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USING EMOTIONAL INTELLIGENCE TO REVEAL SOCIAL JUDGMENT THEORY
Using Emotional Intelligence to Reveal Social Judgment Theory
_______________________________________________________________
A Master’s Thesis
Presented to the Faculty in Communication and Leadership Studies
School of Professional Studies
Gonzaga University
_________________________________________________________________________
Under the Supervision of Dr. Carolyn Cunningham
Under the Mentorship of Dr. Joshua Misner
School of Professional Studies
Gonzaga University
_________________________________________________________________________
In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in Communication & Leadership
______________________________________________________________________________
By Ellen Murphy
December 2017
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Table of Contents
Abstract page 4
Chapter 1: Introduction page 5
Importance of Study page 6
Statement of Problem page 6
Keywords and Definitions page 7
Organization of Remaining Chapters page 7
Chapter 2: Literature Review page 8
Philosophical Assumptions page 8
Theoretical Basis page 9
Emotional Intelligence (EI) page 15
Emotional Intelligence as a Leadership Competency page 16
Teaching Emotional Intelligence page 17
Initiating and Tracking Change page 18
Critical Evaluation of Material page 19
Chapter 3: Scope and Methodology page 20
Scope of Project page 20
Methodology page 20
Data Analysis page 22
Ethical Considerations page 23
Chapter 4: The Project page 25
Project Description page 25
Critical Job Element (CJE) page 25
Phases of the Project page 26
Results of the Project page 26
Consideration of Future Projects page 28
Chapter 5: Conclusion page 29
References page 31
Appendix A: Questions page 35
Appendix B: Data Results Chart
ASPIRE Graph page 36
Northern Cal Graph page 37
Appendix C: PowerPoint page 38
PowerPoint Narrative page 44
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ABSTRACT
The purpose of the project was to use a quantitative methodology to view Emotional Intelligence
through the lens of Social Judgment Theory, thereby determining if Emotional Intelligence could
be used to provide feedback on a Critical Job Element generating resonant leader competencies
with diverse subordinates. The project focused on a presentation to government employees in
Northern California. It is noted that as all participants are government employees they are all
held to the standard enforcement of Title VII of the Civil Rights Act of 1964 as Amended, and
they can be admonished, reprimanded, or terminated as employees if they fail to uphold the
statute. Emotional Intelligence has not previously been reviewed within Sherif’s Social Judgment
Theory. Emotional Intelligence has been linked with resonant leadership qualities of empathy,
adaptability, communication, problem solving, influence and engagement. This project provides
a 20- to 30-minute presentation to government employees on Emotional Intelligence (EI) with
three objectives: 1) become self-aware of emotional intelligence; 2) develop a plan to use
emotional intelligence; and 3) use emotional intelligence during feedback to subordinates. The
result of the project was a shift in latitudes regarding EI. The project did not generate results
regarding actual EI use during feedback of CJE Workload. The project did not analyze
persuasion techniques as suggested by Sherif as part of the shift in Social Judgment Theory
latitudes.
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Chapter 1. INTRODUCTION
When most people read or hear the statement, “I want to be a Queen!” they likely
imagine the speaker’s gender as female, a behavioral reaction demonstrating Muzafer Sherif 's
Social Judgment Theory (Griffin, 2003, p. 186). Griffin (2003) continued, “We hear a message
and immediately judge where it should be placed on the attitude scale in our minds” (p. 187).
Emotional intelligence (EI) and judgment are regularly used to determine one’s reaction to a
specific situation, especially a situation challenging values, beliefs, or opinions. Attitudes are
based on whom one is talking to, what that person looks like, or where that person lives. Sherif’s
Social Judgment Theory divides attitude into three zones: “Latitude of acceptance, latitude of
rejection and latitude of non-commitment” (Griffin, 2003, p. 187).
The attitude under latitude of acceptance aligns with ideas or beliefs one agrees with or
holds to be true. The latitude of rejection aligns with ideas or beliefs one does not hold or agree
to be true, while the latitude of non-committal aligns with neutral or irrelevant beliefs. In a
conversation about the color of the sky, an attitude of acceptance would be agreeing that the
color of the sky is blue, while an example of the attitude of rejection would be if the person
rejected the original statement in favor of stating that the sky is green. A statement arising from
an attitude of non-commitment would be to simply state that the sky has color.
Sherif suggested that, if a person is entrenched in a position, then the persuasion needed
to change the opinion needs to start with a more neutral topic. The purpose of this project is to
link the concepts of Sherif’s Social Judgment Theory and emotional intelligence (EI). When one
becomes aware of one’s EI, then one can choose attitudes and judgments that do not serve that
person well and consciously or mindfully change the reaction. Tempering attitude in a leadership
role can assist leaders in providing resonant feedback to subordinates.
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By accepting the statement, "I want to be a Queen!" as potentially coming from someone
other than a female in a nonjudgmental way assists with that change in attitude. Changing
attitude rather than making a quick judgment allows other interpretations to occur. Thus, a
change in social judgment with EI thereby improves communication with others.
Importance of the Study
Social Judgment Theory presents leaders with a strategy to match the resonant leader
qualities of diversity awareness. Utilizing EI can improve communication techniques in a diverse
work force. Awareness of EI could increase willingness to communicate with diverse
populations. Improved communication could motivate improved performance based on
feedback.
Statement of the Problem
Leaders may be unaware of their judgmental bias but could learn to choose to mindfully
change their tone, tenor, and nonverbal communication to resonate with subordinates. This focus
could improve communication with diverse subordinates, and the change in attitude is essential
to generate open dialogue on changing cultural and social norms.
Sensitivity to cultural nomenclature that the leader is unfamiliar with could improve
employee performance. Employees might hold strict religious beliefs, including certain dress,
food restrictions, or specific hours of prayer and work. If a leader is unfamiliar with employees’
spiritual practices, then using the lens of social judgment latitude of non-commitment or
acceptance, the leader might not be willing to accommodate the employee in the work place.
Using EI to become Self-Aware, self-manage making responsible decisions and resolving
conflicts with relationship skills.
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Definitions of Terms/Keywords
Positive Emotional Attractor (PEA). To arouse the PEA, studies suggest a need to: (1)
be social; and (2) engage the person in positive, hopeful contemplation of the desired future
(Boyatzis 2011 & 2012)
Negative Emotional Attractor (NEA). Arousal of strong negative emotions stimulates
the sympathetic nervous system, which inhibits access to existing neural circuits and invokes
cognitive, emotional, and perceptual impairment. (Boyatzis 2011 & 2012)
Mindfulness Communication: The ability to intentionally listen and speak with
compassion, kindness, and awareness, nonjudgmentally and centered in the present moment.
(Merriam-Webster website)
Emotional Intelligence: Capable of recognizing emotions of self and others, discerning
and labeling feelings. Emotional Intelligence is abbreviated as EI and EQ (as in IQ). This paper
will use EI unless the quote specifically uses EQ. (Goleman 2006).
Critical Job Element (CJE): Essential function assignment or responsibility of such
importance that unacceptable performance would result in termination of employment. (Office of
Personnel Management website)
Organization of Remaining Chapters
The remaining chapters are organized progressively. The second chapter provides an
overview of literature on emotional intelligence physically, mentally and usefulness
professionally as it relates to Social Judgment Theory. The literature review is followed by the
scope and methodology of the project. The project was a presentation on EI focusing on the
results thru the lens of Social Judgment Theory. Chapter four provides the project with
limitations, parameters and results followed by the conclusion.
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Chapter 2. REVIEW OF THE LITERATURE
Philosophical Assumptions
Humans bond with each other and in that bonding, search for similarities. Sherif (1965)
postulated that people are influenced by reference groups. Part of that bonding includes
communication. When people communicate with others, they regulate tone and tenor. It has been
my observation in public that when most people communicate with a child under the age of one
year, the communication will generally be in a gentle tone and tenor. In Social Judgment Theory
(Sherif, 1965), the need to reduce conflict alters one’s behavior to be accepted. Thus, people
would not use a harsh tone and tenor with a child under the age of one year to eliminate the
potential for conflict with the surrounding populous.
A see-saw travels up and down rarely existing on an even plane. The scales of justice are
shown in various positions at up, down and even angles. Finding the middle ground in
compromise is difficult when rules are unclear. Aristotle’s philosophy of moderation or “middle
way” has become known as the Golden Mean (Griffin, 1994). Aristotle’s Golden Mean was the
perfect balance between extremes, and the concurrence can be found anywhere in between the
extremes.
When I communicate with intent on tone and tenor, I self-modulate. I self-discover when
I am either too loud (yelling) or too soft (whispering). I modulate based on what I am talking
about, as well as my passion related to the topic. I also modulate based on social surroundings
such as being in a library or attending a sporting event. In the well-known children’s story of the
three bears, baby bear’s food, bed, and chair are just right (middle) for Goldilocks. Goldilocks
has the perspective of curiosity, hunger, and exhaustion. The three bears have the perspective of
curiosity, anger, and hunger. Thus, each character’s communication in this story is dependent
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upon their perspective (Social Judgment Theory). Each person’s middle or golden mean is
different.
Communication is used as a tool for concurrence, negotiation, and resolution.
Communication can be in the forms of advertising, debate, reconciliation, and finding common
ground, but the golden mean is neither negative nor polarized; the variable is not necessarily
neutral. Communication can be equally harmful and disconcerting. Words have power, and
words can be spiteful, derogatory, and hateful, or they can be loving, encouraging, and kind.
What one communicates is as important as how one communicates. The communication
one intends may not match the recipient’s interpretation. Mediation in communication is the
process of seeking the golden mean, or the process of communicating with intention. When
Emotional Intelligence (EI) is cultivated in communication, self-awareness and self-regulation
leads to better empathy and understanding. Openness to cultures, languages and diversity can
occur when empathy and understanding are included with self-disclosure and awareness. One of
Aristotle’s core golden mean characteristics—self-disclosure—is the focal point between Social
Judgment theory and EI. Without self-disclosure, there can be no self-awareness.
The golden mean is an essential element of communication and openness to diversity.
The middle ground is the focal point of concurrence and negotiations. The ability to explore the
golden mean of diverse groups can result in openness, neutrality and potential change.
Theoretical Basis
Social Judgment Theory has not been previously linked to Emotional Intelligence in
literature found to date. Emotional Intelligence research has the potential to expand Social
Judgment Theory. Merging Social Judgment Theory and EI could provide leaders with a tool to
be more culturally sensitive. This thesis’s philosophical assumption is that the leadership must
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change internalized judgments to be more communicative with an ever-diversifying workforce.
Social Judgment Theory is the result of Muzafer Sherif and Carolyn Sherif. Sherif’s seminal
work was the Robbers Cave experiment: Intergroup Conflict and Cooperation (1961):
The experiment involved 12-year-old boys at a summer camp. They were divided into
two groups. First the boys were separated to initiate conflict. Later the boys were required
to work together to solve group issues such as obtaining drinking water. (Sherif, 1988, p.
19)
Participants of diversity programs often give seminars "lip service" and treat the program
as a way to meet obligatory equality, diversity and inclusion self-development course criteria. As
a result, the attitudes generated heading into such a program would likely not be neutral or
acceptable, but rejecting. Based on Sherif’s Social Judgment Theory, if the attitude is rejecting
and high ego, then the message may be dismissed as irrelevant. If the participant has high “Ego-
Involvement” (Griffin, 2003, p. 192), an entrenched belief, and a narrow latitude of acceptance,
then the result will be no change to the opinion.
The U.S. Supreme Court ruled segregation illegal in 1954; the laws were changed, but
attitudes did not. Some southern states maintained segregation illegally until 1964. Entrenched
social attitudes were then changed slowly through protests. Activists spoke up in media, print and
in public. Many African-Americans sued the state institutions in court and won based on the
intent of the law.
Recently, legislation has been proposed, with some passing, regarding gender usage of
restrooms. The social judgment of convention is that men and women use bathrooms based on
strict gender assignment, but gender assignment is no longer based on physical gender attributes
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assigned at birth. Gender assignment can include identified visual gender at birth based on
anatomy, gender assigned at birth, and gender of choice.
Leaders may not be aware of their attitudes on nontraditional gender assignment until the
issue arises, presenting the challenge to a leader’s ability to be sensitive to an issue of
transgender employees. The leader’s attitude must first be uncovered. If leaders’ attitudes are
rigid regarding gender identity and use of facilities, then they may oppose facilitating resolutions
to workplace conflict. Leaders with highly developed EI that have both self-awareness and social
awareness will have wider attitudes for facilitating resolutions in the workplace.
The social aspect of the issue begins with a transgender person requiring facilities to use
a toilet. If unisex bathrooms are not available at the worksite, then the leader could use EI to
persuade subordinates to a mutual concurrence. EI brings expansion of social judgment to adjust
the pattern of thought. Persuasion might begin with a more neutral statement, such as, “Everyone
should be able to use the toilet facilities in the workspace.”
The expansion of attitude could generate empathy and creative resolutions to the
problem. Social attitudes also add to the decision-making process. Quick judgments are often
made from traditional stances, such as which gender should use which labeled toilet facilities.
Leaders can use social judgment persuasion combined with EI to assist in a concurrence of the
issue in the workplace.
Sherif’s (1965) Social Judgment Theory contends that people can change their minds. If
listeners’ attitudes are within their comfort zone, then change occurs quickly. If attitude is
entrenched, then change will not be immediate. Persuasion must be used to generate
consideration to changing the attitude. Generally, a persuader would start with either a neutral
statement or a statement of agreement, followed by facilitating a discussion using the EI of social
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awareness. Understanding the opposing position and generating empathy could assist in
resolving conflict.
Nursing mothers are currently in the workforce. Many choose to continue nursing their
children by pumping breast milk, which must be done frequently throughout the day, requiring
space in the workplace to pump. Until recently, in some organizations, nursing mothers were
expected to pump in the public bathroom or at home. A current social judgment attitude is for
women to remain hidden while feeding children breast milk, presenting a potential conflict for
leaders regarding the idea that women should remain hidden when nursing children with breast
milk. Utilizing EI, a leader could shift positions. While full and complete change may not occur,
potential shifts to a neutral position could result in an appropriate solution.
The privilege of leadership includes coaching and mentoring subordinates, and providing
feedback during performance reviews is the most common context in which to do so. Resonant
leaders are generally rated higher in empathy by reviews of their subordinates.
Various studies have examined Emotional Intelligence (EI) and leadership. Social
Judgment Theory has not yet been explored in depth in conjunction with EI and leadership.
Social Judgment Theory should be considered, as the stance of privilege fails to consider the
nuanced rendering of judgment in feedback provided to subordinates.
Humans have opinions and judgments, and some of those are a result of trial and error
such as likes or dislikes of food or colors. Some opinions and judgments are formulated based in
social rules, such as the tone and tenor used with a child under the age of one year. Sherif (1965)
asserted, “Different persons espousing the same position may differ considerably in their
tolerance around this point” (p. 222). The belief is so ingrained that the person may be unaware
of his or her belief. Communicating ingrained beliefs occurs both verbally and nonverbally. One
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of the most common social nuanced nonverbal communication signals is a thumbs-up. The use
of the gesture is dependent on circumstances. Visual ques would communicate to both intended
and unintended recipients. Under Social Judgment Theory, “ego-involvement defines the
message” (Sherif, 1965, p. 214). The thumb’s orientation communicates a message, while the
self-awareness of the initiator, the intention of the communication, and the perception of the
recipient can change the message.
When envisioning inclusiveness, most would rarely see themselves as a bully or
instigator. This is due in part to nuanced beliefs so ingrained that most do not challenge the idea
or thought. New ideas may be rejected without consideration or understanding. Sherif (1965)
contended that one’s favored position anchors one’s interpretation. The thumbs-up registers a
different message than the thumbs-down or thumb to the side. Facial features also contribute to
the message’s intent, along with the recipient’s basis. However, the favored position is the
thumbs-up gesture, as it is positive in nature. Reactions are judged in relation to how close or
how far from our anchored position one stands.
The anchor response shifts through Social Judgment Theory based on perception. One’s
perception, based on Social Judgment Theory, will shift within the latitude of acceptance,
rejection or non-commitment. Sherif (1965) contended that the most dramatic changes in attitude
are those that involve reference groups. My reference group is my friends, family, coworkers and
others, and I will adjust my perceptions to be congruent. Thumbs-up is perceived as good, while
shifting the interpretation of a thumbs-up gesture to have a different meaning would require
knowing a person’s attitude and then using those attitudes to persuade the alternative meaning. It
is unlikely that a thumbs-up gesture having an alternative meaning would be within an anchored
position. Therefore, most alternative meanings would be rejected within Social Judgment Theory.
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Emotional Intelligence (EI) competency skills are based in social awareness and social
skills. The components move from personal competencies of self-awareness and self-
management to social competencies of social-awareness and relationship-management. EI is
congruent with Social Judgment Theory. The thumbs-up gesture annotating “good” on the
attitude of acceptance is high based on the social and personal awareness of the anchor position.
As a result, there is little flexibility for alternative meanings. The attitude of rejection to
alternative meanings would dismiss the idea without discussion.
The Literature
Studies conducted by Boyatzis (2011; 2012) proposed that improvement in the behavior
of subordinates could be made by initiating feedback with Positive Emotional Attractor (PEA),
as compared to Negative Emotional Attractor (NEA). Those who were considered resonant
leaders resulted in activating parts of the brain triggering positive emotions. The triggering of
positive emotions enhanced creative and artistic avenues to consider problem-solving. Those
who were considered dissonant leaders triggered parts of the brain resulting in negative
emotions. These negative emotions reduced the ability to think creatively. Dissonant leaders “slip
into behavior that is threatening or demeaning” (Boyatzis, 2011, p. 3). This “Negative Emotional
Attractor (NEA)” resulted in “people moving away” (p. 3). Activating the PEA in listeners
generated improved performance, while activating the NEA in listeners reduced performance
improvement. Boyatzis (2012) noted that leaders needed to be aware of feelings prior to
providing feedback:
It (generating PEA), required a heightened emotional self-awareness. This means having
techniques to notice these feelings (i.e., know that you are having feelings and become
aware of them), to label or understand what they are (i.e., giving a label to vague or
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gnawing sensations), and then to signal yourself that you should do something to change
your mood and state. (Boyatzis, 2012, p. 5)
When leaders are self-aware of their feelings—the first step of EI—they may generate higher
PEA. The PEA could result in resonance and creative improvements to performance. The social
awareness of others emerges, and the previous position may become less polarized.
Emotional Intelligence
Salovey and Mayer in 1991, coined the term EI and described it as consisting of four
abilities. First, identify how people feel. Second, use emotions to think. Third, understand the
cause of emotion, and fourth, manage emotions in decision-making to make optimal choices. The
key first step in EI is self-awareness. Once one is aware of one’s attitude, then one can mindfully
learn what one’s social judgments are and potentially change one’s perception, according to
Sherif’s Social Judgment Theory.
Modern technology has moved the study of the brain into new territory.
Joseph LeDoux was the first neuroscientist to discover the key role of the amygdala in
the emotional brain. His research showed the amygdala takes control over the thinking
brain, the neocortex. Your head and your "heart" literally battle to pick the best course of
action needed for survival. (Goleman, 2005, pp. 15 -17)
According to Goleman (2005), the stress of turmoil can lead to “an emotional hijacking” (p. 13).
The slang term, hangry (a combination of hungry and angry), provides an example of emotional
hijacking. In this context, anger hijacks hunger.
In another example, when hearing the statement “My wonderful son is a master of
transformation,” one’s reaction may be based on education or careers. Judgment might be
delayed upon hearing this phrase until there is more information. Sherif’s Social Judgment
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Theory states, “The larger the discrepancy between a speaker’s position and listener’s point of
view the greater the change in attitude – as long as the message is in the hearers’ latitude of
acceptance” (Griffin, 2003, p. 187). In the statement, “My wonderful son is a beautiful queen,”
one’s reactions may differ for various reasons. In such a case, emotion, when polarized, may
hijack one’s judgment. If the concept of a male queen is outside the latitude of acceptance, then
EI could be used to pause and allow for potential consideration of tolerance. EI could, therefore,
be an essential component to tolerance and acceptance in a diverse workforce.
Emotional Intelligence as a Leadership Competency
Resonant leaders are often characterized by traits such as listening skills, empathy, and
trustworthiness. The U.S. Navy did “an extensive comparison of commanding officers tone. The
higher rated commanders had positive, cooperative and sociable characteristics” (Goleman,
1998, p. 188). In Boyatzis’ work (2012), resonant leaders generated more PEA in the brain,
which leads to more creative problem-solving. Goleman’s various books on Emotional
Intelligence all include examples of leaders with EI. Several examples discussed when leaders
generated engagement and motivation in failing companies that resulted in successful
improvements. Goleman (1998) also included the example of Ronald Allen, the CEO of Delta in
1987: “Allen made a disastrous financial decision in 1991. He had a reputation of ruthlessness
that included pettiness, retaliation and draconian cost cutting” (pp. 184-185).
Connecting these concepts, leaders with high EI also have wide attitudes and generate
PEA. Leaders with low or nonexistent EI will likely have narrow attitudes and generate NEA.
The combination of self-awareness and social awareness generated with EI can reduce quick
responses that are entrenched and generate optimum responses. Leaders are often expected to
foster diversity in workgroups. Social Judgment Theory is often influenced by social norms or
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cultural commonalities. When leaders can step back to view all sides, they may become
adaptable and shift behaviors to new situations.
Teaching Emotional Intelligence
Goleman (1998) suggested beginning the cultivation of EI with a leadership competency
such as self-management. “The promising thing about EI is that it can be taught” When children
do not have strategies for decreasing their anxiety, less attention is available to them to learn,
solve problems and grasp new ideas.” (Sadri, 2011, p. 83). EI relates to numerous skills, such as
the ability to motivate oneself, the ability to regulate one’s moods and delay gratification, and the
ability to empathize and work well with other people. Awareness of emotional states begins with
the basics of sadness, anger, fear and happiness. EI training begins with the determination not
with the obvious emotional state but a nuanced emotional state. Training programs targeted at
developing EI focus on the four dimensions of EI: self-awareness, self-regulation, awareness of
others, and regulation of others. Goldman, Lantiere and several others in 1993 established
“Collaborative for Academic, Social and Emotional Learning (CASEL) programs to teach
emotional intelligence in the classroom.” (Lantiere 2008 p 7)
Sherif’s Social Judgment Theory intersects with EI. Consider a contemporary case study
regarding a professional sports team’s name with respect to constructing arguments for
acceptance of change. In this case, the team’s name is offensive to the Native American
Community. Using EI and social judgment combined, it is possible to change one’s attitude
regarding use of the name:
Self-awareness: Upon hearing or reading the name, take inventory of feelings that arise;
Allow expression: Assess level of comfort or discomfort;
Acknowledge and empathize: Explore reasoning for why some may take offense;
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Connect thoughts and feeling: Place oneself in the scenario and imagine if the team name
was a derogatory ethnic slur affecting one’s own ethnicity.
Using EI, I have mindfully not used the actual name of the team, taking the reader into
consideration, as I am aware the name is offensive, and as a result, I demonstrate empathy by not
using the name. By completing this exercise, one may end up considering not using the name to
identify the team.
Initiating and Tracking Change
Duhigg (2014) discussed how to institute change. The habit is a fallback position, and
participants changed the fallback position to a new behavior. Tracking and notating the habit is a
useful tool to change the fallback position into the new behavior. Once the idea of change occurs,
it must be practiced. “All emotional competencies can be cultivated with the right practice”
(Goleman, 1998, p. 239). Throughout his work, Goleman provided examples of practice of
meditation, often daily. The meditation was tracked scientifically and shows how changing the
brain’s circuitry slows the spontaneous to allow more contemplative decision making.
When change is self-directed, it is often more effective. “At Promega, a biotech company
in Madison, Wisconsin, a group of scientists gather daily to practice mindfulness.” “The
scientists sense of calm and creative state could be shown with documented brain function
changes in the left-front brain” (Goleman, 1998, p. 239).
Self-Awareness is essential for self-directed change, as one cannot change an attitude
until one is aware of its existence. What one says and how one makes statements are equal
portions. In the earlier example of hangry, the speaker may not be aware he or she sounds angry
until confronted by a listener.
Critical Evaluation of Material
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EI can be used to change tactics and see a way to make a beneficial, optimum choice. Use
of Social Judgment Theory invites leaders to increase EI and improve resonate feedback to
diverse subordinates. Once EI steps are used to consider attitudes, then exploring assumptions
can begin. If leaders are willing to explore innate judgments and attitudes through EI, then they
can initiate change. They can focus new thoughts to become resonant leaders. Can such training
assist leaders in moving from survival fear to growth and belief, thereby widening the latitude of
attitude from an entrenched view to a neutral view? Would an awareness of Emotional
Intelligence shift Social Judgment zones of latitude? As a result of these questions, this thesis
proposes to address the following primary research question: Can EI be used to revel Social
Judgment theory?
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Chapter 3: Scope and Methodology
Scope of the Project
The project is limited in scope and was only presented within a governmental
organization. The audience consisted of Northern California leaders (15 employees) and ASPIRE
leaders (10 employees). The focus was on three objectives: 1) Becoming aware of EI; 2)
Developing a plan to use EI; and 3) Using EI during feedback to subordinates in CJE Workload,
ideally using EI with feedback in a tone and tenor that may generate changes to improve
performance in the CJE. EI on a specific CJE from leadership to subordinate has not been
discussed in specific terms in any of the literature read for this thesis. Most of the literature
discussed use of EI in general leadership competencies or educational settings. A survey of
questions will be given on EI before the presentation and after to determine if such a presentation
can result in understanding EI for future use during feedback on the CJE workload to diverse
subordinates. It is noted here to remind the reader that all the participants are employees of the
United States Government and therefore held to the standards of Title VII, the Civil Rights Act
of 1964, as Amended. Failure to follow the requirements of Title VII could result in fines, prison,
admonishment, suspension or termination of employment. All the participants are required to
attend mandatory training yearly on Ethics, Equality, Diversity and Inclusion.
Methodology
The project is limited to determining if emotional intelligence can be used to improve
diversity awareness in the organization workforce and if EI will be used during feedback on the
CJE Workload. The learning tool is self-developmental and limited with in Social Justice theory
to the listener’s latitude of acceptance, rejection or neutrality and motivation. The focus of the EI
training will be developing self-awareness. Social Judgment Theory was the sole lens used in
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this project. Potential of a future study or project could consider a relationship of EI with The
Phenomenological Tradition by Carl Rodgers. The focus of perceptions and interpretations of
personal experience with self and others.
The methodology chosen to study the project presentation and survey questions is
quantitative style. Quantitative methodology was chosen based on general facts listed in the
Table 1.1 Qualitative versus Quantitative Style (Neuman, 1997, p. 14). The presentation will be
situationally constrained within each group meeting and have a time constraint of not exceeding
20 to 30 minutes. Quantitative methodology was also chosen so that when the analysis is
completed, a theme or conclusion can be made on the impact of EI and Social Judgment Theory.
The potential future goal will be to use EI awareness to improve openness, possibly value diverse
perspectives of the workplace. Quantitative methodology was selected because of the use of a
survey instrument to determine if any changes were made to attitudes before and after the
presentation.
The participants consisted of less than 1% of the total population of Northern California
or the total employee population of the United States government. The survey questionnaire was
chosen as self-administration by the participants could assist in determining shifts in EI. The
correlational results were also considered for conclusions at the end of the project. The
presentation will include a PowerPoint with oral statements. “Experiments and survey research
offer quantitative ways for the scientist to test theory” (Neuman, 1997, p. 15). The participants
from the presentation will be surveyed with a questionnaire before and after by the researcher.
The questions (Appendix Q) will be given to the participants, and the answers to the questions
will be compared for shifts in knowledge of EI and themes in Social Judgment Theory.
“Quantitative researchers tell readers how they gathered the data and how they see the evidence”
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(Neuman, 1997, p. 334). Ideally, the questionnaire will reveal the potential likelihood that EI will
be used in the future during feedback of the CJE.
The presentation will include questions regarding a scale (1 to 3) on self-awareness to
emotions. Questions will include sufficient detail as to be able to determine the taker’s stance on
any change in leveraging EI effectiveness in providing feedback on the CJE selected.
The survey results will be plotted along a graph. Neuman (1997) discussed graphs in
Chapter 12, and based on the ideal goals of the project (comparing a shift), a bivariate graph,
which allows the researcher to consider “two variables together and describe the relationship
between variables” (Neuman, 1997, p. 304). The bivariate is also practical in that the questions
can be plotted. The graph will consist of an ascending scale along the horizontal axis (1 to 3) and
the questions along the vertical axis. “There are two key principles for good survey questions:
Avoid confusion and keep the respondents’ perspective in mind” (Neuman, 1997, p. 233).
Data Analysis
Survey question responses from before and after the presentation will be reviewed and
plotted to be analyzed on a graph. “Researchers have used content analysis for many purposes.”
(Neuman, 1997, p. 273). The results will be diagrammed to look for themes of changing latitudes
within Social Judgment Theory regarding awareness of EI positions. The focus will be on shifts
from unawareness to awareness and rejection latitude shifting to neutral or positive. Once
compared, the results can be helpful in determining if a single presentation can result in EI
awareness.
The questions are listed in Appendix Q. All questions for the questionnaire were from
“Quick Personal EQ Assessment” (Sallie-Dosunmu, 2016, pp. 3-4). Both groups will be given
the same questionnaire twice. The bivariate relationship will be between the answers given
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before the presentation and the answers after the presentation. The answers will be plotted on the
graph (Appendix G) for comparison and analysis of any shift in EI knowledge or potential future
use. “Usually the independent variable goes on the horizontal axis and the dependent variable on
the vertical axis” (Neuman, 1997, p. 304). The graph labeled “ASPIRE” are the results from the
presentation to the ASPIRE participants. The graph labeled “Northern CAL” are the results from
the presentation to the Northern California participants.
There is a graph for each presentation. The Y axis plots the total number of participants in
the presentation. The X axis has the questions designated as Before the presentation and After the
presentation. Questions 1 through 10 are along the horizontal axis (independent variable), and
the answers No, Maybe, and Yes are given color values and plotted along the vertical axis
(dependent variable). The ASPIRE participants were given the presentation on Thursday October
5, 2017. The 10 members consisted of three men and seven women including the researcher. The
presentation to Northern California was conducted on Wednesday October 18, 2017. The 15
members consisted of six women including the researcher as well as nine men.
Ethical Considerations
Participants may give the seminar "lip service" as a way to meet the obligatory Equality,
Diversity and Inclusion self-development course criteria. The latitude generated will not be
neutral or acceptable, but rejecting. Based on Sherif’s Social Judgment Theory (1965), if the
latitude is rejecting, then the message will be dismissed as irrelevant.
My ethical concerns are an internal journey. Using the lens of Social Judgment Theory, if
the participant has high “Ego-Involvement” (Griffin, 2003, p. 192) and an entrenched belief and
a narrow latitude of acceptance, then the result will be no change to the opinion. After requesting
participation in the project, I protected the privacy of the participants by printing and collecting
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the responses to the questionnaire. Some respondents physically handed the researcher the
responses and some e-faxed responses. The physically delivered responses had no names or other
personally identifiable information. The e-faxed responses were printed to a secure printer only
accessible to the researcher and printed without the personally identifiable information on the
cover sheet.
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Chapter 4: PROJECT
Project Description
This project primarily provides a 20- to 30-minute presentation to government employees
on Emotional Intelligence (EI) with three objectives: 1) become self-aware of emotional
intelligence; 2) develop a plan to use emotional intelligence; and 3) use emotional intelligence
during feedback to subordinates. There were two presentations, and the first was labeled ASPIRE
and the second was labeled Northern Cal. The presentation included a questionnaire before and
after, with results plotted on a graph to determine if there is a shift in EI. The utilized questions
were from “Quick Personal EQ Assessment” (Sallie-Dosunmu, 2016, pp. 3-4). The presentation
included a PowerPoint (Appendix C) with verbal statements. The ASPIRE participants included
White/female, Asian/male and female, Hispanic/female and African-American/female. The
Northern Cal included White/females and males, Asian male, and African-American females and
males.
The goal is to provide the leaders with knowledge on leveraging use of EI to provide
feedback on a Critical Job Element (CJE). Workload Management is the consistent CJE among
all employees in the organization. Successful performance in the CJE includes planning and
scheduling work on a calendar and completing the work as scheduled within required time
frames. If the planned work does not occur timely, then rescheduling appropriately is necessary.
Critical Job Element (CJE)
The CJE of Workload Management was chosen based on its commonality for every
employee within the government organization. When an employee is failing this CJE, the
employee’s manager will document it in performance reviews, followed by Performance
Improvement Plans. The researcher suggests that when the CJE feedback is conducted in a tone
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and tenor utilizing EI, then the manager can generate PEA. This portion of the project may need
to be considered for future study if project completion results are inconclusive or lacking
information.
Phases of the Project
Phase 1. Develop presentation questionnaires, PowerPoint, and choose graphs or charts.
Phase 2. Deliver the presentation to two groups: ASPIRE and Northern Cal.
Phase 3. After the presentation, using questionnaire answers from the two presentations,
plot the results on a graph to determine if there is a shift in EI knowledge and potential for future
use during feedback with subordinates on the CJE of workload.
Phase 4. Review results of graphs through the lens of Social Judgment Theory and
determine if a shift in latitude has occurred.
Upon completion of the project, plot results and determine shifts to conclude project.
Consider expansion of presentation to recommend in future. Document failures, successes and
oversights.
Project Results
The question graph results were homogeneous with both groups. The responses were not
shared with the participants. The similarities of the responses could be based in knowledge of the
Civil Rights Act of 1965 as Amended. The group may also have had limited viewpoints due to
small sample size. None of the participants had heard of EI before the presentation. It is noted
that the women in the group discussed separately during a brief social interaction after the
presentation two Social Judgment Theory latitudes. The first latitude expressed was a shift from
rejection to acceptance. The presentation highlighted to them that there was a place at work in
which it was appropriate to use intuitive emotions, where, prior to the presentation, they felt
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emotions at work were a negative factor. The second latitude reinforced the positive of being
comfortable with and aware of emotions. The women felt they had “permission” to use EI during
work hours especially when providing feedback to subordinates on the CJE Workload.
The graph results for the Northern Cal presentation showed similar shift in EI self-
awareness. Many of the Northern Cal had not been exposed to Emotional Intelligence. A few had
a prior understanding of the basic elements or were familiar of the concepts based in psychiatric
intake assessments for mental health diagnosis. The discussion after the presentation revolved on
the use of EI in providing feedback to subordinates that generated emotional responses. Most
participants thru the lens of Social Judgment Theory shifted from neutral to positive. One
participant vocally rejected EI prior to the presentation based on the questionnaire potential use
for an intake assessment of mental health. After the presentation, there appeared to be a socially
vocal shift from the negative position to a neutral position. The shift may have been a result of
persuasion used during the presentation to use EI or an effort to appear socially cordial.
In the responses to the questions before the presentation (Before Q) and after the
presentation (After Q) on EI are compared based on the Social Judgment Theory latitudes of
Rejected, Neutral and Positive (Appendix B). The total for both presentations was 25. Most
participants shifted from neutral before the presentation to positive after the presentation. The
few participants who remained negative discussed with the researcher directly the similarities of
the questionnaire to an intake assessment for mental health. The researcher was unaware of any
similarity prior to the conversation. The questions used should be reevaluated and revised in
future considerations to generate less polarization with a larger audience.
Most participants discussed use of EI during feedback as a “real-life tool.” They could
use it during feedback to the subordinates that were identified as generating higher emotional
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response. The higher emotional response was linked to performance feedback on CJE Workload.
EI was seen as a practical tool to control situations both personally and professionally.
Northern Cal gave equal consideration to use EI during feedback on the CJE Workload.
Most rated themselves as likely to use EI in the near future with “that employee pushing my
buttons.”
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Chapter 5.
Summaries and Conclusions
Limitations of the Study
This study did not include follow up of EI use during feedback. Power of persuasion was
not the focus or discussed during this project. Persuasion was ignored on purpose, as much had
been written about Aristotle’s persuasion techniques. Aristotle’s Golden Mean was not a primary
focus. None of the following current studies or uses for EI and Social Judgement theory were
included. Social Judgment theory has mainly been used to identify latitudes of attitudes such as
fear of flying (Griffin 2003). Using neutral statements to shift the fear into a less anchored belief.
Emotional Intelligence is currently used as an educational curriculum (Bloom 2007). Emotional
Intelligence has recently been used as an emerging leadership competency (Goleman 2000 and
2007).
The self-awareness and self-discovery of EI and Social Judgement theory are internal
journeys of the individual. Sherif discerned the theory by observing first competitive and then
group tasks. This project did not recreate any portion of the original study. The project did not
document the researchers internal journey with EI and Social Judgment theory.
Recommendations for Future Studies
Future studies could consider EI through the lens of phenomenology. The project could
review or determine the similarities between the phenomenological concepts of congruence,
unconditional positive regard and empathetic understanding and EI concepts of self-awareness,
self-regulation, awareness of others, and regulation of others.
If one were to continue with this study on EI and Social Judgement theory, larger or
narrower diversity in the participants may have given different results. A different questionnaire
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should be considered with alternative questions to avoid inclusion of questions similar to the intake
assessments for mental health. The project could be followed up with a sequential specific
questionnaire to the participants (yes or no) was EI used during feedback over a period of 3 months,
6 months or 12 months after the presentation.
Using EI to persuade anchored positions (part of Social Judgment Theory) may be a future
consideration of a thesis or project. The project in the future could also consider Social Judgement
theory in a current reality Television Show. Common themes, tasks, bias and latitude adjustments
could recreate the original Sherif project.
Consideration of EI, Social Judgement theory and Aristotle’s Golden Mean in a future thesis may
result in different focus. Following through on the development of a plan to strengthen EI could
lead to a project on mindfulness and the higher resonance as a leader generating better
communication with diverse subordinates.
Conclusions
Prior to the presentation none of the participants would have labeled their emotions as a
source used during communications. After the presentation many of the participants were able to
recognize the emotional content of their communication. Some were able to accept the perceived
benefit of using EI in the work place. The original vision was to self-recognize entrenched bias
within themselves that the participants were unaware existed.
EI became a habit of the researcher during many decision-making opportunities.
Focusing on EI and Social Judgement theory resulted in the researcher uncovering nuanced and
ingrained bias. This project of Using Emotional Intelligence to Reveal Social Judgement Theory
uncovered the potential for acceptance of diversity. Openness and awareness of cultural diversity
can only occur when self-awareness of bias results in change.
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APPENDIX A: QUESTIONS
QUESTIONS (Before and After)
Rate on a scale of 1 to 3: 1: No 2: Maybe 3: Yes
1. I USE EMOTIONAL INTELLIGENCE
2. I AM INTERESTED IN THE EMOTIONS OF OTHERS
3. I CAN DEAL CALMLY WITH OTHERS IN AN EMOTIONAL STATE
4. I AM GOOD AT MANAGING MY MOODS
5. I LET GO OF MY EMOTIONS (HAPPINESS, SADNESS, FEAR OR ANGER)
6. I CONTROL MY ANGER AND RESENTMENT
7. I CAN CONSIDER MY EMOTIONS WHEN PROVIDING FEEDBACK
8. I CAN REFRAME MY INTERPRETATION OF AN EMOTION DURING
FEEDBACK
9. I PAY ATTENTION TO THE PHYSICAL SIGNS OF EMOTIONAL RESPONSES
DURING FEEDBACK
10. I EMPATHIZE WITH THE EMOTION PRESENT DURING FEEDBACK WITH
SUBORDINATES
All Questions are from “Quick Personal EQ Assessment” (Sallie-Dosummu 2016 p 3 and 4)
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APPENDIX B: GRAPHS
DATA GRAPH RESULTS: ASPIRE
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DATA GRAPH RESULTS: NORTHERN CAL
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PowerPoint Narrative Summary
My Name is Ellen Murphy, and I am currently a student at Gonzaga University in the
Master’s Program for Communication and Leadership. This presentation is my thesis project
focusing on Emotional Intelligence thru the lens of Social Judgment Communication Theory.
Emotional Intelligence has been in the public business sector since Daniel Goldman wrote
several books in the early 1990s. The material in this power point is extrapolated from: Sallie-
Dosunmu, M 2016, Sherif, C., Sherif, M, & Nebergall, R. (1965), Latiere, and Goldman (2007).
Once a person identifies the emotion then they need to overcome the emotion. This takes
a plan and may not happen all at once. Constant use of self-awareness and self-regulation does
result in higher EI. When you are not reacting quickly you can often consider a more optimum
choice, which widens your acceptance of other judgments. Entrenched views can be persuaded to
consider less strict or narrow views such as Women should not be seen breast feeding in the
workplace. Unless consideration of a less polarized view can be approached how can the women
breast feeding be accommodated in the work place?