Emotional Intelligence (SUBJECT CODE: FEC 28)

Report on

EMOTIONAL INTELLIGENCE:
A CRITICAL ANALYSIS
submitted towards the partial fulfilment of
the requirement for the award of the degree of

Bachelor of Technology In
Software Engineering

Submitted by
Priyanshi Anand (2K20/SE/101)
Ravi Kant Sharma (2K20/SE/106)
Sandali Singh(2K20/SE/117)
Under the Supervision of
Dr. Rachna Yadav
Department of Humanities

DELHI TECHNOLOGICAL UNIVERSITY, SHAHBAD DAULATPUR

(FORMERLY DELHI COLLEGE OF ENGINEERING)
MAIN BAWANA ROAD, DELHI 110042
CERTIFICATE

This is to certify that Priyanshi Anand, Ravi Kant Sharma, and Sandali Singh,
students of branch SOFTWARE ENGINEERING (IIIrd semester), have
completed this major report on the topic 'Emotional Intelligence: A Critical
Analysis' under the guidance of Dr. Rachna Yadav during the academic year
2021-2022, in the partial fulfilment of the requirements for the award of grades
in 'Emotional Intelligence' subject provided by DTU.

Dr. Rachna.Yadav
(Dept. of Humanities)

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ACKNOWLEDGEMENT
We would like to express our gratitude to our teacher Dr. Rachna Yadav, who
gave us the golden opportunity to do this insightful project on the topic
‘EMOTIONAL INTELLIGENCE: A CRITICAL ANALYSIS,’ which helped us
in doing a lot of research and we even came to know about so many new things.
We would also like to thank our parents and friends who helped us finish this
project before the deadline.

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TABLE OF CONTENTS
1. ABSTRACT 4

2. INTRODUCTION 5

3. LITERATURE REVIEW 6

4. EMOTIONAL COMPETENCE FRAMEWORK 8

5. IMPROVE EI 11

6. CLASSIFYING EI 12

7. CONCLUSION 15

8. BIBLIOGRAPHY 16

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ABSTRACT

Emotional Intelligence (EQ) originated in the 1990s as an ability-based construct

similar to IQ. However, over the last three decades, two new, conceptually
separate kinds of EI (commonly referred to as "trait EI" and "mixed model EI")
have evolved, along with a slew of psychometric methods to assess them. More
than 30 different widely utilised EI metrics have been created at this time.
Although the categories of EI and their criteria are relatively straightforward
inside the EI field, people outside the field are confronted with a seemingly
complex EI literature, overlapping terminology, and several published metrics.
Emotional intelligence also reflects abilities to club intelligence, empathy and
emotions to enhance thought and understanding of interpersonal dynamics.
The purpose of this report is to analyse and evaluate the various methodologies
and approaches of emotional intelligence. The ability to express and control
emotions is essential, but so is the ability to understand, interpret, and respond to
the emotions of others. Imagine a world where we could not understand when a
friend felt sad or when a co-worker was angry. Psychologists refer to this ability
as emotional intelligence, and some experts even suggest that it can be more
important than IQ in our overall success in life.

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INTRODUCTION

Emotional intelligence emerged as a significant psychological construct in the

early 1990s, where it was conceptualised as a set of abilities broadly analogous
to general intelligence. Peter Salovey and John Mayer were among the first
people who did some concrete work on EI; they defined EI as "the ability to
monitor one's own and other people's emotions, to differentiate between different
emotions and label them appropriately, and to use emotional information to guide
thinking and behaviour". They implied that people with high EI had specific
emotional skills and abilities related to appraising and regulating others’ emotions
as well as their own too; also, they could help regulate emotions to achieve a
range of adaptive and productive outcomes. This definition was later broken
down and refined into four proposed abilities: perceiving, using, understanding,
and managing emotions. These abilities are distinct yet related. Emotional
intelligence also reflects abilities to club intelligence, empathy and emotions to
enhance thought and understanding of interpersonal dynamics.

Emotional intelligence (EI) refers to the ability to perceive, control, and evaluate
emotions. Some researchers suggest that emotional intelligence can be learned
and strengthened, while others claim it is an inborn characteristic. The ability to
express and control emotions is essential, but so is the ability to understand,
interpret, and respond to the emotions of others. Imagine a world in which we
could not understand when a friend was sad or when a co-worker was angry.
Psychologists refer to this ability as emotional intelligence, and some experts
even suggest that it can be more important than IQ in our overall success in life.

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LITERATURE REVIEW

Emotional Intelligence (EI) originated in the 1990s as an ability-based construct

similar to IQ. However, over the last three decades, two new, conceptually
separate kinds of EI (commonly referred to as "trait EI" and "mixed model EI")
have evolved, along with a slew of psychometric methods to assess them.
The distinction between ability EI and trait EI first proposed by Petrides and
Furnham in the year 2000, was based purely on whether the measure was a test
of maximal performance (ability EI) or a self-report questionnaire (trait EI) More
than 30 different widely utilised EI metrics have been created at this time.
Although the categories of EI and their criteria are relatively straightforward
inside the EI field, people outside the field are confronted with a seemingly
complex EI literature, overlapping terminology, and several published metrics.
In the eyes of most people, emotional intelligence is far from complete sense
rather than understanding. Significant disagreement on the meaning of emotions
and wisdom comes from the investigators. In 1990, Mayer and Salovey donated
the first construction of a concept they call "emotional intelligence". Suddenly, it
was new how to think about the ingredients for health success (Goleman, 2000).
The idea, Emotional Intelligence (EI), has been widespread since Daniel's
publication Goleman's Emotional Intelligent Seller: Why It Is So Important Than
IQ (Goleman, 1995). It was then that emotional intelligence became a familiar
word.
In today's time, three models of emotional intelligence are followed,

● Ability Model (Salovey and Mayer)

● Perceiving emotions
● Using emotions
● Understanding emotions
● Managing emotions
● Mixed Model (Daniel Goleman)
● Self-awareness
● Self-regulation
● Social skill
● Empathy
● Motivation
● Trait Model (K.V Petrides)
● Individual’s self-perceptions of their emotional abilities

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In The Encyclopaedia of Applied Psychology (Cherniss, 2004), the three models
are defined as follows –

(a) Ability Model - "the abilities to accurately perceive emotions, to access and
generate emotions to assist thought, to understand emotions and emotional
knowledge, and to reflectively regulate emotions to promote emotional and
intellectual growth.".
(b) Mixed Model - Adds some competencies and personality traits such as
motivation and the handling of relationships to these previous abilities (being
aware of one’s emotions, managing emotions and recognising emotions in others)
(c) Bar-On defines EI as "an array of non-cognitive capabilities, competencies,
and skills that influence one's ability to succeed in coping with environmental
demands and pressures."

All three models are not contradicting each other but are complementary and
focus on different angles. As there is no single consistent and broadly accepted
definition, it is problematic to find a consensual way of measuring EI. Therefore,
the three models have two different ways of measuring, one is a performance
assessment, and the other uses self-report methods. Their validity and reliability
vary depending on the context, criterion of interest, and theory used.

Goleman describes the top five skills of emotional intelligence, which could be
divided into two main categories:
● Personal Skills
● Social Skills

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EMOTIONAL COMPETENCE FRAMEWORK

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The model introduced by Daniel Goleman focuses on EI as a wide array of
competencies and skills that drive leadership performance. Goleman's model
outlines five primary EI constructs (for more details, see "What Makes a Leader"
by Daniel Goleman, best of Harvard Business Review 1998):

1. Self-awareness –
In simple terms, self-awareness refers to the ability to know one's emotions,
strengths, weaknesses, drives, values and goals and recognise their impact on
others while using gut feelings to guide decisions. In the philosophy of self, self-
awareness is the experience of one's personality or individuality. It is not to be
confused with consciousness in the sense of qualia. While consciousness is
awareness of one's environment, body, and lifestyle, self-awareness recognises
that awareness. Self-awareness is how individuals consciously know and
understand their character, feelings, motives, and desires. There are two broad
categories of self-awareness: internal self-awareness and external self-awareness.

2. Self-regulation –
Involves controlling or redirecting one's disruptive emotions and impulses and
adapting to changing circumstances. Self-regulation is the ability to monitor and
manage energy states, emotions, thoughts, and behaviours in acceptable ways and
produce positive results such as well-being, loving relationships, and learning.
It is how we deal with stress and, as such, lays the foundation for all other
activities. Developing this ability requires self-awareness, emotional intelligence,
efficient filtering of sensory stimulation, coping effectively with stress, relating
well to others, and sustaining focus.

3. Social skill –
We are managing relationships to get along with others. Social skills are skills
that promote effective communication with others. There are various social skills

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as well as several different ways in which we communicate daily. Social skills
include written, verbal, nonverbal and visual communication used to relay a
message to others. Common ways in which we exercise our social skills are:
● The language we use
● The tone, pitch and volume of our voice
● Physical gestures we make
● Our facial expressions
● Our body language
● Eye contact with others when communicating
Working as a team with other employees, keeping our emotions in check in
stressful situations and communicating with clients and team members are
situations where social skills need to be applied in a professional environment.

4. Empathy – Considering other people's feelings, especially when making

decisions. Empathy is the capacity to understand or feel what another person is
experiencing from within their frame of reference, that is, the capacity to place
oneself in another's position. Definitions of empathy encompass a broad range of
emotional states. Empathy includes cognitive empathy, emotional (or affective)
empathy, somatic, and spiritual empathy.

5. Motivation – Being aware of what motivates us. Motivation is the process that
initiates, guides, and maintains goal-oriented behaviours. It causes us to act,
whether getting a glass of water to reduce thirst or reading a book to gain
knowledge. Motivation involves the biological, emotional, social, and cognitive
forces that activate behaviour. In everyday usage, "motivation" is frequently used
to describe why a person does something. It is the driving force behind human
actions.

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IMPROVING EI

Listen
If we want to understand what other people are feeling, the first step is to pay
attention. Take the time to listen to what people are trying to tell us, both verbally
and non-verbally. Body language can carry a great deal of meaning. When we
sense that someone is feeling a certain way, consider the different factors
contributing to that emotion.

Empathise
Picking up on emotions is critical, but we also need to put ourselves into someone
else's shoes to understand their point of view truly. Practice empathising with
other people. Imagine how we would feel in their situation. Such activities can
help us build an emotional understanding of a specific situation and develop more
vital emotional skills in the long term.

Reflect
The ability to reason with emotions is an essential part of emotional intelligence.
Consider how our own emotions influence our decisions and behaviours. When
we are thinking about how other people respond, we assess the role that their
emotions play.
Why is this person feeling this way? Are there any unseen factors that might be
contributing to these feelings? How do our emotions differ from theirs? As we
explore such questions, we may find it easier to understand emotions' role in how
people think and behave.

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CLASSIFYING EI

In 2000, Petrides and Furnham proposed the distinction between ability EI and
trait EI based only on whether the assessment was a test of maximum
performance (ability EI) or a self-report questionnaire (trait EI). Ability EI tests
measure constructs related to an individual's theoretical understanding of
emotions and emotional functioning. In contrast, according to this classification
method, trait EI questionnaires measure typical behaviours in emotion-relevant
situations (for example, when an individual is confronted with stress or an upset
friend) and self-rated abilities. The critical element of this categorisation
technique is that EI type is best characterised by the measurement method. All EI
measurements based on self-report items are referred to as "trait EI," whereas all
measures based on maximal performance items are referred to as "ability EI."

ABILITY EI
All tests with ability-type items, not just those based on Mayer and Salovey's
approach, fall into this category. Ability measures, unlike trait-based measures,
do not require participants to self-report various statements; instead, they require
participants to solve emotion-related problems with correct or incorrect answers
(e.g., what emotion might someone feel prior to a job interview? (a) sadness, (b)
excitement, (c) nervousness, (d) all of the above). Capacity-based assessments
provide a strong indicator of a person's ability to comprehend emotions and how
they function. However, they do not predict normal behaviour and trait-based
assessments since they are tests of maximum ability. On the other hand, Ability-
based measures are valid, if poor, predictors of various outcomes, including
work-related attitudes such as job satisfaction and job performance.

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TRAIT EI
Individuals who score well on different measures of trait EI have been found to
have high levels of self-efficacy in relation to emotion-related actions and are
skilled at controlling and regulating their own and others' emotions. Furthermore,
because trait EI measurements tend to reflect average behaviour rather than peak
performance, they are effective predictors of honest conduct in various contexts.
Recent meta-analyses have found a connection between trait EI and various work
attitudes, including job satisfaction and organisational commitment and job
performance.

MIXED EI
Questionnaires that assess a combination of characteristics, social skills, and
competencies that overlap with other personality measures are referred to as
mixed EI. Most of these assessments are self-reported, although a few also use
360-degree evaluations (self-report combined with multiple peer reports from
supervisors, colleagues, and subordinates). This is especially true for commercial
metrics aimed at predicting and improving workplace performance. The focus on
emotional "competencies" cultivated in individuals to increase their professional
performance is a common feature of several measurements.

Even though several types of EI have evolved (trait, ability, mixed), the bulk of
measures have several conceptual commonalities. The majority of EI measures,
for instance, are considered hierarchical, meaning that they provide an overall "EI
score" for test-takers as well as scores on numerous facets/subscales.
Furthermore, there are significant conceptual similarities among EI aspects
regarding ability, trait, and mixed measurements. The bulk of the tests include
topics such as:
● perceiving emotions (in oneself and others)
● controlling emotions in oneself

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 ● regulating emotions in others
● strategically using emotions

ANALYSIS OF METHODOLOGIES
In circumstances where an excellent theoretical knowledge of emotions is
necessary, the ability EI is critical. A manager with a high ability EI, for example,
is more likely to make practical judgments about team makeup. According to
studies on EI and decision making in professions, people with high EI are better
decision-makers, problem solvers, and negotiators, owing to their improved
capacity to perceive emotions. Ability EI has also been linked to social
competence in both children and adults, according to studies.
When it comes to evaluating behavioural inclinations or emotional self-efficacy,
trait measures of EI should be used. This should be used when consistent, normal
conduct, rather than sporadic, maximum performance, is more likely to produce
beneficial results. In studies of task-induced stress (i.e., transient states of
negative affect elicited by short-term, complex tasks), trait EI was found to have
incremental validity over other predictors. According to research, trait EI is an
excellent predictor of effective coping methods in response to life stresses.
Overall, trait EI is linked to various emotional and social outcomes in both adults
and children. As a result, we recommend using trait measurements in situations
characterised by ongoing stresses, such as educational settings and work.

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CONCLUSION
Emotions precede thought. When emotions run high, they change the way our
brain’s function, diminishing our cognitive abilities, decision-making powers,
and even interpersonal skills. Understanding and managing our feelings (and the
emotions of others) helps us to be more successful in both our personal and
professional lives.
Emotional Intelligence is a concept with much potential. However, it is still only
vaguely defined, making it challenging to use academically and showing the need
for more well-crafted research to lift the concept from the popular scientific level
to scientific and academic credibility. In our report, we talked about the three
models of EI. With the various models come various complications. Still, there is
no clear norm of deciding which attributes are part of EI and which are not. This
becomes apparent when remembering the different models.
Although no causal relationships have been shown, people with high EI have
greater mental health, job performance, and leadership skills. EI is typically
associated with empathy because it involves an individual connecting their
personal experiences with others. Since its popularisation in recent decades,
methods of developing EI have become widely sought by individuals seeking to
become more effective leaders.

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BIBLIOGRAPHY
[1]https://doi.org/10.3389/fpsyg.2019.01116
[2]https://www.grin.com/document/301537
[3]https://pmri.in/emotional-intelligence/
[4]https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4085815/

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