One of the most pressing issues in EI literature is the comparability of various studies, due to the mixture of EI definitions and corresponding measures. The major divide is between self-report or mixed-model approaches (which also incorporate constructs such as personality) and performance- based or ability-based approaches (which focus on the demonstration of EI behaviors). This month's Research Digest includes two studies that look at the relationship between these two approaches.

Goldenberg, I., Matheson, K. & Mantler, J. (2006). The assessment of emotional intelligence: A comparison of performance-based and self-report methodologies. Journal of Personality Assessment, 86(1), 33-45.

The authors assessed similarities among the MSCEIT, a performance-based measure of EI, the Self-Report Emotional Intelligence Scale (SREIS), developed by Schutte, et. al. (1998), coping style, and depressive affect. The performance-based and self-report subscales were not related to one another, and each was related to a different set of other variables. The self-reported EI scores were consistently related to coping styles and depressive affect, and the performance-based measure demonstrated stronger relations with age, education, and other objective indices.  According to the authors, the findings suggest that a self-report measure of EI may be more strongly associated with other self-report measures, while a performance-based measure of EI will be more strongly related to more objective measures.  

The authors examined the validity of an ability-based measure of EI (MSCEIT) and a mixed-model EI measure (EQ-i), in addition to measures of personality, cognitive ability and self- monitoring behaviors. Results showed that MSCEIT and EQ-i scores were modestly correlated. In addition, only the mixed-model scores were strongly related to personality, self-monitoring ability, and job/life satisfaction. Performance-based measures were related to more objective measures of the participants, such as gender. Though a relationship between the two types of measures was reported, the authors believe they are measuring two different constructs. The authors warn readers to be careful when using the term EI and to differentiate clearly between the ability-based EI and mixed-model EI perspectives.

New Book - Emotional Intelligence in Everyday Life: 2nd Ed.

The Portuguese journal Organizational Behaviour and Management Review is looking to compile a set of papers contributing to improve Positive Organizational Behavior (POB) research and practice through a further refinement of POBs scope and goals, a higher knowledge on its determinants and consequences, and an illustration of how POB concepts can be put in practice. As such, a variety of approaches, methods, positive variables and theoretical frameworks are highly welcomed. Also, papers can be both oriented towards theory development or empirical testing. The papers may be submitted in English or Portuguese for review purposes, and should be prepared in accordance with the APA guidelines. All papers should be submitted by December, 1, 2006, to co-guest editor Miguel Lopes. You may also contact him for further information.

Break Goals into Manageable Steps

Change is facilitated through ongoing support of others who are going through similar changes (such as a support group). Programs should encourage the formation of groups where people give each other support throughout the change effort. Coaches and mentors also can be valuable in helping support the desired change.

Guideline in Action

Executive and management coaching provides many opportunities to support learners as they struggle to overcome old habits and apply new emotional competencies in their jobs. In the ICE program, the coaching process uses several strategies to support participants in the learning process. First, the coach works as a talent agent, aiding people in the search for various opportunities to use the skills they have acquired in their current work situations. Second, as learners inevitably face moments in their development when they feel stagnant, it is important that coaches work to "manage the mundane components of the development process and work to enhance motivation so that the participant's new skills get used" (Peterson 1996). Third, coaches need to be aware that the fear of failure may prevent learners from taking risks necessary for their skills to flourish. Therefore, they help clients reduce the fear that often arises when they encounter impediments to the use of their new skills on the job.

From Cherniss, Cary & Adler, Mitchel. (2000). Promoting Emotional Intelligence in Organizations. Alexandria, VA: American Society for Training & Development.

We currently have 4 organizational members who have been part of the Consortium for many years. We would be delighted to have 1 or 2 more organizations join us. Organizational members partner with the Consortium for the purpose of applied research related to EI in the workplace.