2011 Institute for Emotional Intelligence (EI)
February 21 - February 25, 2011
San Antonio, Texas
The Institute for Emotional Intelligence is a self-sustaining education initiative to promote the exchange of applications, best practices, and research connected with education-based theories of EI. The annual conference provides a self-directed learning environment through classroom sessions, and numerous networking opportunities.
Any written material on this web site can be copied and used in other sources as long as the user acknowledges the author of the material (if indicated on the web site) and indicates that the source of the material was the web site for the Consortium for Research on Emotional Intelligence in Organizations.
The Business Case for EI
The following 19 points build a case for how emotional intelligence contributes to the bottom line in any work organization. Based on data from a variety of sources, it can be a valuable tool for HR practitioners and managers who need to make the case in their own organizations. The Consortium also invites submissions of other research for the Business Case. All submissions will be reviewed to determine their suitability.
Guidelines for Best Practice
These guidelines are based on an exhaustive review of the research literature in training and development, counseling and psychotherapy, and behavior change. The guidelines are additive and synergistic; to be effective, social and emotional learning experiences need not adhere to all of these guidelines, but the chances for success increase with each one that is followed.
Featured Book
Emmerling, R. J., Shanwal, V. K., & Mandal, M. K. (Eds.) (2008). Emotional intelligence: Theoretical and cultural perspectives. Nova Science Publishers.
This book is designed to meet the growing need among researchers, graduate students, and professionals to look into the existing theoretical models as well as developing theories related to emotional intelligence. The primary aim of the book is to help readers get a view of current conceptualizations of emotional intelligence, while providing an opportunity to see how emotional intelligence has been interpreted and applied throughout the world. Psychological processes are expected to vary according to cultural meaning and practices. Recent studies indicate that emotional intelligence influences behavior in a wide range of domains including school, community, and the workplace. At the individual level, it has been said to relate to academic achievement, work performance, our ability to communicate effectively, solve everyday problems, build meaningful interpersonal relationships, and even our ability to make moral decisions. Given that EI has the potential to increase our understanding of how individuals behave and adapt to their social environment, it is an important topic for study.
Research Digest
This section of the EI Consortium web site is intended to keep you updated with the latest research findings. We will be summarizing the latest research in the area of emotional intelligence in the workplace by providing you with abstracts of the latest articles from the literature. Each month we will be highlighting a different area from the scholarly literature on emotional intelligence. If you want research updates sent to you automatically, just sign up for our monthly newsletter. |
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95, 54-78.
The authors analyzed multiple studies to examine relationships between EI, performance, cognitive ability, personality, race and sex. The study utilized the two main frameworks of EI: (a) as a narrow, theoretically specified set of constructs pertaining to the recognition and control of emotion (i.e., ability-based EI), and (b) as an umbrella term for a broad array of constructs that are connected only by their nonredundancy with cognitive intelligence (i.e., mixed-based EI). Results revealed that the relation between self-report ability EI (e.g., EIS, WLEIS, and WEIP) and performance-based ability EI measures (i.e., MSCEITand its predecessor MEIS) is only .12, which suggests that these measures may be measuring different constructs. A similarly low correlation is found between performance-based EI and self-report mixed EI (e.g., EQ-i). However, the correlation between self-report ability EI and self-report mixed EI is substantial (.59), indicating that these measures may tap into a similar construct. Regarding EI and job performance, the "mixed-based" measures of EI explained variance beyond cognitive ability and personality. On the other hand, the relationship between ability-based EI and job performance was inconsistent (e.g., EI positively predicts performance for high emotional labor jobs only). Based on the findings, the main implication for EI practitioners in organizations is to choose the EI measure very carefully as different measures seem to predict different things and some may have adverse impact due to gender and race subgroup differences.