Emotional and Cognitive Intelligence
Cognitive intelligence and emotional intelligence have both been widely examined with regard to their effect on individual workplace abilities. A critical comparison of the two concepts will be the basis of this essay. Some theorists have hypothesised that the ease with which an employee can process information and work towards solutions (our cognitive intelligence) is the key aspect in our ability to contribute to the workplace, particularly in more complex environments (Viswesvaran & Ones, 2002). While others support the theory that our ability to use and adapt to emotion (our emotional intelligence; EI) has the greatest affect on our organisational involvement (Cherniss, Extein, Goleman, & Weissberg, 2006). Through exploration of both theories, and their respective strengths and weaknesses coupled with their practical applications, this essay will aim to support the, perhaps rather diplomatic, view that the two concepts are not only equally important but, in fact, complementary (Cote & Miners, 2006).
Since the emergence of emotional intelligence as a theoretical construct in the work of Salovey and Mayer (1989) there has been much debate surrounding its precise definition (Spector and Johnson, 2006). Despite these deliberations EI has come to be accepted as an one’s ability to recognise, project and shape their own emotions, and identify and appropriately respond to the emotions of others (Mayer, Salovey, & Caruso, 2000). Furthermore, through research EI has become widely acknowledged for its organisational importance. Organisational leadership is purportedly more likely in individuals with high EI abilities (Rosete & Ciarrochi, 2005) while Kirch, Tucker, and Kirch (2001) speculated that accounting firms’ sole focus on cognitive capabilities when recruiting may lead to unhappy working environments. A popular method of testing for EI in research is the Mayer-Salovey-Caruso emotional intelligence test (MSCEIT) (Cherniss, 2010; Cote & Miners, 2006).
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Since the emergence of emotional intelligence as a theoretical construct in the work of Salovey and Mayer (1989) there has been much debate surrounding its precise definition (Spector and Johnson, 2006). Despite these deliberations EI has come to be accepted as an one’s ability to recognise, project and shape their own emotions, and identify and appropriately respond to the emotions of others (Mayer, Salovey, & Caruso, 2000). Furthermore, through research EI has become widely acknowledged for its organisational importance. Organisational leadership is purportedly more likely in individuals with high EI abilities (Rosete & Ciarrochi, 2005) while Kirch, Tucker, and Kirch (2001) speculated that accounting firms’ sole focus on cognitive capabilities when recruiting may lead to unhappy working environments. A popular method of testing for EI in research is the Mayer-Salovey-Caruso emotional intelligence test (MSCEIT) (Cherniss, 2010; Cote & Miners, 2006).
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