Eq presentation

Is There Multiple Intelligence?Is There Multiple Intelligence?

EQ vs. IQEQ vs. IQ

Definition of IntelligenceDefinition 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?

What is Intelligence?What is Intelligence?

Although experts differ on an exact definition of Although experts differ on an exact definition of intelligence most agree that intelligent behavior has intelligence most agree that intelligent behavior has at least two components: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 Factors of General Intelligence Tests

1. Verbal Comprehension - vocabulary, verbal analogies 2. Number -- mathematical operations 3. Space - visual-spatial and mental transformation4. Associative Memory -- rote memory 5. Perceptual Speed -- quickness in noticing similarities and differences 6. Reasoning - skill in inductive, deductive, and , and math problems math problems

What Do We Know About IQ?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 Where Did the Concept of Emotional Intelligence Come From?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, logicalor numerical patterns; ability to handle longchains of reasoning.

Sensitivity to the sounds, rhythms, andmeanings of words; sensitivity to thedifferent functions of language.

Abilities to produce and appreciate rhythm,pitch, and timbre; appreciation of the formsof musical expressiveness.

Capacities to perceive the visual-spatialworld accurately and to performtransformations on ones initial perceptions.

ScientistMathematician

PoetJournalist

ViolinistComposer

SculptorNavigator

Gardner’s Seven Intelligences

Gardner’s Seven Intelligences

Intelligence Core Components End-StatesBodily-Kinesthetic

Interpersonal

Intrapersonal

Abilities to control ones bodymovements and to handle objectsskillfully.

Capacities to discern and respondappropriately to the moods,temperaments, motivations, and desiresof other people.

Access to ones own feelings and theability to discriminate among them anddraw upon them to guide behavior;knowledge of one’s own strengths,weaknesses, desires, and intelligences.

DancerAthlete

TherapistSalesman

Person withdetailedaccurate self-knowledge

Is There Multiple Intelligence?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

MSCEITPerformance or ability measure

Bar-On Model

EQ-I Self-report measure

Goleman Model

ECI - Self Report Measure360 measure

What Is Emotional Intelligence?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 ModelMayer - Salovey Model

Testing Emotional IntelligenceTesting 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 StructureMSCEIT 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

ExtremeHappiness

ExtremeFear

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 objectsHow the Ability May Be Used "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

How the Ability May Be Used • 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 How the Ability May Be Used 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.

How the Ability May Be Used • 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. overwhelmedb. depressedc. ashamedd. self-consciouse. jittery

Ability Understand the causes of emotionsHow the Ability May Be Used 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.

How the Ability May Be Used • Integrate emotion and thought to make effective decisions.

Manage Emotions

Scoring an Ability Test of Scoring an Ability Test of Emotional IntelligenceEmotional 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 Scoring an Ability Test of Emotional IntelligenceEmotional Intelligence

Scoring The MSCEITScoring 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 ScoringConsensus 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 ScoringExpert Scoring

Consensus and Expert Scoring Consensus and Expert Scoring ConvergeConverge

• 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 StandardizedHow 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 ReliabilityMSCEIT Reliability

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

P erce ivin gE m otionr = .9 1

U s in gE m otionr = .7 9

E xp erien tia lA rea

r = .9 0

U n d ers tan d in gE m otionr = .8 0

M an ag in gE m otionr = .8 3

R eason in gA rea

r = .8 8

O vera ll E IQr = .9 3

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

P erce ivin gE m otion

U s in gE m otion

E xp erien tia lA rea

U n d ers tan d in gE m otion

M an ag in gE m otion

R eason in gA rea

O vera ll E IQ

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

r = .00 to .35Self-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 .35Big Five Personality Scales

r = .00 to .40Intelligence Tests

Low Scores on the MSCEIT Predicted Low Scores on the MSCEIT Predicted thesethese Negative Aspects of Relationships: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 ValidityMSCEIT’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?Why Was the BarOn EQ-i Developed?

To help answer a basic question:

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

Dr. BarOn and Emotional Dr. BarOn and Emotional IntelligenceIntelligence

• 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-iSteps 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?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-iBarOn/EQ-i Factors FactorsIntra-Personal

Emotional Self-AwarenessAssertivenessSelf-RegardSelf-ActualizationIndependence

Inter-PersonalInterpersonal RelationshipEmpathySocial Responsibility

AdaptabilityProblem SolvingFlexibilityReality Testing

Stress ManagementStress ToleranceImpulse Control

General MoodOptimismHappiness

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-iBarOn/EQ-i

EQ-I ScoringEQ-I Scoring

Standard Score Guideline130+ Markedly High

Atypically well developed emotional capacity120-129 Very High

Extremely well developed emotional capacity110-119 High

Well developed emotional capacity90-109 Average

Adequate emotional capacity80-89 Low

Under-developed emotional capacity70-79 Very Low

Extremely under-developed emotional capacityUnder 70 Markedly Low

Atypically impaired emotional capacity

Sample SizesSample Sizes

- Over 10,000 used during R&D- 3,831 used for the norms

Age Males FemalesLess than 30 678 814

30 to 39 432 40440 to 49 452 420

50 or over 214 229

Subgroup RepresentationSubgroup Representation

Subgroup % of SampleCaucasian 77%Hispanic 3%

Asian 8%Black 7%Other 5%

Reliability and ValidityReliability 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 DifferencesEQ-I and Age Differences

Some of the Applications of the EQ-iSome 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 ModelsEQ-i Seems Similar to Existing ModelsEQ-i - Bar-On’s test

IntrapersonalEmotional self-awareness, assertiveness, self-regard, self-actualization, independence

InterpersonalEmpathy, interpersonal relationship, social responsibility

Stress ManagementProblem solving, reality testing, flexibility

AdaptabilityStress tolerance, impulse control

General Moodhappiness, optimism

NEO PI-R - Costa & McCrae

ExtraversionWarmth, gregariousness, optimism, assertiveness, high-energy

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

“IQ” “EI”

CAREERADVANCEMENT

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 NotWhat 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

Technology

high iq fail

emotionally

reality testing

emotionally

intelligent

emotional

cognitive

multiple intelligence