The latest buzz in the business and academic world is EQ, or Emotional Quotient, also referred to as emotional intelligence. EQ is touted as rivalling IQ as a measure of human potential. Corporations, school systems, health care providers, child development practitioners, and individuals hoping to improve daily functioning and well being, are all scrambling to find ways to develop and strengthen their emotional intelligence.
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What is EQ and how des it differ from IQ?
IQ, or Intelligence Quotient, commonly derived using the Stanford-Binet IQ test, has been the traditional measure of intelligence since the early 20th century. The Stanford-Binet IQ test originally measured a subject’s verbal, mathematical and logical reasoning. Subsequent editions of the test have been expanded, and currently include sections for abstract and spatial reasoning, and short term memory. The Stanford-Binet IQ test has long been the benchmark for gauging intelligence and determining potential for success.
However, the IQ test has proven a poor predictor of success. Though there is no real dispute that those who score high on the Stanford-Binet are “smart”, there is little correlation between high IQ scores and success in academic, business, or personal pursuits. Those with high IQ are no less likely to fail at school work, business endeavours, and personal relationships as those with lower IQ scores.
This disconnect between IQ and successful outcomes prompted a debate about the nature of IQ, specifically whether intelligence is derived from nature or from nurture. Is intelligence genetic or a product of social conditioning? Are there key early experiences that could boost one’s chance of realizing intelligence potential? What are the key components, or traits, that could be developed to unlock a person’s potential?
A growing body of research points to a constellation of traits that have often been described as “character”. These traits, or aptitudes, are components or what is now known as emotional intelligence, or EQ. Emotional intelligence is that part of one’s mind that is self-aware and self-regulating; and which is attuned to subtle social and emotional signals from people and situations. The key characteristics of emotional intelligence are self-awareness, self-control, and the ability to tune in to, and manage, the emotions of others.
What are the origins of EQ
The current thinking and scholarship concerning emotional intelligence grew out of a large body of work beginning with Charles Darwin, who theorized that emotional expression and social connections contributed to the adaptation and survival of the human species. Through the 20th century, psychologists continued to wonder about the relationship between the intellect and feelings. Notably E.L Thorndike in the 1920’s, and David Wechsler in the mid-century, each explored man’s social and emotional behaviour, seeking to find how that behaviour related to cognitive functions.
More recently, Howard Gardner, a psychologist at the Harvard School of Education, posited that traditional IQ testing, such as the Stanford-Binet IQ test, only measures a narrow range of human capacity, namely verbal, mathematical and logical acuity. In his influential 1983 book ‘Frames of Mind’, Gardner theorized that rather than one kind of intelligence, humans possess multiple intelligences, across a spectrum of abilities. He categorized these intelligences into seven types: verbal, mathematical/logical, spatial, kinaesthetic, musical, interpersonal, and intra-personal.
Gardner’s theory of multiple intelligences is borne out by observing the nature of genius. Verbal and mathematical intelligence do not explain the artistic genius of Van Gogh or Beethoven; they do not explain the keen insights into the workings of the human mind demonstrated by Freud; do not explain the inspirational genius of Gandhi; the physical brilliance of Michael Jordan; or the dazzling spatial genius characteristic of the architecture of Frank Lloyd Wright.
With Gardner’s ideas as groundwork, two psychologists, University of New Hampshire’s John Mayer, and Harvard’s Peter Salovey, published a scholarly paper in 1990 in which they explored the idea of emotional intelligence. Their concept of emotional intelligence incorporated the last two of Gardner’s categories – interpersonal, or knowledge of others; and intra-personal, or knowledge of self. From this base of intelligences, Mayer and Salovey defined emotional intelligence as the ability to perceive, identify, understand and control emotions; and to use emotions as part of the intellectual process.
A slew of studies and books have followed. In 1995 Daniel Goleman published his highly influential book ‘Emotional Intelligence’, in which he delineated five components of emotional intelligence. They are:
- Recognizing one’s own emotions;
- Managing emotions by judging the appropriateness of response and using self-soothing techniques;
- Self-motivation, or using one’s emotions to accomplish a goal;
- Recognizing emotions in others, including feeling empathy and being attuned to subtle cues;
- Handling relationships well, specifically dealing positively with the emotions of others.
Goleman thought that feelings provide a rich source of information, that sometimes conflict with intellectual assessments. But how can feelings, or emotions, be intelligent? Goleman, and others, pointed back to Darwin’s ideas to illustrate non-cognitive intelligence. For example, the fight-or-flight response is an immediate, non-cognitive reaction to a perceived threat. Instantly, without conscious thought, heart rate and breathing are increased, a surge of adrenaline is pumped throughout the body, and blood rushes to hands and to legs. This immediate response, independent of thought, no doubt supplied strength and speed in extreme times, aiding survival for early humans.
Does non-cognitive intelligence apply today?
How does this non-cognitive intelligence apply in modern times? Reuven Bar-On, a clinical psychologist at University of Texas, studied what he terms “social-emotional intelligence”. Bar-On described five key components of social-emotional intelligence, which he called “EQ” or Emotional Quotient. Bar-On’s five characteristics of the socially-emotionally intelligent person, are: intra-personal, or self-awareness and expression; interpersonal, or social awareness and interaction; stress management, or emotional management and control; adaptability; and general mood, or ability to self-motivate.
Bar-On described the socially-emotionally intelligent person in the following way. A person with high EQ would be able to recognize, identify, understand, and manage his own emotions. He would be able to check the appropriateness of his emotional response, modifying that response if necessary. He would be able to self-motivate, using emotional energy to accomplish his goals. He would be able to exercise impulse control, and to delay gratification. In relation to others, the socially-emotionally intelligent person would be able to recognize and understand emotions in others, using subtle social cues. He would have a highly developed sense of social responsibility, and would be able to maintain mutually satisfying personal relationships. He would be flexible and adaptable to changing situations. He would be generally optimistic, believing that he could succeed through his own efforts, and he would have a high level of contentment and well being.
In short, a person with high EQ exhibits the characteristics necessary for success, in school studies, business pursuits, and personal relationships. Additionally, a person with emotional-social intelligence, being self-aware and self-motivating, is more likely to realize the potential of his IQ. This leads to the question of whether emotional intelligence can be developed or strengthened.
Can Emotional Intelligence be developed or strengthened?
The answer appears to be yes. Advances in neuroscience in the last two decades have allowed scientists to look at the structure and functioning of the human brain in ways not possible until recently. One of the most interesting findings is that the brain has a high level of plasticity, or the ability to change. The brain can physically change in response to stimulus. So, while people seem to be born with particular temperaments already in place, repeated behaviour and experiences can actually alter the structure of the brain, rewiring the brain to establish new emotional habits.
The implications of this are fascinating, and potentially profound. Bar-On believed that there are numerous ramifications of this, with important applications to business, educational, and health fields, as well as to individuals seeking self-actualization and personal well-being. To this end, he co-edited one of the first academic texts in the field, the ‘Handbook of Emotional Intelligence’ published in 2000. He also developed the Emotional Quotient Inventory or EQi, a test which assesses emotional-social intelligences and capabilities. This assessment is widely used by businesses, school systems, health care providers, and individuals, to determine strengths and weaknesses of one’s EQ.
Using information from an EQ assessment, it is possible to retrain the brain to strengthen key components. Early childhood is the ideal time for setting emotional habits, and many school systems around the world are using SEL, or Social Emotional Learning, as part of their curriculum for students. Beginning in early ages “life skills” such as recognizing emotions, working cooperatively, developing empathy, and learning to negotiate, are actively taught to students, with noticeable benefits. SEL has laid down a track record of strengthening students’ academic performance, helping to prevent violence, drug use, and bullying; and enhancing overall school climate.
In the workplace, social-emotional training can minimize employee conflict, encourage employee responsibility and ownership of work; develop negotiation and team skills, reduce job-related stress, identify and develop those with leadership capability, and promote win/win outcomes. The Bar-On EQi, and other emotional intelligence assessments, can be used for staff recruitment, employee training, staff development, and determining eligibility for promotion.
The potential of harnessing emotional intelligence is enormous. Because one can assess and develop social and emotional intelligence, these are dynamic intelligences, ones that can be consciously changed and improved. Additionally, the characteristics of the emotionally intelligent person, namely self-awareness, self-motivation, and self-control, are characteristics that have a high correlation with success. In short, those with higher emotional intelligence are more likely to fully utilize their intellectual capabilities. The possible benefits to individual health and well-being, to student performance, and to business success are unlimited. Thus, understanding emotional intelligence is one of the most exciting developments of our time, advancing the quest to unlock the secrets of human potential.