring the same thing, there

should be a significant, positive correlation

amongst the measures.


MSCEIT

EQ-i

Actual r = .00 to .15

However, the measures are not highly related.

What Does This Mean?

EQ-I and the MSCEIT measure relatively

different things.

How can they both be predicting emotional

intelligence?

How do we use the EQ-I and the MSCEIT?


The answers lie in the intelligence / IQ

models of Wechsler:

- Bar-On influenced by Wechsler’s

search for non-intellective factors.

- Mayer & Salovey working in an

intelligence ability framework.


MSCEIT measures fundamental abilities

of emotional intelligence as measured in

an objective manner.

EQ-I measures the non-intellective

factors that impact emotionally-

intelligent behavior as reported by the

person.


Research on the Effects of Intelligence (EI) on Career Success

“IQ” “EI”

CAREER

ADVANCEMENT

LOW “EI”

CAREER

DERAILMENT

http://dgl.microsoft.com/mgnsrv.dll?1,en,PE03558_



EQ & Work Success (n = 100)

Source: A scientific study of 100 university-educated

bank employees using the Bar-On EQ-i® conducted by

Joseph Hee-Woo Jae, Ateneo Manila University,

Philippines.

What Emotional Intelligence Is Not

• Cognitive Intelligence (IQ)

–IQ is necessary but EQ allows the stars to rise to the top

–EQ and IQ are not highly correlated (about r = .1)

–estimated that 1% of the variance accounting for occupational success can be attributed to IQ

–EQ is estimated to account for 3 to 27% of occupational success

eq presentation

Documents

multiple intelligence

iq definition of intelligence

effective ability

theory of job

formulated ei

context of personality

residual variance

environment wechsler