The founders of the EQ Theory

The term of Emotional Intelligence was introduced by John Mayer and Daniel Goleman popularized Emotional Intelligence
Peter Salovey in 1990

Peter Salovey and John D. Mayer coined the term In 1995 Daniel Goleman published his the
“Emotional Intelligence” (EQ) in their article “Emotional internationally bestselling book “Emotional
Intelligence” in the journal ‘Imagination, Cognition, and Intelligence” and was the first to apply this concept
Personality’ in 1990 describing EQ as a form of social to business
intelligence that involves the ability to monitor one’s
own and others’ feelings and emotions, to
discriminate among them, and to use this information
to guide one’s thinking and actions
 During the last 25 years, several models of emotional intelligence have appeared, such as:

EQ Models the Four-Branch Model (Mayer, Salovey and Caruso, 2000), The Bar-On Model of
Emotional-Social Intelligence (ESI) (Bar-On, 2006), trait emotional intelligence (Petrideset
al, 2007), and the Goleman model (Goleman, 2001).

The Goleman model (1998) is distinguished by the fact that emotional intelligence is seen
as a wide range of skills and competencies (mixed model) that affect personal effectiveness
at work and in leadership. It is measured by an evaluation with several criteria such as self-
awareness, self-regulation, motivation, empathy, and social skills.

Reuven Bar-on (1997) described EQ as “an array of personal, emotional and social abilities
and skills that influence one’s ability to succeed in coping with environmental demands and
pressures”. In the Bar-On model, emotional intelligence is measured by ‘self-report measure’,
which consists of scales to measure emotional ranges, such as self-awareness, assertiveness,
self-regard, self-actualisation, independence, empathy, interpersonal relationships, social
responsibility, problem-solving, reality testing, flexibility, stress tolerance, impulse control,
happiness, and optimism (Bar-On, 2006).
Despite their differences, all models of emotional intelligence have similarities in the basis of their
concept, since all these models converge on one point: the ability to understand and regulate our own
emotions and the emotions of others
(Goleman, 1998; Mayer & Salovey, 1997).

With the ability to create networks and build relationships, today’s

leaders are in need of the following emotional intelligence
competencies:

 Communicating or listening openly and sending convincing messages

 Managing conflict that entails negotiating and resolving disagreements
 Inspiring and guiding individuals and groups as a leader
 Initiating and managing change
 Collaborating and cooperating with others toward shared goals
(Goleman, 1995).
 THE MAYER SALOVEY EMOTIONAL INTELLIGENCE MODEL
“Emotional intelligence is the ability to perceive
emotions, to access and generate emotions so as to
assist thought, to understand emotions and
emotional knowledge, and to reflectively regulate
emotions so as to promote emotional and intellectual
growth.”
(Mayer & Salovey, 1997)
Mayer-Salovey-Caruso Four Branches of Emotional Intelligence:
Perceiving Emotions: The ability to perceive emotions in oneself and
others as well as in objects, arts, stories, music, and other stimuli
Facilitating Thought: The ability to generate, use, and feel emotion
as necessary to communicate feeling or employ them in other
cognitive processes
Understanding Emotions: The ability to understand emotional
information. To understand how emotions combine and progress
through relationship transitions. And to appreciate such emotional
meanings
Managing Emotions: The ability to be open to feelings, and to
modulate them in oneself and others so as to promote personal
understanding and growth
 THE MAYER SALOVEY EMOTIONAL INTELLIGENCE MODEL
1. PERCEIVING EMOTION
2.Identify deceptive or dishonest emotional expressions.
3.Discriminate accurate vs. inaccurate emotional expressions.
4.Understand how emotions are displayed depending on context and culture.
5.Express emotions accurately when desired.
6.Perceive emotional content in the environment, visual arts, and music.
7.Perceive emotions in other people through their vocal cues, facial
expression, language, and behavior.
8.Identify emotions in one’s own physical states, feelings, and thoughts.
3. UNDERSTANDING EMOTIONS
1.Recognize cultural differences in the evaluation of emotions.
2.Understand how a person might feel in the future or under certain
conditions (affective forecasting).
3.Recognize likely transitions among emotions such as from anger to
satisfaction.
4.Understand complex and mixed emotions.
5.Differentiate between moods and emotions.
6.Appraise the situations that are likely to elicit emotions.
7.Determine the antecedents, meanings, and consequences of emotions.
8.Label emotions and recognize relations among them.
2. FACILITATING THOUGHT USING EMOTION
1.Select problems based on how one’s ongoing emotional state might
facilitate cognition.
2.Leverage mood swings to generate different cognitive perspectives.
3.Prioritize thinking by directing attention according to present feeling.
4.Generate emotions as a means to relate to experiences of another
person.
5.Generate emotions as an aid to judgment and memory.
4. MANAGING EMOTIONS
1.Effectively manage others’ emotions to achieve a desired outcome.
2.Effectively manage one’s own emotions to achieve a desired
outcome.
3.Evaluate strategies to maintain, reduce, or intensify an emotional
response.
4.Monitor emotional reactions to determine their reasonableness.
5.Engage with emotions if they are helpful; disengage if not.
6.Stay open to pleasant and unpleasant feelings, as needed, and to
the information they convey.
 THE DANIEL GOLEMAN EMOTIONAL INTELLIGENCE MODEL

“Aristotle spoke of the rare ability “to be angry with the right person, to the right degree, at the right time, for the right purpose, and in
the right way.” This is just one example of how emotional intelligence manifests in life.”
(Daniel Goleman,1995)

Goleman (1998) defined Emotional intelligence as ‘the capacity for recognizing our own feelings and
those of others, for motivating ourselves, and for managing emotions well in ourselves and in our
relationships.”

Mixed model is introduced by Daniel Goleman that defines EI as a wide range of competencies and skills
that drive leadership performance. There are four tenets to this model:

Self-awareness is the ability to understand your emotions, recognize their impact and use them to inform
decisions.

Self-management involves controlling your emotions and impulses and adapting to circumstances.

Social awareness is the ability to sense, understand and react to the emotions of others within social
situations.

Relationship management is the ability to inspire, influence and connect with others and to manage conflict.
THE DANIEL GOLEMAN EMOTIONAL INTELLIGENCE MODEL

With the ability to create networks and build relationships, today’s leaders are in
need of the following emotional intelligence competencies:

Communicating or listening openly and sending convincing messages

Managing conflict that entails negotiating and resolving disagreements
Inspiring and guiding individuals and groups as a leader
Initiating and managing change
Collaborating and cooperating with others toward shared goals
(Goleman, 1995).
 Which EQ Model should be chosen?

All of the above models do not contradict, but complement each other. Each of the models
focuses on certain factors. That why for a comprehensive picture and better understanding
of Emotional Intelligence, it is recommended to learn about the listed basic models.
 Figure 1 Models of emotional intelligence (EI) and factors that affect EI

Figure 1 is based on information of researches indicated in the Literature review (Emotional

Intelligence Theory)
 Gender difference and Emotional Intelligence

Regarding gender difference and emotional intelligence, there are also different opinions among researchers.

 Some believe that there is a gender difference (Cabello, et al, 2016). Others are of the opposite opinion, for
instance, studies by Petrides, et al (2010); Petrides and Furnham (2000a); and Goleman (1998) showed that
there is no difference in emotional intelligence between males and females.

 Others claim that gender differences in emotional intelligence depend on theoretical approaches and the
instruments used to measure any differences (Lopez-Zafra and Garzia, 2014).
 References

 Bar-On, R. (2006). The Bar-On model of Emotional-Social Intelligence (ESI). Psicothema, 18, 13-25.

 Druskat.V., Wolff.S., (2001), Building the Emotioncil Intelligence of Groups. Harvard Business Review, 79 (30), 80-90

 Goleman, D. (1998). Working with emotional intelligence.New York: Bantam Books.

 Goleman, D. (2001). An EI-based theory of performance. In C. Cherniss and D. Goleman, (Eds.), The emotionally intelligent workplace (pp. 27-44).
New York: Jossey-Bass.
 Goleman, D. (2004), Emotonal Intelligence. Working with Emotional Intelligence. London: Bloomsbery Publishing Plc
 Goleman, D. (1995). Emotional intelligence. New York: Bantam Books, Inc.
 Mersino, A, (2007). Emotional Intelligence for Project managers. New-York, Amacom.
 Morris, P. W. (2013). Reconstructing project management. John Wiley & Sons.
 Muller, R., Turner, R. (2010). Leadership competency profiles of successful project managers. International Journal of Project Management, 48, 437-
448.
 Muller, R, Turner, R (2007). Matching the project manager’s leadership style. International Journal of Project Management. 25 910, 21-32
 Mayer, J. D., Salovey, P., Caruso, D. (2000).Models of emotional intelligence.In R. Sternberg (Ed.), Handbook of intelligence (pp. 396-420).
Cambridge, UK: Cambridge University Press.
 Mayer, J. D., Salovey, P. (1997). What is emotional intelligence? In P. Salovey& D. Sluyter (Eds.), Emotional development and emotional intelligence:
Implications for educators (pp. 3-31). New York: Basic Books.
 Mayer, J. D., Salovey, P., Caruso, D. R., Sitarenios, G. (2003).Measuring emotional intelligence with the MSCEIT V2.0.Emotion, 3, 97-105.
 Druskat.V., Wolff.S., (2001), Building the Emotioncil Intelligence of Groups. Harvard Business Review, 79 (30), 80-90
Case study
Background: Jane once saying something to a member of her staff. She
heard it come out of her mouth and noticed that it sounded snide. Jane
was really surprised as this was a member of staff she valued greatly and
enjoyed interacting with.

Jane took herself out of the situation and reflected on her feelings. She
tracked them back to an incident that had happened that morning. Her
colleague had wanted some free copies of her CDs and she felt he was
using her.

However, it had only been a fleeting emotion and in the busyness of her
day she had not caught it. Instead, it lay festering inside so that when Jane
next responded to a request from his it colored her response.

By not catching the feeling when it arose and dealing with it then, it came
out later in a snide remark.
However, Jane was at least able to track back to what happened and deal
with it that day.

Question: Does she have high emotional intelligence?

Case study of emotional intelligence

Jonathan works as an engineer for an industrial equipment

company, and in a couple of weeks he and his team should start
working on a new product. One of his staff members has just left
him. She was really valuable and he depended on her greatly.

Later it turned out that she did not feel appreciated. Jonathan never
told her that her contribution was valuable to him and the team. He
thought it was obvious.

Question: What could Jonathan do to prevent her leaving work?

 Links Between Emotional Intelligence, Effective Leadership and Project

 There is a strong relationship between emotional intelligence and aspects such as the high
performance of workers, leadership, and age (Bar-On, 2006). Bar-On's research shows that high performers
have significantly higher emotional intelligence than low performers. Successful leadership depends to a
large extent on high emotional intelligence (2006).

 Project success is directly dependent on the leadership of the project in which emotional intelligence
emerges as a major trait for project leaders(Rezvani et al., 2016). The link between these concepts
emerges from the fact that they are all linked to leadership. When a leader has emotional intelligence,
whether in projects or not, chances of leadership success are increased. The importance of emotional
intelligence among project leaders is also supported by Obradovic et al. (2013).

 A close association exists between emotional intelligence, effective leadership and managerial
success (Sheila et al, 2013). Successful management is closely linked to emotional intelligence of the
leaders. Besides, a significant difference was also found between participants from different cultures,
namely the Eastern and Western cultural backgrounds. This suggests that culture plays a role in shaping the
relationship between emotional intelligence and effective leadership as well as managerial success.
 Links Between Emotional Intelligence, Effective Leadership, Gender Difference and Project

 Goleman (2004) suggested that effective leaders have a high degree of emotional intelligence.
 According to researchers, emotional intelligence is now a necessary identifier of leadership (Groves, 2005).
 Emotional intelligence is considered an important set of skills that can help managers in problem-solving and successfully
managing projects (Druskat and Wolff, 2001; Rezvani, et al, 2016).
 Morris, in his book, entitled Reconstructing Project Management (2013), wrote that people are an important component of
project management, but it is difficult to assess how people will act in new situations: they have egos and are passionate,
emotional, intent, and make mistakes. Along with the knowledge of project and content, such aspects as self-knowledge,
communication, and emotional intelligence as well as trust between project participants are therefore important (Morris, 2013).
 Other researchers also claim that improved emotional intelligence can increase the efficiency of relationships among
stakeholders and thus the success of projects (Mersino, 2003).