Emotional Intelligence

Everyone has emotions. It‘s a simple fact - a part of our being human. And whether we realise it or not, these emotions impact us every day. They also impact those around us, both in the workplace and in our personal lives.

Think about it for a moment. Think of a time when you experienced an emotion; for example, joy. Perhaps you had a great weekend or accomplished a difficult task at work. How did this emotion impact your mood, your energy levels and the conversations you had with friends or co-workers? Now think of a different emotion; for example, anger. Perhaps a co-worker said something that ‘rubbed you the wrong way‘ or you thought that a friend betrayed a confidence. How did this emotion impact your mood and your behaviours? Perhaps you sent an angry email or said something in the heat of the moment that you later regretted.

What is Emotional Intelligence?

Emotional Intelligence (EI or EQ) is a set of skills that help us better perceive, understand and manage emotions in ourselves and in others. Collectively they help us make intelligent responses to, and use of, emotions. These skills are as important as your intellect (IQ) in determining success in work and in life. Everyone, no matter what job function, has interactions with other people. Your capacity to understand your emotions, to be aware of them and how they impact the way you behave and relate to others, will improve your ‘people‘ skills and help you ultimately be more satisfied and successful.

Effects of negative emotions:

  • Narrow our thinking
  • Limits our interpretation of events
  • Reduced linear conscious processing
  • Causes reactionary behaviour (fight or flight)
  • Shrink from opportunities
  • Demonstrate disengagement behaviours
  • More easily triggered
  • More lasting effects
  • Reduced performance

Effects of positive emotions:

  • More rational creative problem solving
  • More open to new ideas
  • More willing to try difficult things and develop new solutions
  • Causes engagement behaviour (interest and input)
  • Take more risks
  • Causes us to think more deeply about issues
  • See more options
  • Increases dopamine levels which are important for interest and learning

Applied Emotional Intelligence – The Difference It Makes

In the workplace, emotional intelligence underlies our self-awareness, empathy, leadership and resilience. In our world of ‘do more with less’, where continuous change is the norm and effective collaboration is essential, these skills are fundamental to our success. People who have been through our programs feel better at work, facilitate more productive work environments, and better lead and engage others.

The Genos Emotional Intelligence Model

The Genos model shown below comprises a set of emotionally intelligent workplace behaviour competencies. Competencies represent skills and behaviours, based on underlying abilities and experiences, that are measurable and observable. The six emotionally intelligent leadership competencies of the Genos model capture the skills and behaviours that manifest from emotional intelligence abilities.

The Genos Model of Emotional Intelligence, including the six core skills is as follows:

Genos Model of Emotional Intelligence
The competencies of the model help us consistently demonstrate the productive being states on the right side of the model, as opposed to the unproductive being states, that we can all be at times, on the left side of the model.

Emotional Self-Awareness

 Self-Awareness is about being aware of the way you feel and the impact your feelings can have on decisions, behaviour and performance.  People who are emotionally self-aware are conscious of the role their feelings can play in these areas, and are better equipped to manage this influence effectively. When we are emotionally self-aware we are present with the role feelings are playing in our decisions, behaviour and performance. When we are not, we are often disconnected from this influence.

Emotional Awareness of Others 

Awareness of others is about perceiving, understanding and acknowledging the way others feel. This skill helps us identify the things that make people feel valued, listened to, cared for, consulted, and understood. It also helps us demonstrate empathy, anticipate responses or reactions, and adjust our behaviour so that it fits well with others.  When we demonstrate this skill effectively we come across as being empathetic. People who do not demonstrate this skill can come across as being insensitive to the way others feel.

Authenticity

 Authenticity is about openly and effectively expressing oneself, honouring commitments and encouraging this behaviour in others. It involves honestly expressing specific feelings at work, such as happiness and frustration, providing feedback to colleagues about the way you feel, and sharing emotions at the right time, to the right degree and, to the right people. People high in authenticity are often described as genuine whereas people low in this skill are often described as untrustworthy.

Emotional Reasoning

Emotional reasoning is about using the information in feelings (from oneself and others) when decision-making.  It involves considering your own and others’ feelings when making decisions, combining the information in feelings with facts and technical information, and communicating this decision-making process to others. Feelings and emotions contain important information. For example, the level of commitment colleagues demonstrate often provides insight into whether a decision is going to be supported; the emotional appeal of products and services often provides insight into selling and marketing messages. When this type of emotional information is combined with facts and technical information, people make expansive, creative and well thought-out decisions. Conversely, people who do not use emotional information and focus on facts or technical information only tend to be limited in their decision-making.

Emotional Self-Management

Self-Management is about managing one’s own mood and emotions, time and behaviour, and continuously improving oneself. The modern workplace is generally one of high demands and pressure, and this can create negative emotions and outcomes. Our mood can be very infectious and can therefore be a powerful force in the workplace; productively or unproductively. This skill helps people be resilient and manage high work demands and stress rather than being temperamental at work. People who are proficient in managing their own emotions are optimistic and look to find the opportunities and possibilities that exist even in the face of adversity.

Positive Influence

Positive influence is about positively influencing the way others feel through problem solving, feedback, recognising and supporting others work. It involves creating a positive working environment for others, helping others find effective ways of responding to upsetting events and effectively helping people resolve issues that are affecting their performance. This skill helps people create a productive environment for others. Positive Influence equips you with the capacity to encourage colleagues to cooperate and work effectively together. People who can positively influence others’ moods, feelings and emotions are empowering to work with and easily motivate those around them.

The Genos Emotional Intelligence Assessments

Genos emotional intelligence assessments measure how often individuals display emotionally intelligent workplace behaviour that underlie success. They are supported by a wealth of peer-reviewed research and are accompanied by beautiful reports that provide accessible and practical development suggestions.

The Genos Emotional Intelligence Technical Manual

The Genos EI Technical Manual provides detailed information relevant to the psychometric properties of the Genos EI Inventory. Download the Genos EI Inventory Technical Manual (2nd Edition) by Gilles E. Gignac, Ph.D.

The Genos Emotional Intelligence Research Papers

We have an extensive list of published material and research papers on our assessments and development programs. These three research papers are our recommended starting places.

Models and Measures of Emotional Intelligence

A Comprehensive Framework for Emotional Intelligence

The Genos Emotional Intelligence Inventory

Bibliography

Below is a list of references to research papers/theses/presentations that have used the Genos Emotional Intelligence Inventory (or its predecessor, the SUEIT) in academic investigations. 

If you are familiar with an investigation that is not listed below, please send the reference to research@genosinternational.com for consideration.

Published Research Papers, Book Chapters, Theses, and Manuals 

  • Adams, Martin (2006). An investigation into the effects of emotional intelligence on occupational stress and career success. Unpublished master’s dissertation, University of Auckland, New Zealand.
  • Bailie, K., & Ekermans, G. (2006). An exploration of the utility of a self-report emotional intelligence measure. E-Journal of Applied Psychology, 2, 3-11.
  • Brand, T. (2007). An exploration of the relationship between burnout, occupational stress, and emotional intelligence in industry. Unpublished master’s dissertation, University of Stellenbosch, South Africa.
  • Downey, L.A., Papageorgiou, V., & Stough, C. (2006). Examining the relationship between leadership, emotional intelligence and intuition in senior female managers. Leadership and Organisation Development, 27, 250-264.
  • Downey, L. A., Godfrey, J-L, Hansen, K., Stough, C. (2006). The impact of social desirability and expectation of feedback on emotional intelligence in the workplace. E-Journal of Applied Psychology, 2, 12-18.
  • Downey, L. A., Johnston, P. J., Hansen, K., Schembri, R., Stough, C., Tuckwell, V., & Schweitzer, I. (2008). The relationship between emotional intelligence and depression in a clinical sample. European Journal of Psychiatry, 22(2), 93-98.
  • Furnell, B. A. (2008). Exploring the relationship between burnout, emotional labour, and emotional intelligence: A study on call centre representatives. Unpublished doctoral dissertation, University of Stellenbosch, South Africa.
  • Gardner, L. (2002). Examining the relationship between leadership and emotional intelligence in senior level managers. Leadership and Organization Development, 23, 68-78.
  • Gardner, L. (2005). Emotional intelligence and occupational stress. Unpublished doctoral dissertation, Swinburne University of Technology, Melbourne, Australia.
  • Gignac, G. E. (2005). Determining the dimensionality of a self-report emotional intelligence inventory (SUEIT) and testing its unique factorial validity. Unpublished doctoral dissertation, Swinburne University of Technology, Melbourne, Australia.
  • Gignac, G. E. (2008). Genos Emotional Intelligence Inventory: Technical Manual. Sydney, NSW. Genos Press.
  • Gignac, G. E., Harmer, R. J., Jennings, S., & Palmer, B. R. (in press). EI training and sales performance during a corporate merger. Cross Cultural Management: An International Journal.
  • Godse, A., & Thingujam, N. S. (2010). Perceived emotional intelligence and conflict resolution styles among information technology professionals: Examining the role of personality. Accepted for publication in Singapore Management Review, 32(1)
  • Hamer, R. (2004). Generation X: The effect of work-life balance and emotional intelligence on well-being. Unpublished master’s dissertation, Swinburne University of Technology, Melbourne, Australia.
  • Harmer, R. & Lutton, C. (2007). Enhancing team performance through emotional intelligence coaching. Organisations & People, 14, 41-48.
  • Ilarda, E., Finlay, B.M. (2006). Emotional intelligence and propensity to be a team player. E-Journal of Applied Psychology, 2, 19-29.
  • Jennings, S., & Palmer, B. R. (2007). Enhancing sales performance through EI development. Organisations & People, 14, 55-61.
  • King, M., & Gardner, D. (2006). Emotional intelligence and occupational stress among professional staff in New Zealand. International Journal of Organisational Analysis, 14(3), 186-203.
  • Palmer, B. R. (2007). Models and measures of emotional intelligence. Organisations & People, 14, 3-10.
  • Palmer, B. and Stough, C. (2001). Workplace SUEIT: Swinburne University Emotional Intelligence Test – Technical Manual, Organisational Psychology Research Unit, Swinburne University, Hawthorn.
  • Palmer, B. R., Stough, C., Hamer, R., & Gignac, G. E. (in press). Genos Emotional Intelligence Inventory. In C. Stough, D. Saklofske, &, J. Parker (Ed.), Advances in the measurement of emotional intelligence. New York: Springer.
  • Rajendran, D., Downey, L. A., & Stough, C. (2007). Assessing emotional intelligence in the workplace: A preliminary reliability study. E-Journal of Applied Psychology, 3, 55-60.
  • Rosete, D. (2007). Does emotional intelligence play an important role in leadership effectiveness? Unpublished doctoral dissertation, University of Wollongong, Wollongong, Australia.
  • Semadar, A., Robbins, G., & Ferris, G. R (2006). Comparing the validity of multiple social effectiveness constructs in the prediction of managerial job performance. Journal of Organizational Behaviour, 27, 443-461.
  • Squire, R. (2007). An investigation of the interaction between manager EI and employee EI on job satisfaction and performance in a high emotional labour occupation. Unpublished master’s dissertation, University of Northumbria, Newcastle, UK.
  • Coetzer, W. C. (2014). The relationship between EI and job satisfaction amongst WESTCOL FET lecturers (Unpublished master’s thesis). University of Johannesburg, Johannesburg, Gauteng, South Africa.
  • Jayawardena, L. N. A. C., & Gregar, A. L. E. S. (2012, September). Emotional Intelligence and Academic Performances of High School Students; A Case Study. In Proceedings of the first WSEAS International Conference on Economics, Political and Law Science (pp. 119-124).
  • Kumar, J. A., & Muniandy, B. (2012). The Influence of Demographic Profiles on Emotional Intelligence: A Study on Polytechnic Lecturers in Malaysia. International Online Journal of Educational Sciences, 4(1), 62-70.
  • Gignac, G. E., Karatamoglou, A., Wee, S., & Palacios, G. (2014). Emotional intelligence as a unique predictor of individual differences in humour styles and humour appreciation. Personality and Individual Differences, 56, 34-39.
  • Görgens‐Ekermans, G., & Brand, T. (2012). Emotional intelligence as a moderator in the stress–burnout relationship: a questionnaire study on nurses. Journal of Clinical Nursing, 21(15‐16), 2275-2285.
  • Gough, R. J. (2011). Stress management of North Carolina community college presidents: The influence of emotional intelligence. Unpublished doctoral dissertation. East Carolina University.
  • Wan, H. C., Downey, L. A., & Stough, C. (2014). Understanding non-work presenteeism: Relationships between emotional intelligence, boredom, procrastination and job stress. Personality and Individual Differences, 65, 86-90.
  • Hatfield, D. D. (2009). Relationships between emotional intelligence competencies and transformational leadership skills: U.S. Government civil servant leaders. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (3371528)
  • Tonioni, R. J. (2015). The relationship between emotional intelligence and leadership style among community college leaders. Unpublished doctoral dissertation, Aurora University, Aurora, Illinois, USA.

Published Conference Abstracts/Presentations

  • Adams, M. 5, Lobb, B. (2006). Exploring the relationship between emotional intelligence and career success. In C. Stough, D. Saklofske, & K. Hansen (Eds.) Emotional Intelligence: International Symposium 2005 (pp. 115-136). Melbourne : Tertiary Press.
  • Ciorciari, J. (2006). Biological basis of emotional intelligence. In C. Stough, D.H. Saklofske, and K. Hansen (Eds.)., Emotional Intelligence: International symposium 2005 (pp. 15-28). Melbourne, Australia: Tertiary Press.
  • Findlay, B. (2006). Emotional intelligence and psychological wellbeing. In C. Stough, D.H. Saklofske, and K. Hansen (Eds.)., Emotional Intelligence: International symposium 2005 (pp. 217-224). Melbourne, Australia: Tertiary Press.
  • Gardner, L. (2006). Emotional intelligence and occupational stress. In C. Stough, D.H. Saklofske, and K. Hansen (Eds.)., Emotional Intelligence: International symposium 2005 (pp. 225-236). Melbourne, Australia: Tertiary Press.
  • Hansen, K. (2006). Emotional intelligence and clinical depression. In C. Stough, D.H. Saklofske, and K. Hansen (Eds.)., Emotional Intelligence: International symposium 2005 (pp. 237-250). Melbourne, Australia: Tertiary Press.
  • Harmer, R., & Palmer, B. (2007). Does emotional intelligence focused coaching improve self and subordinate ratings of team effectiveness? Australian Journal of Psychology, 59, 98.
  • Palmer, B.R. (2006). Developing finance executives’ emotional intelligence. In C. Stough, D.H. Saklofske, and K. Hansen (Eds.)., Emotional Intelligence: International symposium 2005 (pp. 61-73). Melbourne, Australia: Tertiary Press.
  • Palmer, B. R., & Stough, C. (2001). The measurement of emotional intelligence. Australian Journal of Psychology, 53, 85.
  • Palmer, B. R., Gardner, L., & Stough, C. (2003). The relationship between emotional intelligence, personality, and leadership. Australian Journal of Psychology, 55, 140-145.
  • Stough, C., Palmer, B.R., Walls, M., & Burgess, Z. (2001). Emotional intelligence and effective leadership. Australian Journal of Psychology, 53, 85.

Unpublished Conference Presentations

  • Atkins, P.W.B., & Stough, C. (2005). Does emotional intelligence increase with age? Paper presented at the Society for Research in Adult Development Annual Conference, Atlanta, USA, April 6-7th.
  • Rosete, D. (2005). A leader’s edge: What attributes make an effective leader? Paper presented at the 5th Annual Emotional Intelligence Conference, Netherlands, June 12th-14th, 2005

For Students and Researchers

Genos makes available its workplace based emotional intelligence questionnaires free of charge for the purposes of research. Individuals and organisations are strictly forbidden from using these questionnaires for any type of commercial purpose.

There are three versions of Genos EI questionnaires:

  • Genos EI Short Inventory (14 items)
  • Genos EI Concise Inventory (31 items)
  • Genos EI Full Inventory (70 items)

Each version exists in both self-report and rater-report format. The short version of Genos EI yields only a total score. The concise and full versions yield seven subscale scores and one total EI score. The concise version is recommended for research scenarios where a total EI score is of principal interest and there are some exploratory type hypotheses related to one or more of the individual seven dimensions. If there are primary hypotheses relevant to one or more of the seven dimensions, then the full version is recommended.

The basic psychometric properties, as well as the normative sample means and standard deviations, associated with the three versions of the Genos EI inventory can be found in Palmer, Stough, Harmer and Gignac (2009), as well as Gignac (2010). Genos does not make available the normative sample percentile scores. For research purposes, raw scores should be sufficient.

The questionnaires in PDF can be downloaded below. Students and researchers have permission to administer the questionnaires online.

Psychometric information on all three Genos EI versions can be read in Palmer, Stough, Harmer, & Gignac (2009):

More complete psychometric information on the Genos EI Inventory (Full Version) is documented in the Genos EI Inventory Technical Manual.
A confirmatory factor analysis of the Genos EI inventory is also available:

Game changing for business. Life changing for people.

Genos helps professionals apply core emotional intelligence skills that enhance their self-awareness, empathy, leadership and resilience.

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