Raj Das

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Emotional Intelligence

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. Emotional intelligence (EI) is a new

discipline of knowledge. Philosophically, it refers to the competence to identify and express

emotions, understand emotions, assimilate emotions in thought and regulate emotions in the self

and in others. pparently, the definition follows from our commonsense understanding about

emotions. !he word competence in the present context, perhaps, indicates the degree or relative

power of "udgment of persons to recogni#e$understand emotions. !he power of representing

emotions in thoughts, according to the definition, also is a measure of EI. %ontrol$regulation of

emotion too is considered as a measure to &ualify the term competence in this context. 'ost of the

literature considers emotions from philosophical and$or psychological standpoint, and ignores the

scope of possible automations to detect and regulate human emotions. !he book providescomputational models for detection and regulation of human emotions. !he sub"ect of emotional

intelligence, which was originated in early *+s, could draw attention of a limited group of people

within academic circles and philosophers. In the last decade, emotional intelligence has earned

widespread publicity because of significant progress in experimental psychology. . ccording to

-oleman, emotional intelligence was believed to have significant impact on individuals from the

point of view of cognitive ability. aturally, people with a high level of emotional intelligence may not

have high intelligent &uotient (I/).

!here exist &uite a large number of contemporary theories on emotional intelligence. !hese theories

have been developed from different angles of understanding emotions. aturally, researchers ofdifferent domains attempted to interpret the phenomena of emotions , its arousal and control from

the point of views of respective sub"ect domains. 0or example, physiologists co1relate emotions with

the changes in the neurological and hormonal activity of the humans, which are caused by the

various physiological conditions of the human body, including blood pressure, blood circulation,

respiration, body temperature, gastrointestinal activity and many others. Psychologists, on the other

hand, consider emotion to have four main evolvable phases, such as cognition, evaluation,

motivation and feeling. Philosophers are mainly concerned with the issues of emotion and

rationality. !he true explanation of the causes of emotion1arousals remained a mystery until this

date. 2owever, most of the researchers are of the opinion that there is a strong correlation between

perceiving significant changes in ones personal situations and arousal of emotions. ccording to

them, humans compare their current situations with previous situations, and when the level of

current stimulation far exceeds the level they have experienced long enough to get accustomed to it,

arousal of emotion takes place. Experimental observations reveal that arousal of common$simple

emotions, such as sadness, happiness, disgust, fear, love, hatred and even sexual desire supports the

above phenomenon. It may further be added that the principles of comparisons that humans adopt

depend on an individuals own basis of "udgement, and therefore is not free from personal bias.

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%haracteristics of Emotions31

Intensity3 Emotions usually are of relatively great intensity. !his is because of a common

phenomenon that our mental system, giving rise to emotion, usually takes longer time to adapt itself

with the change of the environment. aturally, a large change in mental state causes intense

reactions, forcing aggravation in emotion.

4revity3 !ypically emotions are transient states of our psychological processes. aturally, the

durations of emotions are short in time of the order of few minutes to limited few hours. !he

philosophical interpretation of brevity in emotion can be given as follows. In the transient phase,

mobili#ation of physiological, neuronal and hormonal resources takes place, and such mobili#ation isa cause of systems instability in the transient phase. !he instability of a psychological system cannot

prolong as it has its own control to prohibit the mobili#ation process. !his explains the brevity of

emotions.

Partiality3 Emotions usually express personal and interested perspectives found on a narrow

target, such as a person or an ob"ect. It usually directs our attention by selecting what attracts and

holds our attention. It makes us preoccupied with some ob"ects and oblivious to others. -enerally, all

ob"ects do not have e&ual emotional significance to us. 5epending on our focus of attention to an

ob"ect, the intensity of emotion is determined. aturally, ob"ects of higher preferences have higher

emotional value to us.

Instability3 !he last important characteristic of emotion is the instability of our

psychological$physiological processes. Emotions usually indicate a transient, in which the preceding

context has changed, but no new context has been stabili#ed. !he instability associated with intense

emotion is revealed by their interferences with activities that re&uire a higher degree of co1

ordination or control. 0or instance, someone trembling with fear or anger cannot easily thread a

needle.

%omponents of Emotion31

!he %ognitive %omponent3 !he cognitive component usually provides necessary

information about a given situation. 0rom common sense reasoning, it can be revealed that without

any information from our cognitive counterpart, emotion cannot be aroused. 0or example, without

the knowledge of dangers on riding motorcycles, one does not have fear of riding a motorcycle. !he

cognitive component is responsible to match a given situation to already known situations, and

commands the evaluative component to evaluate the emotion from the suggested features of the

new experience.

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!he Evaluative %omponent3 !he most important module in emotion arousal perhaps is

the evaluative component. Every emotion entails a certain evaluation. 0or example, hatred implies

the negative evaluation of a person, pride indicates the positive evaluation of oneself, whereas regret

involves an evaluation of a wrong commitment by the person. highly positive evaluation of a

persons action causes generation of love, affection and admiration. In absence of any evaluative

component, people usually are indifferent to the behaviors and actions of other. aturally, without

evaluative component, there would be no feedback to the emotion generating system, and

conse&uently no emotions would be aroused under this circumstance. !he positive feedback from

the evaluative component to the emotion generating system enhances our expectation, as our action

seems to be favorable to the desired environment. 6n the other hand, when a negative feedback is

generated by the evaluative component, we lose our hopes and desires, causing self1arousal ofanger, distress and fear.

!he 'otivational %omponent3 !he motivational component promotes our desire or

readiness to maintain or change our emotional states. 0or example, the anger and sexual desire can

be revealed by the overt behavior of a person. 6n the other hand, the envy and hopes, which can be

regarded as 7dispassionate8 emotions, are expressed merely as a desire and naturally it proves the

lack of sufficient role of motivational component. 'any neuro1physiologists are of the opinion that

the hormonal system plays a significant role in the arousal of emotion, and conse&uently enhance

our readiness to show overt behavior.

!he 0eeling %omponent3 70eeling8 in an emotional system, has several meaning. It

includes bodily sensation, awareness of tactile &uality, moods and in general awareness. In the

present discussion, we confine the meaning of feeling in modes of awareness, which express our

own state of the mind. !he feeling usually depends on our intentional capacities. In the literature 9:;

feelings are synonymously used as emotions, and emotions are often defined with reference to

feelings. 0or example, in our daily dialogue, we often use to say that we feel ashamed or

embarrassed to describe our respective emotion. 5espite the importance of feelings in emotion,

e&uating the two is incorrect as emotions have intentional components in addition to the feeling

components.

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-olemans %oncept of EI31

!he following describe the five components of emotional intelligence at work, as developed

by 5aniel -oleman.

Self-awareness1 !he ability to recogni#e and understand personal moods and emotions and drives,

as well as their effect on others. 2allmarks of self1awareness include self1confidence, realistic self1

assessment, and a self1deprecating sense of humor. <elf1awareness depends on one=s ability to

monitor one=s own emotion state and to correctly identify and name one=s emotions.

Self-regulation1!he ability to control or redirect disruptive impulses and moods, and the propensity

to suspend "udgment and to think before acting. 2allmarks include trustworthiness and integrity>

comfort with ambiguity> and openness to change.

Internal motivation1 passion to work for internal reasons that go beyond money and status 1which

are external rewards, 1 such as an inner vision of what is important in life, a "oy in doing something,

curiosity in learning, a flow that comes with being immersed in an activity. propensity to pursue

goals with energy and persistence. 2allmarks include a strong drive to achieve, optimism even in the

face of failure, and organi#ational commitment.

Empathy1 !he ability to understand the emotional makeup of other people. skill in treating people

according to their emotional reactions. 2allmarks include expertise in building and retaining talent,

cross1cultural sensitivity, and service to clients and customers. (In an educational context, empathy is

often thought to include, or lead to, sympathy, which implies concern, or care or a wish to soften

negative emotions or experiences in others.) It is important to note that empathy does not

necessarily imply compassion. Empathy can be =used= for compassionate or cruel behavior. <erial

killers who marry and kill many partners in a row tend to have great emphatic skills?

Social Skills- Proficiency in managing relationships and building networks, and an ability to find

common ground and build rapport. 2allmarks of social skills include effectiveness in leading change,

persuasiveness, and expertise building and leading teams.

'ayer and <aloveys concept of EI31

.Emotional Perception and Expression 1 the ability to accurately identify and express feelings

!he ability for self1awareness> to be aware of your own feelings as they are occurring.

!he ability to become emotionally literate. !he ability to learn to identify and label specific

feelings in yourself and others and the ability to clearly and directly communicate and

discuss these emotions.

@. Ase of Emotions 1 the ability to use your feelings constructively

!he ability to let your feelings guide you to what is important to think about

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!he ability to use your feelings to help you decisions which are healthy for both you and the

rest of the human race

B. Emotional Anderstanding 1 the ability to understand the meanings of emotions and how they can

change

!his includes the ability to understand...

!he purpose of emotions> understanding their survival value to the species

!he relationships between emotions> how and why they can change from

one feeling to another

!he emotions which lead to the behavior in yourself and others

!he relationship between thoughts and feelings

!he causes of emotions and their relationship to our human psychological

needs, especially our unmet emotional needs.

:. Emotional 'anagement 1 the ability to manage emotions for personal and social growth

!he ability to take responsibility for one=s own feelings and happiness

!he ability to turn negative emotions into positive learning and growing opportunities

!he ability to help others identify and benefit from their emotions

4ar 6n %oncept of EI31

!he 4ar16n 'odel provides the theoretical basis for the Emotional /uotient Inventory , which was

originally developed to access various aspects of this construct as well as to examine its

conceptuali#ation. ccording to this model, emotional1social intelligence is a cross1section of

interrelated emotional and social competencies, skills, and facilitators.

!hese attributes determine how effectively we as individuals3

Anderstand and express ourselves.

Anderstand others and relate with them.

%ope with daily demands.

In general, 4ar 6n considers EI and cognitive intelligence to contribute e&ually to a persons generalintelligence, which then offers an indication of their potential to succeed in life.

%ooper and <awafs %oncept of EI31

%ooper and <awaf (@+++) describe their model of emotional intelligence as a four cornerstone

model, which moves emotional intelligence out of the realm of psychological analysis and

philosophical theories into the realm of direct knowing, exploration and application. !he four

cornerstones of emotional intelligence are emotional literacy, emotional fitness, emotional depthand emotional alchemy.

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Emotional Citeracy1ccording to %ooper and <awaf , emotional intelligence begins with the

cornerstone of emotional literacy, which builds a locus of self1confidence through emotional honesty,

energy, emotional feedback, intuition, responsibility, and connection. Emotional literacy is about

being real and true to oneself which in turn builds awareness, inner guidance, respect, responsibility

and connection with others.

Emotional 0itness1 !he second cornerstone strengthens ones authenticity, believability, and

resilience. Emotional fitness expands ones circle of trust and ones capacity for listening, managing

conflict, and making the most of constructive discontent.

Emotional 5epth1 In emotional depth, the third cornerstone, one explores ways to align

ones life and work with ones uni&ue potential and purpose. Emotional depth builds core character

and calls forth ones potential, integrity and purpose. It re&uires commitment and accountability,

which, in turn, increase ones influence without authority.

Emotional lchemy10rom the first three cornerstones, one advances to the fourth

cornerstone, emotional alchemy, through which one extends ones creative instincts and capacity to

flow with problems and pressures and to compete for the future by building ones capacity to sense

more readily D and access D the widest range of hidden solutions and untapped opportunities.

Importance of EI 31

Physical Health D !he ability to take care of our bodies and especially to manage our stress, which

has an incredible impact on our overall wellness, is heavily tied to our emotional intelligence. 6nly by

being aware of our emotional state and our reactions to stress in our lives can we hope to manage

stress and maintain good health.

Mental Well-Being D Emotional intelligence affects our attitude and outlook on life. It can also help

to alleviate anxiety and avoid depression and mood swings. high level of emotional intelligence

directly correlates to a positive attitude and happier outlook on life.

Relationships D 4y better understanding and managing our emotions, we are better able to

communicate our feelings in a more constructive way. e are also better able to understand and

relate to those with whom we are in relationships. Anderstanding the needs, feelings, and responses

of those we care about leads to stronger and more fulfilling relationships.

onflict Resolution D hen we can discern peoples emotions and empathi#e with their perspective,

its much easier to resolve conflicts or possibly avoid them before they start. e are also better at

negotiation due to the very nature of our ability to understand the needs and desires of others. Its

easier to give people what they want if we can perceive what it is.

Success D 2igher emotional intelligence helps us to be stronger internal motivators, which can

reduce procrastination, increase self1confidence, and improve our ability to focus on a goal. It alsoallows us to create better networks of support, overcome setbacks, and persevere with a more

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resilient outlook. 6ur ability to delay gratification and see the long1term directly affects our ability to

succeed.

Ceadership D !he ability to understand what motivates others, relate in a positive manner, and to

build stronger bonds with others in the workplace inevitably makes those with higher emotional

intelligence better leaders. n effective leader can recogni#e what the needs of his people are, so

that those needs can be met in a way that encourages higher performance and workplace

satisfaction. n emotionally savvy and intelligent leader is also able to build stronger teams by

strategically utili#ing the emotional diversity of their team members to benefit the team as a whole.

Emotional intelligence is still not completely understood, but what we do know is that emotions play

a very critical role in the overall &uality of our personal and professional lives, more critical even than

our actual measure of brain intelligence. hile tools and technology can help us to learn and master

information, nothing can replace our ability to learn, manage, and master our emotions and the

emotions of those around us.

Raj Das

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