Name: Ma. Mikaela Andrea A.

Franco
Subject: MPA – Organization and Management

RESEARCH ON VARIOUS QUOTIENTS

INTELLIGENCE QUOTIENT

An individual's IQ score can be used to determine their level of intelligence. To help

calculate an intelligence quotient score, many standardized tests are administered.
Scores on contemporary IQ tests are grouped by age. The vast majority of the
population has an IQ score between 70 and 130 as a consequence of modern IQ
tests, which employ a mean average score of 100 and a standard deviation of 15.
The majority of IQ tests are created so that there is no score difference between the
sexes.

The impact of social status and genetics on IQ testing has been the subject of
numerous debates. Schools classified pupils into tracks using results from
standardized exams and IQ testing during the middle of the 20th century. A more
general definition of tracking is "offering courses in academic subjects that reflect
differences in students' prior learning" and "grouping students between classes."
Student distinctions were no longer based on whether or not they continued on to the
secondary grades, but rather on the high school curriculum track they chose as
opposed to the primary curriculum track. IQ tests were used to determine which
category a person fell into because the government felt the need to classify students
as officer or soldier caliber. This also affected the requirements of the workforce.

Typical categories for IQ tracking include the following:

(1) Students with higher IQs were encouraged to pursue higher education in the
sciences and business.
(2) Despite making up a large portion of the skilled labor sector of society, students
with average IQ scores typically did not pursue higher education.
(3) Teachers discouraged students who performed poorly on IQ tests from pursuing
higher education or even completing high school.

Many were forced into entering the military or dropping out of school prior to
graduating. These methods, meanwhile, started to be seriously questioned in the
1980s. In fact, the demands of the American labor and economy suggested that a
sizable portion of pupils were not getting the education they required to succeed in
the industry.

IQ levels and morbidity and death have some correlation. How much of a person's IQ
is based on biology or inherited IQ is a topic of debate among researchers.

The ability of an individual to succeed in educational settings is assessed using IQ

scores. The identification of learners with specific needs and learning difficulties is
assisted by intelligence quotients. Occasionally, employers will use IQ tests to

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screen out applicants without prior work experience. IQ scores can also be used to
forecast job performance.

The Bell Curve, a contentious book on genetics and how it relates to intellect, made
a compelling case that genetic variables had a significant influence on IQ. This
article's use of g, or general factor of cognitive capacity, as a measure of intelligence,
served as its foundation. However, there is just as much debate surrounding the
topic of g as there is surrounding the actual validity of mental capacity. This has a big
impact on the reliability of IQ tests, which are said to be the standardized method for
determining intelligence.

Additionally, there is proof that pupils from households with higher socioeconomic
standing are given preference for the higher tracks on IQ exams through monitoring
in schools. Discrimination based on race is less obvious. According to some
research, parents of racial minorities do not support heterogeneous groups any less
than parents of white children. To find out if this assumption is accurate, more
investigation will need to be done. Nevertheless, low-income and minority
populations have always dominated lower tracks. This pattern suggests that tracking
in American public schools has been caused by factors other than intelligence.

Standardized IQ tests were created because policy-makers, administrators,

teachers, parents, and students needed a way to compare student achievement on a
broad scale. Therefore, standardized IQ tests are essentially evaluations of student
learning abilities that are predicted for a given grade or degree of study. Every
student taking the test receives the same test in exactly the same way. Conclusions
about which socioeconomic group does better on the test or whose students are
"smarter" can be drawn from data collected on test scores and student
demographics. The results of standardized IQ tests should ultimately show which
student populations have lower performance levels, allowing for the provision of
additional educational support to help those students catch up to other students in
the general test population.

Regrettably, the general usefulness of standardized IQ tests is hotly contested and

frequently seen as being significantly constrained. When data is advantageous to the
school, school management and instructors frequently just report the information as
it is presented to them without doing any more research. As a result, the results of
standardized IQ tests rarely give administrators and teachers with much information
about what is not being done right in the classroom. More significantly, standardized
testing does not offer guidance on how to address issues.

EMOTIONAL QUOTIENT

The capacity to recognize, understand, exhibit, manage, and use emotions in

communication and interpersonal interactions is known as emotional intelligence
(EI). The capacity to recognize, interpret, and react to the emotions of others is just
as important as the capacity. Different tests have been developed to gauge

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emotional intelligence levels. These tests often fall into one of two categories: ability
tests or self-report tests.

Because they are the simplest to administer and assess, self-report tests are the
most popular. When taking such assessments, participants answer to statements or
questions by scoring their own actions. A test-taker could choose to disagree,
disagree somewhat, agree, or strongly agree with a statement like "I often feel that I
understand how others are experiencing."

On the other hand, ability tests have participants respond to scenarios before their
skills are evaluated. People are frequently asked to exhibit their skills during such
assessments, after which they receive ratings from a third party.

According to research, emotional intelligence can be divided into four categories:

emotional perception, the capacity to use emotions as a tool for reasoning, emotional
understanding, and emotional management.

(1) Perceiving emotions. Accurately perceiving emotions is the first step

towards comprehending them. This frequently entails recognizing nonverbal
cues like body language and facial expressions.
(2) Reasoning with emotions. The second phase entails encouraging thinking
and cognitive activity by utilizing emotions. Our emotional responses to items
that catch our attention help us prioritize what we pay attention to and how we
respond.
(3) Understanding emotions. The meanings underlying the emotions we
experience might vary greatly. The observer must determine the source of the
person's anger and what it might signify if they are showing furious emotions.
If your boss, for instance, is acting irate, it could be a sign that they are not
pleased with your work, that they received a speeding ticket on the way to
work that morning, or that they have been arguing with their partner.
(4) Managing emotions. Emotional intelligence is the highest level when it
comes to being able to properly handle emotions. Emotional management
includes regulating emotions, acting appropriately when emotions arise, and
responding to the emotions of others.

This model's four branches are arranged in order of complexity, with the simpler
processes located at the lower levels and the more complex ones located at the
higher levels. The lowest levels, for instance, involve feeling and expressing
emotions, whereas higher levels demand more conscious effort and involve
controlling emotions.

In recent years, there has been an increase in interest in social and emotional
intelligence education and learning. Programs for social and emotional learning
(SEL) have been integrated into the curricula of many schools.

These programs aim to help pupils thrive academically and avoid bullying in addition
to enhancing their health and well-being. There are numerous instances in everyday

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life where emotional intelligence can be useful. Emotions can be strong, but they are
also transient, as those with emotional intelligence are aware. The emotionally wise
reaction to a highly heated emotional situation, like being furious with a coworker,
would be to wait a while before replying. This allows everyone to calm their emotions
and think more sensibly about all the factors surrounding the disagreement. People
with high emotional intelligence are skilled at both recognizing their own emotions as
well as how others might feel. People who are self-aware can take into account the
numerous variables that affect their emotions. Knowing how other people feel and
being able to empathize with them is a key component of emotional intelligence. This
frequently entails thinking about your response if you were in the same
circumstance. Strong emotional intelligence enables a person to take into account
the views, experiences, and feelings of others and utilize this knowledge to explain
why individuals behave in a particular way.

ADERSITY QUOTIENT

People frequently make assumptions about someone based on their cognitive and
intellectual ability. The notion that someone's success is based on their intelligence
is erroneous. Excellence does absolutely depend on intelligence. Success, however,
is not solely based on one's accomplishments; it also depends on one's ability to
persevere under difficult circumstances. Life can be unexpected at times, and on our
path to success, we may face a number of obstacles. Therefore, it's important to
learn abilities that will help us get beyond these obstacles and move on. The
adversity quotient refers to a person's capacity for overcoming adversity.

The ability to think, handle, direct, and endure trials and hardships in life is known as
one's adversity quotient (AQ) (Utami, Hardjono, and Karyanta, 2014). Dr. Paul Stoltz
conceived and conceptualized the idea of AQ. According to Stoltz, people can be
divided into three groups based on how well they handle adversity: quitters,
campers, and climbers. He claimed that quitters lead ruined lives. Negative
experiences can easily break them, and they lose faith in their ability to succeed.
They give up on every attempt to get over the obstacle fast and never strive to find a
solution. As a result, they will have to live in misery. Even if campers are willing to
fight to a point, they are not tenacious in their efforts. They always value comfort
over anything else, and any traumatic event will make them fearful. Only if their life is
easy will they be content. The genuine achievers, though, are climbers. No of what
obstacles they encounter, they are willing to fight until they succeed. They are not
going to give up until they succeed in their mission. Nothing in life can stand in their
way. They work consistently and with self-motivation. They have a strong sense of
optimism and never give up, no matter what obstacles they encounter.

According on which of the aforementioned categories a person falls into, Elizabeth

Le Thi (2007) highlighted how that will effect how well they do at work. Quitters lack
ambition and never take on challenging responsibilities. They never serve as a
resource for their company as a result. The organization might not be able to get the
best performance out of campers since they are just willing to put forth a limited
amount of effort and are also average workers. According to the researcher, climbers

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would be the perfect employees for any firm since they are extremely committed,
highly motivated, and have the desire to advance and succeed in life.

However, Stoltz proposed that since adversity quotient is an acquired trait, it is easy
for quitters and campers to learn about how to be a climber. For that, Stoltz
formulated the LEAD sequence which consists of following four guidelines: Listen to
your response to adversity, Establish accountability, Analyze the evidence, and Do
something.

A four-dimensional adversity quotient scale was also suggested by Stoltz in addition

to these conceptualizations. The acronym CORE stands for the four dimensions,
which are defined as follows. Control is the capacity for people to regulate their lives
and stop bad things from happening before they grow worse. Ownership is your
level of responsibility for your actions and willingness to accept accountability for
improving difficult circumstances. Reach refers to how far the difficulties you confront
can be extrapolated to affect other facets of your life. It gauges your ability to
overcome obstacles without having them interfere with other requirements, including
your job or family life. Endurance is the ability to tolerate suffering while remaining
optimistic about the future and believing that something good awaits you on the other
side of any adversity.

Shivaranjani (2014) added that resilience and tenacity, action and engagement,
burden and effort, and hope and willingness to continue are what define control,
ownership, reach, and endurance. According to Lipa's (2015) study on student
leaders, students perform poorly on the four CORE dimensions of control, reach,
ownership, and endurance. The adversity quotient of people can also be influenced
by a number of other factors in addition to these. For instance, Vinas and Malabanan
(2015) examined the relationship between college students' coping skills and their
adversity quotient. The ability to identify adversities, the capacity to cope with the
adversities immediately, as well as the capacity to rebuild one's confidence and
social network, were identified as the major coping strategies students tend to use to
overcome adversities.

When you are willing to step outside of your comfort zone and accomplish what other
people might consider unattainable for you, success will follow. Being extremely
smart and intelligent is surely a blessing. However, you won't be able to fully exploit
your intelligence and potential if you are unable to withstand and persevere through
life's trials. Adversity quotient becomes significant in this situation. Running away
from difficulties is simple and easy. However, it doesn't advance you in life. On the
other side, it takes guts and tenacity to overcome your obstacles and recover from
life's stresses. But if you can pull it off, your life will change like a phoenix rising from
the ashes.

SPIRITUAL QUOTIENT

In order to increase our effectiveness significantly and keep up with the fast-paced,
complicated, and constantly changing corporate climate we are witnessing, there is

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an increasing necessity to be conscious of Spiritual Quotient (SQ). The terms
Intellectual Quotient (IQ) and Emotional Quotient (EQ) are widely known, while
Spiritual Quotient is less well known (SQ).

A person's spiritual aptitude is evaluated by their spiritual quotient (SQ), a factor that
is equally significant to their IQ and emotional quotient (EQ). While the IQ measures
cognitive brilliance, the EQ measures emotional strength, and the spiritual quotient
(SQ) measures strength in the spiritual realm. One's capacity for creativity,
awareness, and understanding is increased by spirituality. With the aid of spirituality,
the power of intuition and awareness can be increased. It greatly aids in coping with
and eradicating contemporary issues like terrorism, callousness, and a lack of
humanity. Since it has a strong correlation with a person's awareness and
consciousness, the idea of Spiritual Quotient (SQ) is quickly becoming the next
important area of scientific study.

According to Stephen Covey, "Spiritual intelligence is the central and most

fundamental of all the intelligence, because it becomes the source of guidance for
the others." To put it another way, having spiritual intelligence is having the capacity
to understand the significance, worth, and value of whatever we do or want to do.
SQ is all about being morally upright, self-aware, compassionate, creative,
intelligent, and able to reason things out. SQ distinguishes humans from both
computers and animals. Animals and computers can both have EQ, but SQ is not
one of them. Additionally, neither animals nor machines are able to inquire as to
WHY we have these rules or this circumstance, or whether either could be improved
upon. They operate within predetermined limits.

Humans have five senses: touch, taste, smell, hearing, and sight (eyes and ears)
(sensatory). Being spiritual is being able to acknowledge intellect that exists outside
of our five senses. Everything in the known universe, as well as everything outside of
it, is created and governed by a single, all-pervasive authority. Through our
consciousness, we can yield to this highest intellect. Depending on our religious
beliefs, we refer to this global power by many names. Our ability to navigate the ups
and downs of life's journey is facilitated by our spirituality. Our lives are made
happier by it.

SQ allows humans to be creative, to seek answers to fundamental questions & play

an 'infinite' game. The Spiritual Quotient (SQ) is the sum of our Intellectual Quotient
(IQ) and Emotional Quotient (EQ). Mathematically expressed as:

Spiritual Quotient (SQ) = Intellectual Quotient (IQ) + Emotional Quotient (EQ)

In essence, all people have a spiritual nature. They could develop this desire
differently, and as a result, operate at various levels of need satisfaction. The
requirements of a person can be categorized into five groups according to their
hierarchy, with biological demands like food, thirst, and sex being at the bottom of
the list. The demand for safety is followed by those for security, order, and stability.

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Then there is belongingness, which includes identification, attachment, and
affiliation.

Education has generally given little attention to spirituality. Even medical, nursing,
psychiatric, and psychotherapeutic fields of study lack a spiritual component.
Spirituality demands have not been extensively investigated, evaluated, or explored,
despite the fact that the value of emotional intelligence (EQ) has been recognized.

SQ helps us become more accountable to our families, communities, society,

surroundings, nations, and ultimately the universe. It enables us to link our individual
goals with the greater benefit of humanity. We become more humble in our outlook
as a result. It significantly lessens our selfish intents. Humans have enormous egos
and crave a sense of importance. We frequently allow our wealth, power, and status
to influence us. We never stop to consider our significance in this world. Our
relationships with so many individuals suffer from either our arrogance or our
humility. On the back of countless inventions, the human species has advanced. The
comfort level is rising with each innovation.

The majority of businesses and institutions in the corporate world today have
realized and accepted that their human element, or what is referred to as a "human
resource," is not just intellectual property made up of human knowledge and abilities,
but also includes human spirit. Corporate entities have come to understand the need
of fostering and valuing the human spirit, which is a crucial component of leadership.
Spirituality is more than just a reference point or topic for casual conversations; when
it is actively practiced and used, it will significantly lessen disturbance and
misbehavior. There is a growing understanding of how to incorporate spirituality into
the workplace.

FINANCIAL QUOTIENT

Financial Intelligence Quotient is referred to as FQ. It is the capacity to manage

one's personal finances with solid judgment. Despite being a crucial form of intellect,
it doesn't receive the required training. 90% of Filipino employees, according to a
2015 East Asia retirement survey, are concerned about not having enough money
when they retire. Financial intelligence, is also known as financial IQ, financial
intelligence quotient, or financial quotient, is the capacity to acquire and manage
wealth through knowledge of the financial system. Real-time trading games will
assist youngsters in developing basic economic and financial knowledge in life,
attempting to find realistic trading solutions to real-world challenges in the stock
market, and cultivating good habits of automatic planning and self-management,
broad market sense, and sensible money management.

The current educational system places a strong emphasis on children's intelligence

and emotional quotients, but it pays little attention to their money quotient. The class
incorporates financial enlightenment education into stock market simulator games,
taking into account the thinking traits and acceptance capacity of primary school

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students. This helps children develop an awareness of wealth, an attitude toward
wealth, and improves their financial trading experiences.

Furthermore, these people aren't always lavish spenders who waste their money on
unimportant items. They might be common, even hardworking individuals who have
held a job that paid well. Some of them put forth a lot of effort and support their
families financially. Some of them are our loved ones, friends, and family members
who make an effort but fall short of systematic long-term investing.

ENVIRONMENTAL IMPACT QUOTIENT

To assess the environmental impact of the most widely used pesticides (insecticides,
fungicides, and herbicides) in horticulture and agriculture, a system known as the
Environmental Impact Quotient (EIQ) was developed. The results of these
computations can be used to compare the effects of various pesticides and pest
management strategies on the environment. When a pesticide product is deemed
necessary, the EIQ offers criteria that can be used in conjunction with the pest
manager's understanding of efficacy, cost, and resistance management.

When determining an EIQ for a specific pesticide, factors like toxicity (dermal, bird,
chronic, bee, fish, beneficial arthropod), soil half-life, systemicity, leaching potential,
plant surface half-life, surface loss potential, and effects on farm workers,
consumers, and the environment are all taken into account. A single number that
describes the EIQ of a pesticide active component is the outcome. The creation of
the EIQ is thoroughly explained in New York State Food and Life Sciences Bulletin
No. 139, "A Method to Measure the Environmental Impact of Pesticides." The
complete text of the bulletin and an updated table of EIQ values, including those for
numerous active substances that have entered the market in the roughly two
decades since the model was created, are both accessible on the aforementioned
website. Despite the fact that the model was created for food crops, the "farm
worker" component can be compared to the effects on those who apply turfgrass,
and the "consumer" component to those who utilize turfgrass, such as golfers,
athletes, and children.

EIQ field usage ratings (EIQ-FUR) can be computed after an EIQ value for a
pesticide's active ingredient has been determined. The dose, formulation, or
percentage of the product's active component, and the frequency of application of
each pesticide must all be taken into account when comparing pesticides and pest
management techniques. The EIQ-FUR was created to take into consideration
various use patterns and different formulations of the same active component. This
rating is determined by averaging the EIQ value for the particular chemical, the
formulation's percentage of active component, and the rate utilized, which is often
expressed in pints or pounds of formed product per acre.

EIQ Field Use Rating (EIQ FUR) = EIQ x % Active Ingredient x Rate

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The environmental impact decreases with a decrease in EIQ-FUR. This approach
enables comparisons of the environmental effects of various pesticides and pest
management strategies. Comparing pesticides should only take into account the
EIQ-FUR of the finished product, not the base EIQ of the active ingredient.

In addition to comparing seasonal totals from year to year, the EIQ Field Use Rating
can be used to compare various pest management approaches. To do this, simply
add the EIQ-FUR values for all applications submitted or planned for the season.
IPM practitioners can now quickly quantify the environmental impact of various
pesticide combinations and decisions by utilizing the EIQ model.

SOCIAL MEDIA QUOTIENT

The users have been encouraged by the new social media trend to investigate their
benefits and change the way that learning is experienced. Students are encouraged
to use the internet as a resource in today's educational environment because it is so
important. As a result, they are inventive in discovering the benefits of the internet,
which helps them improve their social media skills. Additionally, companies are
looking for people with these talents to join their teams, but the majority of employers
are dissatisfied with the caliber of the current crop of graduates, which has an impact
on the unemployment rate for recent graduates.

Social intelligence is one way to define social quotient. We broaden the meaning of
the term "social quotient" to describe our level of knowledge and comprehension of
social interaction in business, particularly online. We will be more adaptable to
change and more successful in today's market if we have a deeper understanding of
this topic.

Even while social media has made it possible for businesses and customers to
communicate in a two-way manner that was never possible before, it is still a
challenging and perplexing environment for many. The opportunity for marketers is
there. But more often than not, our low "social quotient" will tempt us to simplify
things too much and make the false assumption that consumers view inbound social
media marketing via our perspective.

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