Emotional/Social/Cognitive Intelligence & Leadership Research Proposal

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[. . .] His theory highlights that there are eight distinct bits of intelligence. They include visual-spatial, verbal-linguistic, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligence.

Visual-spatial intelligence refers to the ability of an individual to the ability to visualize things such as charts, maps, pictures, and videos. Such people have the potential to recognize patterns with ease, completing puzzles, and enjoy painting, drawing, and visual arts. Linguistic-verbal intelligence refers to individuals who make good use of words both when speaking and in writing. Individuals with this intelligence are good at reading, writing, memorization, giving speeches, as well as debating (Goodey, 2016). Logical-mathematical intelligence refers to individuals who can solve problems, enjoy using abstract ideas, and use logic to solve patterns by using relevant relationships.

Body-kinesthetic intelligence is a physical intelligence exhibited by individuals who are good at physical control, performing actions and body movement. Such individuals have excellent dexterity and hand-eye coordination. Interpersonal intelligence refers to the ability an individual has to develop a good understanding of other people. Such individuals can assess the desires, emotions, intentions, and motivations of people around them (Goodey, 2016). Conversely, intrapersonal intelligence refers to a person’s ability to be aware of one’s motivations, emotional state, and feelings. The second is achieved through self-reflection and helps in the discovery of one’s strengths and weaknesses.

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1.2.3 The conceptual framework of social, emotional, and cognitive intelligence and leadership outcomes.

Research Proposal on Emotional/Social/Cognitive Intelligence & Leadership Assignment

Emotional intelligence, as compared to cognitive and social intelligence has received the highest number of academic literature as an individual construct. It is further explained using an ability and trait Emotional intelligence models (Matthews, Zeidner, & Roberts, 2004). Salovey and Mayer’s ability model defines emotional intelligence as the ability of an individual to perceive, integrate, understand, and regulate emotion to promote personal growth. It later developed to include abilities that accurately perceive and generate emotions to promote both intellectual and emotional growth.

The ability model illustrates four types of abilities. The first one relates to perceiving emotions and being able to decipher faces, voices, pictures, and artifacts for emotions. Besides, it includes an individual’s ability to recognize one’s own emotions. In fact, it the basic aspect of processing emotional intelligence. The second aspect is using emotions. It works in coordination with cognitive intelligence as it involves using emotions to complete different cognitive processes such as problem-solving and critical thinking. Individuals with a high level of emotional intelligence can navigate mood swings and use the situation to fit the tasks.

The third ability involves understanding emotion language and using it to identify slight variations in emotions and being able to describe how emotions evolved. The fourth one is managing emotions. It is the ability to self-regulate emotions as well as those of others to achieve intended goals. The model has come under scrutiny for lacking validity at the workplace and its influence on leadership. However, the model has construct validity as the EI tests help to compare an individual performance to the standard production scale.

The trait model developed by Petrides illustrates the lower levels of personality. The model views emotional intelligence similar to one’s personality and one’s perception of his or her emotional abilities. Unlike the ability model, which uses scientifically resistant methods, the trait model uses self-perceived abilities and behavioral dispositions that are measured by a self-report. As such, the model is evaluated within a personality framework. The framework includes five factors and 15 facets. The factors include intrapersonal, interpersonal, stress management, adaptability, and general mood. Overall, it is a similar listing format applied in Goleman’s model in defining emotional intelligence.

However, Goleman’s model has been accused by De Raad (2005) for redundancy with the Big Five personality traits. The personality traits include extraversion, sociability, meticulousness, neuroticism, and honesty, which operate just like Goleman’s model. A comparison the ability and trait models show the application of different methodology with the former using performance-based tests whereas the latter used self-reports. Social intelligence can be classified as either cognitive, social intelligence or social, behavioral intelligence. Social cognitive intelligence is the ability to decode nonverbal and verbal intelligence whereas social, behavioral intelligence analyzes the effectiveness of social institutions. Leaders require having the ability to decipher nonverbal and verbal intelligence cues at the workplace.

1.2.4 Pros and cons of emotional, social, cognitive intelligence in leadership

There are several benefits associated with emotional, social, and cognitive intelligence. First and foremost, anyone can learn these forms of intelligence. These forms of intelligence are not exclusively natural talents or genetic traits. Therefore, any individual has the potential to develop into the forms of intelligence by putting them into practice later enhanced by the trait theory (Adams, 2013). The theory highlights that leaders are either born or develop qualities that enable them to excel in their roles. By focusing on the social, mental, and physical characteristics of an individual, the theory uses intelligence as one of the constructs used to measure leadership.

Emotional intelligence relies on individual interpersonal and intrapersonal intelligence. These two forms enable an individual to understand one’s state of mind and that of others. Therefore, one’s social effectiveness improves by understanding other individuals at the core level (Adams, 2013). Emotional intelligence also increases the perception levels that people have which in turn promotes closeness in social situations. It exhibited through transformational leadership whereby the leader interacts with followers with the aim of creating trust and increase motivation for the members at the workplace.

Having high levels of social, emotional and cognitive intelligence makes decision-making faster. An individual with a high level of cognitive intelligence can come up with solutions to problems faster unlike those with a lower level. Similarly, emotional and social decisions require an individual with high intelligence (Boyatzis & Goleman, 2007). As such, high levels of these three constructs makes it easier for a person in leadership to evaluate the emotional and social settings of followers and come up with… [END OF PREVIEW] . . . READ MORE

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