Emotional intelligence (EI) has become increasingly discussed in psychology and the workplace. The debate on whether EI is part of our innate personality or a competence that can be trained and developed is central to this conversation.
Definition and Components of Emotional Intelligence
Emotional intelligence is often defined as the ability to identify, understand, manage, and use emotions effectively. Daniel Goleman, a pioneer in the field, describes EI through five main components: self-awareness, self-regulation, motivation, empathy, and social skills.
EI as Part of Personality
Some researchers argue that EI is closely linked to personality traits. They suggest that aspects of EI, such as empathy and self-awareness, are deeply rooted in our personality and, therefore, difficult to change. Studies have shown that certain personality traits, such as openness and conscientiousness, can correlate with higher levels of EI. This perspective implies that our emotional intelligence is partly innate and stable over time.
EI as a Competence
On the other hand, extensive research supports the idea that EI is a competence that can be developed through training and experience. According to Goleman and other researchers, training in self-awareness, emotional self-regulation, and empathy can significantly improve EI. An example is leadership training programs focusing on enhancing emotional skills through practical exercises and feedback.
Research Supporting the Trainability of EI
A meta-analysis of research in the field shows that interventions and training programs can positively impact EI. These studies indicate that participants who undergo specific training in emotional skills show improvements in their EI scores. Additionally, neuroscience studies have found that the brain is plastic and can change with training, supporting the idea that EI can be developed through deliberate practice and education.
Practical Implications
Accepting that EI is a competence that can be trained opens doors to various practical applications. Organizations can implement EI training programs to improve employees' well-being and performance. Individuals can work with coaches or through self-study to develop their emotional skills, leading to better personal and professional relationships.
Conclusion
After reviewing both theories and research, we can conclude that while some aspects of EI may be linked to innate personality traits, it is clear that EI should primarily be seen as a competence that can be trained and developed. Through deliberate training and education, individuals can enhance their emotional intelligence, which positively affects both personal and professional levels.
Thus, emotional intelligence should not be viewed as a static part of our personality but rather as a dynamic skill that we can all strive to improve. This perspective encourages a more active and positive view of personal development and organizational success.
Sources:
Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-31). New York: Basic Books.
Petrides, K.V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15(6), 425-448.
Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships. Bantam Books.
Boyatzis, R.E., & McKee, A. (2005). Resonant Leadership: Renewing Yourself and Connecting with Others Through Mindfulness, Hope, and Compassion. Harvard Business Review Press.
Schutte, N.S., Malouff, J.M., & Thorsteinsson, E.B. (2013). Increasing emotional intelligence through training: Current status and future directions. The International Journal of Emotional Education, 5(1), 56-72.
Davidson, R.J., & McEwen, B.S. (2012). Social influences on neuroplasticity: Stress and interventions to promote well-being. Nature Neuroscience, 15(5), 689-695.