|
We welcome you back to another issue of EI Update, the E-Newsletter of the Consortium for Research on Emotional Intelligence in Organizations. The format of this newsletter includes the following sections:
Research Digest of some of the most interesting and useful EI research and articles from recent months.
Announcements of EI Consortium website additions, as well as EI-related meetings, seminars, and conferences.
Development Ideas from the EI Consortium's "Guidelines for Best Practices"
News of promising, published EI research, or comments and questions about the Newsletter may be e-mailed to emerling@rci.rutgers.edu.
|
|
Research Digest - EI Point / Counterpoint Discussion |
 |
The following articles highlighted in this issue of EI Update are taken from a special issue of the Journal of Organizational Behavior (June 2005) which presents a critical examination of the construct of emotional intelligence. The July issue of EI Update will present additional articles from this special issue.
Landy, F. J. (2005). Some historical and scientific issues related to research on emotional intelligence. Journal of Organizational Behavior, 26(4), 411- 424.
The author traces early failed attempts to assess social intelligence and notes that more modern research on EI is in many cases either suspect or inadequately reported in the scientific literature. It appears that emotional intelligence, as a concept related to occupational success, exists outside the typical scientific domain. Much of the data necessary for demonstrating the unique association between EI and work-related behavior appears to reside in proprietary databases, preventing rigorous tests of the measurement devices or of their unique predictive value. For those reasons, the author argues that any claims for the value of EI in the work setting cannot be made under the scientific mantle.
Ashkanasy, N. M. & Daus, C. S. (2005). Rumors of the death of emotional intelligence in organizational behavior are vastly exaggerated. Journal of Organizational Behavior, 26(4), 441- 452.
The authors address a number of points raised by each of the three critiques in this special issue of the Journal. Although agreeing on several issues, they note that much of the criticism applies only to certain models/scales of EI and does not apply to all definitions of emotional intelligence.
The article includes a brief summary of research in the field and rebuttals to arguments against the construct presented in this issue. The authors identify three streams of research: (1) a four-branch abilities test based on the model of emotional intelligence defined by Mayer and Salovey (1997); (2) self-report instruments based on the Mayer-Salovey model; and (3) commercially available tests that go beyond the Mayer-Salovey definition. In response to the criticisms of the construct, the authors argue that the protagonists have not distinguished adequately between the different theoretical definitions, and have inappropriately characterized EI as a variant of social intelligence. More significantly, the authors suggest that two of the critical authors assert incorrectly that EI research is driven by a utopian political agenda, rather than scientific interest. The authors argue, on the contrary, that EI research is grounded in recent scientific advances in the study of emotion; specifically regarding the role emotion plays in organizational behavior. They conclude that EI is attracting deserved continuing research interest as an individual difference variable in organizational behavior related to the way members perceive, understand, and manage their emotions.
To be continued in the July issue of EI Update with Part 2.
|
|
Announcements |
|
International Symposium on Emotional Intelligence - Swinburne University of Technology, Melbourne, Australia (July 15, 2005)
In this one day symposium national and international academics and practitioners come together to talk about recent advances in research and practice in EI. The symposium presents a comprehensive discussion on many issues concerning the validity of the construct, EI in workplace and school settings, the measurement of EI and best practice in developing EI. This symposium offers a rare opportunity to bring together leading researchers and practitioners in the field of emotional intelligence. For more information please see:
http://www.swin.edu.au/biosciele ceng/neuropsych/EI_2005.htm
First Annual International Conference on Working with Emotions: Organisations, Occupations & Self - Tavistock Centre, London, England (September 23, 2005)
This conference has invited debate and research presentations on the relationship between emotions, work, professional practice, education and health and how emotions "at work" impact on people and organisations. For additional information, please visit the following webpage:
http://portal.surrey.ac.uk/eihms /research/specgroup/crnme/exp/em
Call for Proposals for a Special Issue of the Journal of Management - Spirituality & Religion: Affect & Spirituality in Organizations.
This special issue aims to examine the empirical and conceptual links between affect and spirituality in the context of organizations, work and management. At this stage, 500-word proposals for Special Issue papers, in APA (American Psychological Association) format and conforming to the Journal of Management, Spirituality & Religion editorial scope, should be emailed to jacob.eisenber g@ucd.ie by August 30, 2005. Contributions from any area of social science or management are welcome. For more detailed information please visit:
http://www. jmsr.com/index2.html
Did you know...?
You can download the report, "Business Case for EI" from the EI Consortium website. Using data from a variety of sources, the "Business Case for EI" shows how emotional intelligence contributes to the bottom line in any work organization. Click here to read the full report.
|
|
Development Ideas |
|
One of the "Guidelines for Best Practice" DELIVER ASSESSMENTS WITH CARE Give the individual information on his/her strengths and weaknesses. In doing so, try to be accurate and clear. Also, allow plenty of time for the person to digest and integrate the information. Provide the feedback in a safe and supportive environment in order to minimize resistance and defensiveness. But also avoid making excuses or downplaying the seriousness of deficiencies. Guideline in action Personal Assessment and Feedback in an Executive Coaching Program: The individual coaching for effectiveness (ICE) program begins with an assessment of the individual's strengths, weaknesses, and goals, followed by in- depth feedback and discussion between the coach and the participant. The specific data sources vary depending on the needs of both the individual and the organization. Possible assessment tools include psychometric testing, interviews, work samples, simulations, role play, and 360-degree feedback. Organizers of the program talk with those individuals who request coaching--both the individual who will receive the coaching and their organizational sponsors--to gain a better understanding and decide which methods would be most appropriate. After the data is collected, it is organized into a format known as GAPS--goals, abilities, perceptions, and standards. Information regarding the person's goals is collected through career interest inventories, written personal statements, value clarification exercises, and personal reflection. Information on abilities is ascertained through professional assessments, observation, feedback, and performance evaluations. The perceptions of others can be obtained through 360-degree feedback surveys and third-party interviews. Information on organizational standards and expectations may come from the organization's leaders, statements of corporate vision and strategy, competency models, job descriptions, performance evaluations, and statements of team goals (Peterson, 1993). In providing feedback to the client, the coach stresses that the information is data, rather than a judgment of the client's capabilities. The coaches strive to help the client understand what the assessments say and try to remain neutral about the meaning of them. for example, a coach might say, "Here is the data about what people said about you. Now, how do you want to make sense of this? What do you want to do with this information?" The coaches see themselves as guides through the process of deciphering the information; they are not definitive authorities. This approach creates a safe atmosphere, which helps the clients avoid the kind of defensiveness that interferes with learning and change. From Cherniss, Cary & Adler, Mitchel. (2000). Promoting Emotional Intelligence in Organizations. Alexandria, VA: American Society for Training & Development. About the Consortium for Research on Emotional Intelligence in Organizations:
The mission of the EI Consortium is to aid the advancement of research and practice related to emotional intelligence in organizations. The EI Consortium is currently made up of 38 members from around the world who are individuals involved in applied research in the field of EI. The EI Consortium sponsors a website, which has recently been revised and updated, where researchers and practitioners can download full-text research reports, access references, and read and comment on articles in the Consortium's new e-journal Issues and Recent Developments in Emotional Intelligence. If you would like to learn more about the EI Consortium, please contact us.
| Quick Links... |
|
|
