Escolar Documentos
Profissional Documentos
Cultura Documentos
Emotional
Intelligence and
Correlation with
Creativity in Field
of Medicine
We would like to express our gratitude and hearty appreciation to Dr. Bindu Gupta, Institute
of Management Technology, Ghaziabad for her encouragement and valuable guidance in the
successful completion of our project work. She helped us to visualize things from perspectives
that we had never thought of and to appreciate knowledge of organizational behaviour and its
implementation and application in the most logical and optimal manner.
We would also like to thank our batch mates for their critical comments and valuable
suggestions given to us from time to time which helped us to recognize the flaws and involve
a further new dimension to our thought process.
We further extend our thanks and appreciation to all the respondents of our survey, friends
and family members for their comments and interest shown in our learning process by filling
up the questionnaire which helped us in successful completion of the project.
OBJECTIVE
Creativity.................................................................................... .........................16
Creativity quotient...............................................................................................16
Psychometric approach....................................................................................17
Social-personality approach..............................................................................18
Methodology.................................................................................... ....................19
Bhandari Hospital.............................................................................................22
Analysis Inferences..............................................................................................22
References........................................................................................... ................29
Why Emotional Intelligence
Since he has been on Earth, Man has had to face a dangerous environment. As
population increased, the need arose to share knowledge and organize resources.
Language and conceptual thinking developed in sophistication, with specialized
brain centers becoming adapted for the task. Teaching of young people concentrated
on this rational aspect of intellect, which is a left brain activity, and right brain
functions (including intuitive and emotional processing) were no longer part of the
masculine stereotype. But this limited form of intelligence has its problems.
The Middle East conflict and many other events preceding and inevitably to follow,
show that something is missing. The Western world is full of IQ teaching oriented to
the left brain - rational and irrational focused thought processes, but not a single
school for EQ (Emotional Intelligence) which fully encompasses and integrates right
brain activity - non-verbal, holistic thought processes including emotions based on
perception of real experience and holistic understanding and the resulting intuitive
feelings.
Intelligence of the heart is lacking in our culture, so that all too often, instead of
acting with integrated reason and feelings, we react with the emotional maturity of
spoilt children. Instead of being recognized and understood consciously, emotions
are supressed or resisted, giving them subconscious power. They then drive our
behavior, and we use our rational intelligence to justify such behavior. Instead of
conscious persons who understand why they feel and consequently behave as they
do, we have become subconsciously driven and susceptible to cultural conditioning -
even hypnosis and brainwashing. Our unempathetic and unethical behavior - and
the corresponding lies and rationalizations that result - destroy our spiritual
integrity.
These factors are equally important in the running of schools, health services, local
government and politics. Thus the need to study and understand emotional
intelligence.
Origin of Emotional Intelligence
The most distant roots of Emotional intelligence can be traced back to Darwin’s early
work on the importance of emotional expression for survival and second adaptation.
In the 1900s, even though traditional definitions of intelligence emphasized cognitive
aspects such as memory and problem-solving, several influential researchers in the
intelligence field of study had begun to recognize the importance of the non-
cognitive aspects. For instance, as early as 1920, E. L. Thorndike used the term social
intelligence to describe the skill of understanding and managing other people.
The first use of the term "Emotional Intelligence" is usually attributed to Wayne
Payne's doctoral thesis, A study of emotion: Developing emotional intelligence from 1985.
However, prior to this, the term "emotional intelligence" had appeared in Leuner
(1966). Greenspan (1989) also put forward an EI model, followed by Salovey and
Mayer (1990), and Goleman (1995).
In other words, each baby is born with a specific and unique potential for these
components of emotioqnal intelligence:
1. Emotional sensitivity
2. Emotional memory
Because the definition offered here is based on an innate potential, it makes a very
important distinction between this inborn potential and what actually happens to
that potential over a person's life.
Here is one example, if we ask a person how they feel and they tell us they feel
uncomfortable with something, but they cannot tell us why, it could be more because
they lack innate emotional intelligence or because they were never taught to
understand their feelings, to label their feelings and to analyze the cause and effect
relationship between events and their feelings.
Jack Mayer and Peter Salovey have been the leading researchers in emotional
intelligence since 1990. In that year they suggested that emotional intelligence is a
true form of intelligence which had not been scientifically measured until they began
their research work. Here is how they defined emotional intelligence in 1990.We
define emotional intelligence as the subset of social intelligence that involves the
ability to monitor one's own and others' feelings and emotions, to discriminate
among them and to use this information to guide one's thinking and actions.
However their current definition given above is the one that is much more widely
accepted and used.
Up to the present day, there are three main models of EI:
• Ability-based EI models
• Mixed models of EI
• Trait EI model
Peter Salovey and John D. Mayer's conception of EI strives to define EI within the
confines of the standard criteria for a new intelligence. Following their continuing
research, their initial definition of EI was revised to: "The ability to perceive emotion,
integrate emotion to facilitate thought, understand emotions, and to regulate
emotions to promote personal growth."
The ability based model views emotions as useful sources of information that help
one to make sense of and navigate the social environment. The model proposes that
individuals vary in their ability to process information of an emotional nature and in
their ability to relate emotional processing to a wider cognition. This ability is seen to
manifest itself in certain adaptive behaviours. The model proposes that EI includes 4
types of abilities:
Perceiving emotions — the ability to detect and decipher emotions in faces, pictures,
voices, and cultural artefacts- including the ability to identify one’s own emotions.
Perceiving emotions represents a basic aspect of emotional intelligence, as it makes
all other processing of emotional information possible.
Different models of EI have led to the development of various instruments for the
assessment of the construct. While some of these measures may overlap, most
researchers agree that they tap slightly different constructs. The current measure of
Mayer and Salovey’s model of EI, the Mayer-Salovey-Caruso Emotional Intelligence
Test (MSCEIT) is based on a series of emotion-based problem-solving items.
Consistent with the model's claim of EI as a type of intelligence, the test is modelled
on ability-based IQ tests. By testing a person’s abilities on each of the four branches
of emotional intelligence, it generates scores for each of the branches as well as a
total score.
Central to the four-branch model is the idea that EI requires attunement to social
norms. Therefore, the MSCEIT is scored in a consensus fashion, with higher scores
indicating higher overlap between an individual’s answers and those provided by a
worldwide sample of respondents. The MSCEIT can also be expert-scored, so that
the amount of overlap is calculated between an individual’s answers and those
provided by a group of 21 emotion researchers.
Although promoted as an ability test, the MSCEIT is most unlike standard IQ tests in
that its items do not have objectively correct responses. Among other problems, the
consensus scoring criterion means that it is impossible to create items (questions)
that only a minority of respondents can solve, because, by definition, responses are
deemed emotionally 'intelligent' only if the majority of the sample has endorsed
them. This and other similar problems have led cognitive ability experts to question
the definition of EI as a genuine intelligence.
Mixed models of EI
Self-awareness — the ability to read one's emotions and recognize their impact while
using gut feelings to guide decisions.
Social awareness — the ability to sense, understand, and react to other's emotions
while comprehending networking.
1) The Emotional Competency Inventory (ECI) was created in 1999 and the
Emotional and Social Competency Inventory (ESCI), which was created in 2007.
Reuven Bar-On (2006) developed one of the first measures of EI that used the term
"Emotion Quotient". He defines emotional intelligence as being concerned with
effectively understanding oneself and others, relating well to people, and adapting
to and coping with the immediate surroundings to be more successful in dealing
with environmental demands. Bar-On posits that EI develops over time and that it
can be improved through training, programming, and therapy. Bar-On hypothesizes
that those individuals with higher than average E.Q.’s are in general more successful
in meeting environmental demands and pressures. He also notes that a deficiency in
EI can mean a lack of success and the existence of emotional problems. Problems in
coping with one’s environment are thought, by Bar-On, to be especially common
among those individuals lacking in the subscales of reality testing, problem solving,
stress tolerance, and impulse control. In general, Bar-On considers emotional
intelligence and cognitive intelligence to contribute equally to a person’s general
intelligence, which then offers an indication of one’s potential to succeed in life.
Serious doubts have been expressed about this model in the research literature (in
particular about the validity of self-report as an index of emotional intelligence) and
in scientific settings (see, e.g., Kluemper, 2008) it is being abandoned for the trait
emotional intelligence (trait EI) model discussed below.
Petrides et al. (2000a, 2004, 2007) proposed a conceptual distinction between the
ability based model and a trait based model of EI. Trait EI (or ‘trait emotional self-
efficacy’) refers to "a constellation of behavioural dispositions and self-perceptions
concerning one’s ability to recognize, process, and utilize emotion-laden
information". This definition of EI encompasses behavioural dispositions and self
perceived abilities and is measured by self report, as opposed to the ability based
model which refers to actual abilities as they express themselves in performance
based measures. Trait EI should be investigated within a personality framework.
The trait EI model is general and subsumes the Goleman and Bar-On models
discussed above. Petrides et al. are major critics of the ability-based model and the
MSCEIT arguing that they are based on "psychometrically meaningless" scoring
procedures (e.g., Petrides, Furnham, & Mavroveli, 2007).
There are many self-report measures of EI, including the EQi, the Swinburne
University Emotional Intelligence Test (SUEIT), the Six Seconds Emotional
Intelligence Assessment (SEI), the Schutte Self-Report Emotional Intelligence Test
(SSEIT), a test by Tett, Fox, and Wang. (2005) from the perspective of the trait EI
model, none of these assess intelligence, abilities, or skills (as their authors often
claim), but rather, they are limited measures of trait emotional self-efficacy (Petrides,
Furnham, & Mavroveli, 2007). The Trait Emotional Intelligence Questionnaire
(TEIQue) is an open-access measure that was specifically designed to measure the
construct comprehensively and is currently available in 15 languages.
The TEIQue provides an operationalization for Petrides and colleagues' model that
conceptualizes EI in terms of personality. The test encompasses 15 subscales
organized under four factors: Well-Being, Self-Control, Emotionality, and Sociability.
The psychometric properties of the TEIQue were investigated in a recent study on a
French-Speaking Population, where it was reported that TEIQue scores were
globally normally distributed and reliable.
The researchers also found TEIQue scores were unrelated to nonverbal reasoning
(Raven’s matrices), which they interpreted as support for the personality trait view
of EI (as opposed to a form of intelligence). As expected, TEIQue scores were
positively related to some of the Big Five personality traits (extraversion,
agreeableness, openness, conscientiousness) as well as inversely related to others
(alexithymia, neuroticism).
Alexithymia and EI
Alexithymia from the Greek words λέξις and θυμός (literally "lack of words for
emotions") is a term coined by Peter Sifneos in 1973 to describe people who
appeared to have deficiencies in understanding, processing, or describing their
emotions. Viewed as a spectrum between high and low EI, the alexithymia construct
is strongly inversely related to EI, representing its lower range. The individual's level
of alexithymia can be measured with self-scored questionnaires such as the Toronto
Alexithymia Scale (TAS-20) or the Bermond-Vorst Alexithymia Questionnaire
(BVAQ) or by observer rated measures such as the Observer Alexithymia Scale
(OAS).
One of the arguments against the theoretical soundness of the concept suggests that
the constant changing and broadening of its definition- which has come to
encompass many unrelated elements — had rendered it an unintelligible concept:
Goleman's early work has been criticized for assuming from the beginning that EI is
a type of intelligence. Eysenck (2000) writes that Goleman's description of EI
contains unsubstantiated assumptions about intelligence in general, and that it even
runs contrary to what researchers have come to expect when studying types of
intelligence:
"Goleman exemplifies more clearly than most the fundamental absurdity of the
tendency to class almost any type of behaviour as an 'intelligence'... If these five
'abilities' define 'emotional intelligence', we would expect some evidence that they
are highly correlated; Goleman admits that they might be quite uncorrelated, and in
any case if we cannot measure them, how do we know they are related? So the
whole theory is built on quicksand: there is no sound scientific basis".
Landy (2005) has claimed that the few incremental validity studies conducted on EI
have demonstrated that it adds little or nothing to the explanation or prediction of
some common outcomes (most notably academic and work success). Landy
proposes that the reason some studies have found a small increase in predictive
validity is in fact a methodological fallacy — incomplete consideration of alternative
explanations:
"EI is compared and contrasted with a measure of abstract intelligence but not with a
personality measure, or with a personality measure but not with a measure of
academic intelligence." Landy (2005)
In accordance with this suggestion, other researchers have raised concerns with the
extent to which self-report EI measures correlate with established personality
dimensions. Generally, self-report EI measures and personality measures have been
said to converge because they both purport to measure traits, and because they are
both measured in the self-report form. Specifically, there appear to be two
dimensions of the Big Five that stand out as most related to self-report EI –
neuroticism and extraversion. In particular, neuroticism has been said to relate to
negative emotionality and anxiety. Intuitively, individuals scoring high on
neuroticism are likely to score low on self-report EI measures.
One criticism of the works of Mayer and Salovey comes from a study by Roberts’s
et.al. (2001), which suggests that the EI, as measured by the MSCEIT, may only be
measuring conformity. This argument is rooted in the MSCEIT's use of consensus-
based assessment, and in the fact that scores on the MSCEIT are negatively
distributed (meaning that its scores differentiate between people with low EI better
than people with high EI)....
Further criticism has been offered by Brody (2004), who claimed that unlike tests of
cognitive ability, the MSCEIT "tests knowledge of emotions but not necessarily the
ability to perform tasks that are related to the knowledge that is assessed". The main
argument is that even though someone knows how he should behave in an
emotionally laden situation, it doesn’t necessarily follow that he could actually carry
out the reported behaviour.
More formally termed socially desirable responding (SDR), faking good is defined as
a response pattern in which test-takers systematically represent themselves with an
excessive positive bias (Paulhus, 2002). This bias has long been known to
contaminate responses on personality inventories (Holtgraves, 2004; McFarland &
Ryan, 2000; Peebles & Moore, 1998; Nichols & Greene, 1997; Zerbe & Paulhus, 1987),
acting as a mediator of the relationships between self-report measures (Nichols &
Greene, 1997; Ganster et al., 1983).
It has been suggested that responding in a desirable way is a response set, which is a
situational and temporary response pattern (Pauls & Crost, 2004; Paulhus, 1991).
This is contrasted with a response style, which is a more long-term trait-like quality.
Considering the contexts some self-report EI inventories are used in (e.g.,
employment settings), the problems of response sets in high-stakes scenarios become
clear (Paulhus & Reid, 2001).
Landy distinguishes between the 'commercial wing' and 'the academic wing' of the
EI movement, basing this distinction on the alleged predictive power of EI as seen by
the two currents. According to Landy, the former makes expansive claims on the
applied value of EI, while the later is trying to warn users against these claims. As an
example. Goleman (1998) asserts that "the most effective leaders are alike in one
crucial way: they all have a high degree of what has come to be known as emotional
intelligence. ...emotional intelligence is the sine qua non of leadership". In contrast,
Mayer (1999) cautions "the popular literature’s implication—that highly emotionally
intelligent people possess an unqualified advantage in life—appears overly
enthusiastic at present and unsubstantiated by reasonable scientific standards."
Landy further reinforces this argument by noting that the data upon which these
claims are based are held in ‘proprietary databases', which means they are
unavailable to independent researchers for reanalysis, replication, or verification.
Thus, the credibility of the findings cannot be substantiated in a scientific manner,
unless those datasets are made public and available for independent analysis.
Whenever a new assessment tool is proposed for hiring purposes, the concern arises
that it might lead to unfair job discrimination. The use of EI tests, whose validity has
not been established, may lead to arbitrary discrimination practices.
Creativity
People often talk about creativity in terms of artistic expression, and while this is an
important manifestation of creativity, it is not the whole picture. For most people,
most creativity comes from solving the zillions of problems we all encounter every
day.
As we strive to make sense of our world, there is a great deal that fits in neither
words nor logic. Creativity allows us to tap the seed of human experience and
express that ineffable blossom.
Creativity is a mental and social process involving the generation of new ideas or
concepts, or new associations of the creative mind between existing ideas or
concepts. Creativity is fueled by the process of either conscious or unconscious
insight. An alternative conception of creativeness is that it is simply the act of
making something new.
Although popularly associated with art and literature, it is also an essential part of
innovation and invention and is important in professions such as business,
economics, architecture, industrial design, graphic design, advertising, mathematics,
music, science and engineering, and teaching.
Creativity quotient
Several attempts have been made to develop a creativity quotient of an individual
similar to the Intelligence quotient (IQ), however these have been unsuccessful.[43]
Most measures of creativity are dependent on the personal judgement of the tester,
so a standardized measure is difficult, if not impossible, to develop.
Psychometric approach
J. P. Guilford's group,[12] which pioneered the modern psychometric study of
creativity, constructed several tests to measure creativity in 1967:
Plot Titles, where participants are given the plot of a story and asked to write
original titles.
Figure Concepts, where participants were given simple drawings of objects and
individuals and asked to find qualities or features that are common by two or more
drawings; these were scored for uncommonness.
Unusual Uses is finding unusual uses for common everyday objects such as bricks.
Remote Associations, where participants are asked to find a word between two given
words (e.g. Hand _____ Call)
• Originality. The statistical rarity of the responses among the test subjects.
Howard Gruber insisted on a case-study approach that expresses the existential and
unique quality of the creator. Creativity to Gruber was the product of purposeful
work and this work could be described only as a confluence of forces in the specifics
of the case.
It was found that not only might affect precede creativity, but creative outcomes
might provoke affect as well. At its simplest level, the experience of creativity is itself
a work event, and like other events in the organizational context, it could evoke
emotion. Qualitative research and anecdotal accounts of creative achievement in the
arts and sciences suggest that creative insight is often followed by feelings of elation.
For example, Albert Einstein called his 1907 general theory of relativity “the happiest
thought of my life.” Empirical evidence on this matter is still very tentative.
In addition, the researchers found no evidence that people were more creative when
they experienced both positive and negative affect on the same day. The weight of
evidence supports a purely linear form of the affect-creativity relationship, at least
over the range of affect and creativity covered in our study: the more positive a
person’s affect, the higher their creativity in a work setting.
Finally, they found four patterns of affect and creativity affect can operate as an
antecedent to creativity; as a direct consequence of creativity; as an indirect
consequence of creativity; and affect can occur simultaneously with creative activity.
Thus, it appears that people’s feelings and creative cognitions are interwoven in
several distinct ways within the complex fabric of their daily work lives.
Methodology
• Sample statistics:
• Sample size:
• Survey type:
EI Survey
The respondent was asked to rate the answer to each question on a scale of 1
to 5 where :
2: if he/she disagrees.
3: if he/she is undecided.
4: if he/she agrees.
• Creativity Survey
The respondent was asked to rate the answer to each question on a scale of 1
to 9 on the similar pattern as above.
• Sources of Information:
1) Questionnaires.
2) Analysis of questionnaires.
3) Internet.
• Tools Used:
ANOVA
Significance
df SS MS F F
Regression 12 0.053542711 0.004461893 12.34733348 5.8692E-05
Residual 12 0.004336378 0.000361365
Total 24 0.057879089
Gangaram Hospital
SUMMARY
OUTPUT
Regression Statistics
Multiple R 0.720378677
R Square 0.518945439
Adjusted R Square 0.256552042
Standard Error 0.010467299
Observations 35
ANOVA
Significance
df SS MS F F
Regression 12 0.002600275 0.00021669 1.977738176 0.079836671
Residual 22 0.002410416 0.000109564
Total 34 0.005010691
Bhandari Hospital
SUMMARY
OUTPUT
Regression Statistics
Multiple R 0.740668157
R Square 0.548589319
Adjusted R Square 0.229946485
Standard Error 1.854131098
Observations 30
ANOVA
Significance
df SS MS F F
Regression 12 71.02403049 5.918669208 1.72164336 0.148746755
Residual 17 58.44263617 3.437802128
Total 29 129.4666667
Analysis Inferences
Apollo Hospital Result Inferences:
Age: Gender:
Educational Qualification:
Instruction
In your day-to-day life you interact with lot many people around. Such an interaction
leads to experience of emotions. Below are some statements that talk about how you
feel while interacting with others. There is no correct or incorrect answer to these
statements. Below are the response keys that you can use for registering your
opinion in the blank space to the left of every statement. Please try to give your true
response as this exercise is only for the academic purpose.
FORM B
Instruction
Please answer the following based upon the way in which you naturally and
comfortably present yourself to others at work
Difficult Easy
3. Be stimulating 1 2 3 4 5 6 789
2.Mayer, J.D., Salovey, P. & Caruso, D.R. (2008). Emotional Intelligence: New ability
or eclectic traits, American Psychologist, 63, 6, 503-517.
4.Thorndike, R.K. (1920). "Intelligence and Its Uses", Harper's Magazine 140, 227-335.
5.Gardner, H. (1983). Frames of mind. New York: Basic Books.
10.Gibbs, Nancy (1995, October 2). The EQ Factor. Time magazine. Web reference at
http://www.time.com/time/classroom/psych/unit5_article1.html accessed January 2,
2006.
13.http://www.psykologi.uio.no/studier/drpsych/disputaser/follesdal_summary.html
Hallvard Føllesdal - 'Emotional Intelligence as Ability: Assessing the Construct
Validity of Scores from the Mayer-Salovey-Caruso Emotional Intelligence Test
(MSCEIT)' Phd Thesis and accompanying papers, University of Oslo 2008
15.Boyatzis, R., Goleman, D., & Rhee, K. (2000). Clustering competence in emotional
intelligence: insights from the emotional competence inventory (ECI). In R. Bar-On &
J.D.A. Parker (eds.): Handbook of emotional intelligence (pp. 343-362). San Francisco:
Jossey-Bass.