INTELLIGENCE QUOTIENT, EMOTIONAL QUOTIENT AND ADVERISTY QUOTIENT

IQ (Intelligence Quotient)
represents abilities to learn or understand, which is the ratio of the mental age to the chronological age by comparing
one's performance to the average s in the same age group. Often related to COGNITIVE THINKING****
****referring to the mental processes in gaining knowledge and comprehension including knowing, remembering,
judging and problem solving. These are higher functions of the brain and emcompass language, imagination and
perception and planning

EQ (Emotional Quotient) - means abilities to perceive, assess and manage the emotions of one's self and of
others, including:
⮚ Identifying emotions
⮚ Evaluating and perceiving how others feel
⮚ Controlling one's own emotions
⮚ Using emotions to facilitate social communication
⮚ Relating to others

AI (Adversity Quotient) - is the ability to face and overcome changes and adversities while turning them into
opportunities for greater achievement. It is comprised of four CORE dimensions:
C = Control
O = Ownership
R = Reach
E = Endurance

Considered the 3-Q determinants of Success usher individuals to be part of a highly engaged workforce where firms
tackle employee engagement to improve productivity and performance substantially
**** described in terms of self-efficacy which is the belief of having the ability, role and clarity and resources to get
the job done
**** a strong indicator of employee and work unit performance

Difference of PRODUCTIVITY AND PERFORMANCE

- Productivity is to account for the Highest amount of OUTPUT of the work completed with the barest amount
of input used and measure effectiveness and efficiency
- Performance includes tangible and intangible factors that affect the ability of the employees to complete
work which include:
⮚ EFFECTIVE COMMUNICATION (message/receiver/sender and feedback)
⮚ WILLINGNESS TO COOPERATE TO INCLUDE PUNCTUALITY
⮚ GENERAL ATTITUDE AT WORK.

The challenge however, is that most employees are not very engaged, leading us to ask what are the drivers of
employee engagement:
⮚ Goal Setting
⮚ Organizational Justice
⮚ Organizational Comprehension
⮚ Employee Development Opportunities
⮚ Sufficient Resources
⮚ Appealing company Vision

Best as well to identify the motivational forces or prime movers of employee behavior toward getting fully engaged.
a. Drives
- Also called the “Prime Needs, innate and universal, instinctive tendencies to seek particular goals
b. Needs
- Goal-directed forces that people experience and could either be strengthened or weakened through
learning and social forces
Five Basic Categories in A.H. Maslow’s Hierarchy Theory on Human Motivation which leads to be fully-engaged:
1. Physiological - food, air, water, shelter, and the like
2. Safety Needs – the need for a secure and stable environment and the absence of pain, threat or illness
3. Belongingness - includes the need for love, affection, and interaction with other people.
4. Esteem - through personal achievement as well as social esteem through recognition and respect from others.
5. Self-Actualization - represents the need for self-fulfillment—a sense that one’s potential has been realized

Three Learned Needs:

1. Need for achievement: People with a strong need for achievement want to accomplish reasonably challenging
goals through their own efforts. They prefer working alone rather than in teams, and they choose tasks with a
moderate degree of risk (neither too easy nor impossible to complete). High people also desire unambiguous
feedback and recognition for their success.

2. Need for affiliation refers to a desire to seek approval from others, conform to their wishes
and expectations, and avoid conflict and confrontation. People with a strong Affiliation try to
project a favorable image of themselves and tend to actively support others and try to
smooth out workplace conflicts. Managers must have a relatively low need for affiliation so
that their choices and actions are not biased by a personal need for approval.
3. Need for power:  People with a high need for power want to exercise control over others and
are concerned about maintaining their leadership positions. Those who enjoy their power to
advance personal interests have personalized power.

Four-Drive Theory:
1. Drive to acquire: This is the drive to seek, take, control, and retain objects and personal experiences.
The drive to acquire extends beyond basic food and water; it includes the need for relative status and
recognition in society. it is the foundation of competition and the basis of our need for esteem.
2. Drive to bond: This is the drive to form social relationships and develop mutual caring commitments
with others. People invest considerable time and effort in forming and maintaining relationships
without any special circumstances. This motivates people to cooperate and consequently is a
fundamental ingredient in the success of organizations and the development of societies.
3. Drive to learn: This is the drive to satisfy our curiosity, to know and understand ourselves and the
environment around us. When observing something that is inconsistent with or beyond our current
knowledge, we experience a tension that motivates us to close that information gap. The drive to learn
is related to the self-actualization need described earlier.
4. Drive to defend: This drive creates a “fight-or-flight” response in the face of personal danger. Goes
beyond protecting our physical self.It includes defending our relationships, acquisitions, belief systems.