Manage relationship- it is the skill to adjust and control one’s and others’ emotional response. 3.3 The trait model of EI
Petrides and Furnhams (2001) stated that concept of the trait model of EI. This model is the mixture of characteristics and abilities since it relied on the Big- Five personality traits very much. This model includes a holistic trait of EI and four elements which have 15 sub-scales:
Emotional elements-this includes 4 traits such as emotional perception, empathy, and emotional expression, relationship skills. Individuals who have high scores can understand and express emotions well, and use these skills to develop close relationship with others. Those who have low scores are opposite to those who have high scores.
Self-control elements- it includes 3 traits such as emotional control, low impulse, and stress management. Individuals who have high scores balance impulse and desires in a healthy level. They neither excessive depressed nor too expressed.
Well-being- it includes 3 traits like happiness, optimistic, self-esteem. High scores individuals in this aspect will like to feel happiness, and tend to look at the world through rose-colored glasses. They are also complacent.
Sociability elements- it includes 3 traits emotional control, decision-making, and self-awareness. This element emphasizes social relationship and social impact.
The last one is the holistic trait which includes 2 traits such as adaptation and self-motive. It is about the way individuals dealing issues. 4. Critically compare the three main theories
Although the ability model and the trait model are all exploring the knowledge of EI, many experts and scientists hold that these two models are
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completely different EI constructs.
The most basic different between the ability model and the trait model is the measurement methods. The ability model is operated by maximum performance tests. It concerns the abilities of emotion-related perceiving. The trait model is measured by self-report and it focuses on the abilities of emotion-related self-perception (Petrides & Furnham, 2000, 2001).
The second different is about the concept of EI. The ability model is at the scope of cognitive ability. While the trait model is at the scope of personality, it is independent of general cognitive ability (Petride & Furnham, 2001). The third is the difference on the construct validity. The ability model only has limited concurrent validity and it has lower relevance with IQ tests than it was expected. While the trait model has good discriminate validity and incremental validity.
The fourth difference is the measurement tools. There are two measurement tools of the ability EI model. One is the assignment measurement which includes the MECEIT and the MEIS. In this case, EI is measured by the way individuals solve problems; the other is the questionnaire measurement, such as the SSREIT and the WEIT. Here EI is measured by self-evaluation as well as the evaluation from others (Mayer, Salovey & Caruso et al, 2003).These tools nother hand, the trait model uses different tools such as EQ-i, TEIQue etc. These tools are easy to operate, and adopting standard graded procedure (Petrides, Furnham & Friederick-son, 2004).
The range of application is different. The ability model is more suitable for theoretical study since it has a comparative narrow definition on EI. The trait model is more suitable for practice application since it has a wider definition on EI.
When people comparing the ability model and the mixed model, the supporter of the former claims that the mixed model is neither inherent base on
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emotion nor intelligence. Thus the mixed model is not suit to measure emotional intelligence. These supporters also stated that if the model includes other elements but not directly relating to emotion or intelligence, it will not give an accurate data and outcome. On the other hand, the supporter of the mixed model claims that EI cannot separated from personality characteristics. It is generally accepted to be the one most comprehensive and scientifically. Moreover, the mixed model perhaps the one to balance the trait model and the ability model (Dann, 2008).
5. The role of emotional intelligence in leading, performance and wellbeing
5.1 How emotional intelligence can play a role in leading
Emotional intelligence plays an important role in improving leadership effectiveness (F?llesdal & Hagtvet, 2013). According to Mayer and Salovery’s ability model, good emotional intelligence helps to improve personal leadership ability through four dimensions (Mayer & Salovey, 1997).
First of all, good emotional intelligence helps to improve leader’s emotional perception and expression, which enables leaders to recognize their emotion and other emotion (Boyatzis et al, 2011). Depending on good emotional intelligence, leaders are able to manage and control their personal emotion and effectively recognize subordinate employees’ feelings, emotion, need and motivation etc and then take effective actions to motivate subordinate employees to work hard.
Secondly, good emotional intelligence also contribute to improve leaders’ emotional usage ability, which is conducive to facilitate leaders’ cognitive behavior, and thus increasingly leaders’ ability to address relevant problems and to making effective decision making (Mayer & Salovey, 1997). Consequently, leader’s leadership effectiveness can be improved significantly.
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Thirdly, good emotional intelligence can enhance leaders’ emotional understanding ability (Cavazotte et al, 2012). By enhancing emotional understanding, leaders are able to obtain a more comprehensive understanding of the complex emotions, and the possibility of emotional transforming (Harms & Crede, 2010). In the workplace, employees’ emotion will be transformed in different periods o time due to various factors. For this, leaders need to obtain an effective understanding of employee’s motional transforming and then take effective motivation methods to motivate them to work hard. Under this condition, leaders can successfully lead their working teams to achieve expected goals.
Finally, good emotional intelligence also can improve leaders’ emotional management effectiveness (Batool, 2013). Normally, successful leaders always can maintain the stability of their emotion (Northouse, 2010). By doing so, leaders can process some affairs especially urgent affairs without panicking, and then make rational decisions to address with some affairs. Additionally. in the interpersonal relations, leaders can solve properly without any impatience, and can avoid every kind of dispute, noisy occasions by effective managing personal emotions (Cavazotte et al, 2012). Thus, emotional intelligence can play a important role in leading. 5.2 How emotional intelligence can play a role in performance
Emotional intelligence also plays an important role in improving performance (Robinson-Walker, 2010). According to the mixed model of emotional intelligence, emotional intelligence is consisted of five dimensions, including self-understanding, self-management, self-motivation and empathy (Bar-on, 1997). For this, this section attempts to discuss how emotional intelligence contributes to personal performance through five dimension of the mixed model of emotional intelligence.
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Firstly, good emotional intelligence can help an individual to monitor, perceive and understand their emotional world (O'Boyle et al, 2010). By obtaining a more comprehensive self-understanding, individual can well understand their strengths and weaknesses. Based on the self-understanding, the individual can give full play to their personal strengths and try their best to improve their weaknesses. By doing so, the individual can further improve their working performance. From this point of view, it can be found that emotional intelligence plays an important role in improve performance.
Secondly, emotional intelligence also can help an individual to improve self-management effectiveness, and thus reaching good working performance (Pastor, 2014). Normally, individuals with good self-management often can effectively control their personal emotion during working process. By self-management, individuals can recognize their own disruptive emotions and then conduct control in order to prevent the negative impacts of disruptive emotions on personal working performance (Goleman, 2011). This indicates that emotional intelligence helps to adjust personal emotion to product positive outcomes. Thus, the role of emotional intelligences in improving personal performance is obvious.
Thirdly, emotional intelligence contributes to personal working performance through self-motivation (O'Boyle et al,2010). According to the mixed model of emotional intelligence, individuals with high emotional intelligence often form effective motivation to push them to pursue and achieve their personal goals (Zyl & Bruin, 2014). Driven by self-motivation, individuals often can produce strong forces to work hard with high performance. Additionally, when an individual faces some difficulties during working process, self-motivation also can play huge role as it can motivate the individual to overcome difficulties in order to achieve expected goals.
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