Cognitive vs Emotional Intelligence Evaluation - Essay Example

Critical Evaluation Cognitive intelligence and emotional intelligence are important individual differences in the field of organisational behaviour i. Overview There is a long-running debate about the proper definition of cognitive intelligence but according to Thompson (2010), it is generally the ability of a person to quickly process, learn, retrieved knowledge and procedures, and apply such knowledge to solve complex problems. Moreover, cognitive intelligence is not a narrow academic skill but ability to reason, plan, think abstractly, comprehend, and learn from experience (p.53). Emotional intelligence on the other hand is the person’s ability to recognise his own feelings and those of others, ability to motivate self and manage emotions effectively (Wharam, 2009, p.11). According to Furnham (2008), these types of intelligence is analytic in nature and in organisational context, cognitive IQ is considered the problem-solving ability of a person that is highly dependent on emotional IQ derived from years of emotional development and maturity (p.215). This relationship according to Srivastava (2005) is based on the reality that regardless of cognitive intelligence nobody can actually succeed in life without the ability to cope with environmental demands and pressures (p.39). In other words, emotional intelligence complements cognitive intelligence as they are both important factors in determining success at work and in personal relationships (Ang & Dyne, p.4) ii. Strengths of each theory in relation to modern organisation The importance of cognitive intelligence or IQ and emotional intelligence or EQ has been long recognised as the key to success and effectiveness in many contemporary organisations as most effective leaders possesses higher cognitive ability and better interpersonal relationship than other people (Daft, 2008, p.143). Cognitive intelligence for instance was found to be one of the most important factors in the career advancement of managers based on the result of the study conducted by AT & T (Gill, 2012, p.289). Similarly, the ability to make effective judgements about business opportunities, make long-range actions and policies, and create an overall perspective of business goals are all associated with a person’s cognitive intelligence (DuBrin, 2012, p.63). The strength of cognitive intelligence is in cognitive control that is responsible for the execution of processes that are mostly resourceful, accurate, efficient, and creative (Stenberg & Pretz, 2005p.137). Having the ability beyond general intelligence, people with cognitive intelligence according to Shavinina (2005) are innovative and effective, divergent thinker, flexible, and often with originality. Moreover, they are capable of noticing problems almost immediately and use different methods in solving problems (p.474). In the findings of the study conducted by Cacioppo & Berntson (2005), participants making personal judgement have an average or above average cognitive intelligence. Similarly, those participants with higher levels of cognitive intelligence tend to control their emotions effectively and maintain a positive and optimistic attitude despite difficulties (p.234). In studying the link between cognitive intelligence and leadership, Murphy (2006) found that leaders’ cognitive abilities correlate with application of objective measures, openness to experience, emotional stability, extraversion, and conscientiousness (p.203). Emotional intelligence on the other hand is associated with social and emotional competencies that accounts to successes at home, school, and work. This is because people with emotional intelligence are less likely to be rude and aggressive, make better decisions about their life, cooperate and participate in teamwork, and motivated to pursue further learning (Salovey et al, 2004, p.90). People with emotional intelligence can regulate their emotions and often use them for their advantage. According to Zeidner et al, (2009), those with emotional intelligence seldom fail and never act foolishly when pressured (p.3). In a study of 44 Fortune 500 companies by Hay McBer as reported by Kite & Kay (2011), salespeople with high levels of emotional intelligence generate twice as much income compared to average salespersons. Similarly, computer programmers with high emotional intelligence developed software three times faster while those who have succeeded in their careers are mostly emotionally competent (p.2). Reading and understanding emotions is critical to managing others as such ability according to Ryback (2012) gain trust and loyalty. In contrast, the lack of emotional intelligence result to poor management, unproductive, and unsuccessful decisions there is no sensitivity to other feelings, self-awareness, and control of negative emotions (p.6). Emotionally intelligent leaders ignite passion and inspire people by transmitting emotions and high degree of optimism and enthusiasm (Pahl, 2009, p.9). An analysis of 322 different research studies Benson (2009) discovered strong link between emotional intelligence and organisation learning, emotional intelligence and teamwork, emotional intelligence and leader and staff performance, high sales and emotionally intelligent sales force. Moreover, emotional intelligence is also correlated with employee trust, organisational productivity, job satisfaction (p.45). Since emotional intelligence is both social and emotional competency, it can be use to successfully pursue and participate in diverse life activities. For instance, an individual that can recognise and distinguish emotions can use this information to guide his own action and grab opportunities as they arise. These individuals can capitalise on good events and quickly adapt to the demands of the environment resulting to greater personal gains. Moreover, although some emotionally competent individuals vary in their approach, they often pursue their goals flexibly depending on their personal or situational constraints. For this reason, emotionally intelligent individuals often have specific plans on how, where, and when to pursue their goals, high-level coping ability, and able to continue a task despite failure (Kahneman et al, 2003, p.236). iii. Limitations of each theory in relation to modern organisation Despite their strengths, theories of cognitive and emotional intelligence have their limitations. According to Cherniss & Adler (2000), cognitive ability suffers without emotional intelligence as a person who becomes upset will likely reduce his ability to process information and make effective decisions. Similarly, a cognitively intelligent person cannot communicate effectively if he cannot gauge the audience emotions and present information with greater impact (p.5). In fact, study of the correlation between cognitive and emotional intelligence suggest that both should be present in order to succeed (Murphy, 2006, p.179). Moreover, study of college students’ scholastic achievement in 2007 suggest that cognitive ability does not have a noteworthy impact compared to emotional intelligence that significantly correlates with students academic improvement (Wraight 2007, p.75). Another problem with these seems inter-dependent theories is the weak link between them. For instance, there studies exploring the possibility of incorporating emotional intelligence within traditional cognitive abilities found a weak link between them because it appears that emotional intelligence is some type of personality trait or ability rather than intelligence (Legier, 2007, p.18). Similarly, referring to the work of different authors in the field of intelligence Murphy (2006) established the actuality that emotional intelligence does not necessarily correlate with cognitive performance at work. Similarly, although intelligence is undoubtedly related to high level of performance at work, there is no evidence to suggest that individual performance is dependent on emotional intelligence (p.198). Another weakness is the reality that they are not present or applicable to all circumstances. For instance, meta-analysis conducted by Zeidner et al, (2009), suggest that the interaction between cognitive and emotional intelligence does not necessarily lead to better performance as emotional intelligence was found positively related to performance of less intelligent and makes no difference when cognitive intelligence was high (p.265). By analysis, the inconsistency in the result demonstrates that not all cognitively competent individuals possess emotional intelligence. Similarly, not all emotionally competent leaders possess better cognitive ability. Moreover, if these theories cannot work alone then the presence of cognitive intelligence does not necessarily translate to good leadership and vice-versa. The problem with these theories as mentioned earlier is the fact that each of them claims respective contribution to better performance with little emphasis on complement. Note that Jean Piaget, the researcher who developed the theory of cognitive intelligence are being criticised for having a universalist approach to cognition (development in a single direction), ignoring contextual factors that shape individual development, lack generalisability, and failure to account the impact of culture on intelligence (Spielberger, 2004, p.362). Evidently, he also failed to account the possibility of emotional intelligence developed by Wayne Payne, Stanley Greenspan, and Daniel Goleman as according to Salovey et al, (2004), although there was a claim that emotional intelligence is a Piagetian stage of development but it was not clearly defined or clarified (p.267). In contrast, Goleman (1996) highlighted the relationship between the emotional and rational minds that “operate in tight harmony for the most part” (p.9). Moreover, the theory of emotional intelligence as put forward by Goleman (1996) criticised cognitive scientist for their lack of acknowledgement that rationality is guided by feeling and failure to explain its impact on intellect. For instance, cognitive scientist the power of personal hopes, fears, jealousies, and others in changing how information is processed in people minds (p.41). iv. Application of cognitive intelligence and emotional intelligence in modern organisations Based on the assumption that cognitive and emotional intelligence should complement each other, application of these theories in modern organisations may be beneficial. Moreover, since cognitively competent people are not necessarily the most successful in either business or personal lives (Cooper & Sawaf, 1998, p.11), modern organisations should consider the advantages being offered by emotional intelligence. Application of these theories to modern organisations should start with identification of organisation needs, the individual skills required, traits, aptitudes, and the need to assess performance in the workplace (Emmerling et al, 2008, p.74). According to Zeidner et al, (2009), modern organisations are evolving and therefore need to acquire both cognitive and technical skills along with emotional intelligence survive. Moreover, these organisations are experiencing changes, transitions, introduction of newer and more advanced technology, downsizing, outsourcing, and relatively diverse workforce. For these reasons, modern organisations should not only hire people who are reliable but compassionate, team workers, and care about their job and co-workers (p.253). However, application of these theories to modern organisations should not be one sided as although a well-informed and emotionally stable workforce is an advantage, it is not enough that management understand the workforce or people working for the organisation. This is because emotional intelligence demands understanding and management of own actions. According to Hamalainen and Gaarinen (2007), management of modern organisations should learn to live with feedbacks and interconnectivities before it can enjoy the fruit of negotiation, cooperation, and networking (p.145). More importantly, modern organisations should bear in mind that best decisions do not come from raw brain power alone but emotional competencies which according to Fineman (2000) are essential for effective performance and better business outcomes (p.104). The consequence of liquid modernity according to Davila et al, (2012) are increased workloads, increasing job uncertainty, and rising performance expectations that often result to stress detrimental to both individual and organisation success (p.197). For this reason, modern organisations should apply cognitive and emotional intelligence carefully and ensure commitment from employees by encouraging personal aspirations and desires, improving power relations, and display of authentic commitment towards a new kind of rationality in the workplace. v. Summary/Conclusion Cognitive intelligence and emotional intelligence are complementary theories that must present in an individual in order to succeed. The strength of cognitive intelligence comes from the fact that emotions alone cannot solve complex technical problems while it weakness is its evident dependence on emotional stability. Similarly, having emotional intelligence is a clear advantage particularly when under pressure or stress but being emotionally stable does not necessarily result to effective decisions as such endeavour requires rational thinking over feelings and compassion. However, cognitive intelligence is much weaker because unlike emotional intelligence that recognised the harmony between rationality and emotion, it ignores the effect of emotion, culture, and other factors on the ability of individual to process information effectively. Lastly, modern organisations can benefit from these theories by applying them in a manner consistent with organisational goals. Modern organisations should not depend entirely on cognitive and emotional stability of their workforce but also on their own behaviour and actions. They should be ready to accept the consequences of encouraging personal aspirations, feedback, increased cooperation and networking, and the possibility that in some situation less intelligent employees can perform better. vi. References Ang S. & Dyne L, (2008), Handbook of Cultural Intelligence: Theory Measurement and Application, US: M.E. Sharpe Benson J, (2009), The Relationship Between Emotional Intelligence and Managers’ Use of Specific Directive and Supportive Behaviours, US: University of Phoenix Cacioppo J. & Berntson G, (2005), Social Neuroscience, US: Psychology Press Chermiss C. & Adler M, (2000), Promoting Emotional Intelligence in Organisations, US: American Society for Training and Development Cooper R. & Sawaf A, (1998), Executive EQ: Emotional Intelligence in Leadership and Organization, US: Penguin Press Daft R, (2008), The Leadership Experience, US: Cengage Learning DuBrin A, (2012), Leadership: Research Findings, Practice, and Skills, US: Cengage Learning Emmerling R, Shanwal V, & Mandal M, (2008), Emotional Intelligence: Theoretical and Cultural Perspectives, US: Nova Publishers Fineman S, (2000), Emotion in Organisations, UK: SAGE Furnham A, (2008), Personality and Intelligence at Work: Exploring and Explaining Individual Differences at Work, UK: Routledge Gill R, (2012), Theory and Practice of Leadership, UK: SAGE Goleman D, (1996), Emotional Intelligence: Why It Can Matter More Than IQ, UK: Bloomsbury Publishing Kahneman D, Diener E, & Schwarz N, (2003), Well-Being: The Foundations of Hedonic Psychology, US: Russell Sage Foundation Kite N. & Kay F, (2011), Understanding Emotional Intelligence: Strategies for Boosting Your EQ and Using it in the Workplace, UK: Kogan Page Publishers Legier J, (2007), Assessing Leadership Effectiveness, Southern Illinois University, US: ProQuest Murphy K, (2006), A Critique of Emotional Intelligence, UK: Routledge Pahl N, (2009), The Role of Emotional Intelligence in Leadership, Germany: GRIN Verlag Ryback D, (2012), Putting Emotional Intelligence at Work, UK: Routledge Salovey P, Brackett M, & Mayer J, (2004), Emotional Intelligence: Key Readings on the Mayer and Salovey Model, US: NPR Inc. Shavinina L, (2009), International Handbook of Giftedness, Germany: Springer Spielberger C, (2004), Encyclopaedia of Applied Psychology, Volume 1, US: Academic Press Srivastava S, (2005), Applied and Community Psychology, India: Sarup & Sons Sternberg R. & Pretz J, (2005), Cognition and Intelligence: Identifying the Mechanisms of the Mind, UK: Cambridge University Press Thompson H, (2010), The Stress Effect: Why Smart Leaders Make Dumb Decisions, US: John Wiley & Sons Wharam J, (2009), Emotional Intelligence: Journey to the Centre of Your Self, US: John Hunt Publishing Wraight M, (2007), The Impact of Trait Emotional Intelligence and Cognitive Style on the Academic Achievement and Life Satisfaction of College Students, US: State University of New York Zeidner M, Matthews G, & Roberts R, (2009), What We Know About Emotional Intelligence, US: MIT Press Read More

In the findings of the study conducted by Cacioppo & Berntson (2005), participants making personal judgement have an average or above average cognitive intelligence. Similarly, those participants with higher levels of cognitive intelligence tend to control their emotions effectively and maintain a positive and optimistic attitude despite difficulties (p.234). In studying the link between cognitive intelligence and leadership, Murphy (2006) found that leaders’ cognitive abilities correlate with application of objective measures, openness to experience, emotional stability, extraversion, and conscientiousness (p.203). Emotional intelligence on the other hand is associated with social and emotional competencies that accounts to successes at home, school, and work.

This is because people with emotional intelligence are less likely to be rude and aggressive, make better decisions about their life, cooperate and participate in teamwork, and motivated to pursue further learning (Salovey et al, 2004, p.90). People with emotional intelligence can regulate their emotions and often use them for their advantage. According to Zeidner et al, (2009), those with emotional intelligence seldom fail and never act foolishly when pressured (p.3). In a study of 44 Fortune 500 companies by Hay McBer as reported by Kite & Kay (2011), salespeople with high levels of emotional intelligence generate twice as much income compared to average salespersons.

Similarly, computer programmers with high emotional intelligence developed software three times faster while those who have succeeded in their careers are mostly emotionally competent (p.2). Reading and understanding emotions is critical to managing others as such ability according to Ryback (2012) gain trust and loyalty. In contrast, the lack of emotional intelligence result to poor management, unproductive, and unsuccessful decisions there is no sensitivity to other feelings, self-awareness, and control of negative emotions (p.6). Emotionally intelligent leaders ignite passion and inspire people by transmitting emotions and high degree of optimism and enthusiasm (Pahl, 2009, p.9). An analysis of 322 different research studies Benson (2009) discovered strong link between emotional intelligence and organisation learning, emotional intelligence and teamwork, emotional intelligence and leader and staff performance, high sales and emotionally intelligent sales force.

Moreover, emotional intelligence is also correlated with employee trust, organisational productivity, job satisfaction (p.45). Since emotional intelligence is both social and emotional competency, it can be use to successfully pursue and participate in diverse life activities. For instance, an individual that can recognise and distinguish emotions can use this information to guide his own action and grab opportunities as they arise. These individuals can capitalise on good events and quickly adapt to the demands of the environment resulting to greater personal gains.

Moreover, although some emotionally competent individuals vary in their approach, they often pursue their goals flexibly depending on their personal or situational constraints. For this reason, emotionally intelligent individuals often have specific plans on how, where, and when to pursue their goals, high-level coping ability, and able to continue a task despite failure (Kahneman et al, 2003, p.236). iii. Limitations of each theory in relation to modern organisation Despite their strengths, theories of cognitive and emotional intelligence have their limitations.

According to Cherniss & Adler (2000), cognitive ability suffers without emotional intelligence as a person who becomes upset will likely reduce his ability to process information and make effective decisions. Similarly, a cognitively intelligent person cannot communicate effectively if he cannot gauge the audience emotions and present information with greater impact (p.5). In fact, study of the correlation between cognitive and emotional intelligence suggest that both should be present in order to succeed (Murphy, 2006, p.179).

Read More