Click on the links below to view the full-text of the following book chapters. Chapters can be viewed in HTML and, in most cases, a PDF file is also available for download. All the following book chapters have been posted here with the permission of the publishers and authors.

Book Chapters

Boyatzis, R.E. (2005). Core competencies in coaching others to overcome dysfunctional behavior. In Vanessa Druskat, Gerald Mount, & Fabio Sala, (eds.). Emotional Intelligence and Work Performance. Erlbaum. 81-95.

In this chapter, Richard Boyatzis discusses issues related to coaching others to be more effective. The author shares research findings which show the specific competencies demonstrated by effective coaches.

Boyatzis, R.E. (2002). Unleashing the power of self-directed learning. In R. Sims (ed.), Changing the Way We Manage Change: The Consultants Speak. NY: Quorum Books.

In this chapters, Richard Boyatzis reviews research which demonstrates that social and emotional competencies can be developed in adults. He also goes on to outline a theory of self-directed learning.

Boyatzis, R.E. & Oosten, E. V. (2002). Developing emotionally intelligent organizations. In Roderick Millar (ed.), International Executive Development Programmes, 7th Edition. London: Kogan Page Publishers.

In this chapter, the authors use an applied case study to document the process by which a transportation company implemented a major initiative related to emotional intelligence.

Boyatzis, R. E., Goleman, D., and Rhee, K. (2000). Clustering competence in emotional intelligence: Insights from the Emotional Competence Inventory (ECI)s. In R. Bar-On and J.D.A. Parker (eds.), Handbook of emotional intelligence. San Francisco: Jossey-Bass, pp. 343-362.

In this chapter, we will briefly describe a model of emotional intelligence based on the competencies that enable a person to demonstrate intelligent use of their emotions in managing themselves and working with others to be effective at work. The history and development, as well as preliminary statistical results from a new test based on this model, the Emotional Competence Inventory (ECI), will be reported. The implications for a theory of performance in work settings and an integrated personality theory will be mentioned in emphasizing the importance of clusters of competencies in predicting performance and making links to all levels of the human psyche.

Goleman, D. (2000). Emotional intelligence: Issues in paradigm building. In D. Goleman, & C. Cherniss (eds.), The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. San Francisco, CA: Jossey-Bass.

This this chapter, Daniel Goleman discusses current issues which confront the emerging science of emotional intelligence.

Goleman, D. (2000). An EI-based theory of performance. In D. Goleman, & C. Cherniss (eds.), The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. San Francisco, CA: Jossey-Bass.

In this chapter, Daniel Goleman outlines a theory of emotional intelligence as a theory of work performance. He also defines his theory of emotional intelligence competencies and relates this theory to other theories within the emotional intelligence paradigm.

Spencer, L. M. (2000). The economic value of emotional intelligence competencies and EIC-based HR programs. In Goleman, D. and C. Cherniss,The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. San Francisco, CA: Jossey-Bass.

In this chapter from the book The Emotionally Intelligent Workplace, Dr. Lyle Spencer provides professional, ethical and legal reasons for establishing the reliability and validity of any EIC measure or HR practices based on EI "that affect an employee's status in an organization, thus subject to scrutiny for adverse impact, outlining specific methods for calculating the economic value (EVA) added by EIC. Also included are meta-analytic findings for the effect size changes and EVA EIC-based selection, training and performance management can provide, as well as protocols for developing "business cases" for EI research and applications: value analysis, expected value added, sensitivity analysis,cost: benefit and return on investment calculation. The chapter also provides data collection instruments and spreadsheet templates for all analyses discussed.

 

Articles

Bar-On, R. (2010). A new US Air Force study explores the cost-effectiveness of applying the Bar-On EQ-i.

In 2007, the US Air Force (USAF) began to explore the potential application of the Bar-On EQ-i to predict performance in training programs for pilots, air traffic controllers and pararescue jumpers ("PJs"). The PJ program takes nearly two years to complete and includes numerous hours of combat training, parachuting, diving, paramedical instruction as well as extensive air rescue and evacuation preparation. The total cost of completing the training is estimated at $250,000 per trainee.

The USAF's aim was to explore the possibility of applying the Bar-On EQ-i to identify those PJ trainees who have the best chance of successfully completing this highly specialized military course. All of the 200 PJ trainees who began the 2008 course completed the Bar-On EQ-I and the results of those who successfully completed the program were compared with those who did not complete it.

Results revealed that EI has a significant impact on performance among PJ trainees and is capable of predicting who will be expected to successfully complete this course. This means that those who (i) have good self-awareness and understand their weaknesses as well as their strengths, (ii) can effectively validate their feelings and keep things in correct perspective, (iii) are flexible and adaptive, (iv) are optimistic and (v) positive are the ones who have the best chance of successfully completing this extremely demanding course. The results confirm a growing body of research findings indicating that EI significantly impacts occupational performance. By applying the EI model that emerged, the USAF estimates that it will save approximately $190,000,000 by significantly reducing mismatches and selecting the right people for the course.

 

Dunn, E. W., Brackett, M. A., Ashton-James, C., Schneiderman, E., & Salovey, P. (2007). On emotionally intelligent time travel: Individual differences in affective forecasting ability. Personality and Social Psychology Bulletin, 33, 85-93.

In two studies, the authors examined whether people who are high in emotional intelligence (EI) make more accurate forecasts about their own affective responses to future events. All participants completed a performance measure of EI (the Mayer-Salovey-Caruso Emotional Intelligence Test) as well as a self-report measure of EI. Affective forecasting ability was assessed using a longitudinal design in which participants were asked to predict how they would feel and report their actual feelings following three events in three different domains: politics and academics (Study 1) and sports (Study 2). Across these events, individual differences in forecasting ability were predicted by participants’ scores on the performance measure, but not the self-report measure, of EI; high-EI individuals exhibited greater affective forecasting accuracy. Emotion Management, a subcomponent of EI, emerged as the strongest predictor of forecasting ability.

Reis, D.L., Brackett, M.A., Shamosh, N.A., Kiehl, K.A., Salovey, P., & Gray, J. (2007). Emotional intelligence predicts individual differences in social exchange reasoning. NeuroImage, 35, 1385-1391.

When assessed with performance measures, Emotional Intelligence (EI) correlates positively with the quality of social relationships. However, the bases of such correlations are not understood in terms of cognitive and neural information processing mechanisms. The authors investigated whether a performance measure of EI is related to reasoning about social situations (specifically social exchange reasoning) using versions of the Wason Card Selection Task. In an fMRI study (N=16), higher EI predicted hemodynamic responses during social reasoning in the left frontal polar and left anterior temporal brain regions, even when controlling for responses on a very closely matched task (precautionary reasoning). In a larger behavioral study (N=48), higher EI predicted faster social exchange reasoning, after controlling for precautionary reasoning. The results are the first to directly suggest that EI is mediated in part by mechanisms supporting social reasoning and validate a new approach to investigating EI in terms of more basic information processing mechanisms.

Lopes, P. N., Grewal, D., Kadis, J., Gall, M., & Salovey, P. (2006). Evidence that emotional intelligence is related to job performance and affect and attitudes at work. Psicothema, 18, 132-138.

This study examined the relation between EI, as measured by the MSCEIT, and workplace outcomes of 44 analysts and clerical employees from the finance department of a Fortune 400 insurance company. Results revealed that high EI employees received greater merit increases and held higher company rank than their counterparts. These employees also received better peer and/or supervisor ratings of interpersonal facilitation and stress tolerance. With few exceptions, relations between EI and workplace outcomes remained statistically significant after controlling for other predictors, including age, gender, education, verbal ability, the Big Five personality traits, and trait affect.

Brackett, M.A., Rivers, S.E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating emotional abilities to social functioning: A comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology, 91, 780-795.

Three studies presented in this article examined the relationship between self-report and performance measures of EI and the role of EI in actual social competence, as measured by evaluating participants' observable behaviors in a social interaction with a same sex confederate. Participants were undergraduate college students affiliated with 3 different universities. Results of the studies yielded two primary findings: (a) self-ratings of EI, as assessed by the Self-Rated Emotional Intelligence Scale (SREIS), and performance measures of EI, as assessed by the MSCEIT, were not strongly correlated; and (b) after statistically controlling for personality, the MSCEIT was associated with perceived and actual social competence for men, whereas the SREIS was generally unrelated to social competence for both genders. Results indicated that perceptions of one's EI and emotional abilities are not an accurate indicator of EI and actual social competence.

Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18 , supl., 13-25.

In the article, Reuven BarOn provides a detailed outline of his theory of Emotional-Social Intelligence and provides a review of research related to this theory.

Emmerling, R. J. & Goleman, D. (2003, October). Emotional intelligence: Issues and common misunderstandings. Issues and Recent Developments in Emotional Intelligence,1(1), Retrieved [date], from http://www.eiconsortium.org.

In this article the we seek to raise issues and air questions that have arisen along with the growing interest in emotional intelligence. We hope to catalyze a dialogue among all those with serious interests in the area, to surface hidden assumptions, correct mistaken impressions, and survey a range of opinions. Such open dialogue, we believe, can pay off to the degree it strengthens the research and thinking that are the foundations of the field-both in theory and in applications.

Caruso, D. (2003, November). Defining the inkblot called Emotional Intelligence. Issues and Recent Developments in Emotional Intelligence,1(2), Retrieved [date], from http://www.eiconsortium.org

Just what is this thing called emotional intelligence (EI)? The answer, to a large extent, depends on who you ask. EI has served as a sort of conceptual inkblot, an unstructured notion that is open to a vast number of interpretations. The article, Emotional Intelligence: Issues and Common Misunderstandings, by Robert Emmerling and Daniel Goleman provides a balanced and diplomatic overview of this new field, and of the various inkblot percepts. Their article is descriptive, and it is my hope that they, and others, will help to further advance the field through prescriptive articles.

Goleman, D. (2003, November). Apples and Applesauce. Issues and Recent Developments in Emotional Intelligence,1(3), Retrieved [date], from http://www.eiconsortium.org

David Caruso’s insightful and well-balanced response characterizes the three main models of EI in terms of a framework hinted at in my essay with Robert Emmerling. Caruso then proposes that the three main models in the field each belong in a different domain: the Bar-On model reflecting a “trait” approach, my own a “competence” perspective, and the Mayer-Salovey model an “intelligence” theory.