- EQ -

Practice Tests

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READING PASSAGE 1

EQ is emotion—based intelligence and people who are strong in this capacity ore more likely to succeed in many areas of life. They tend to be more optimistic, healthier, employable and hove better relationships. Although EQ has been a buzzword tor the post few decodes, its roots can be traced back 2,000 years to Plato when he wrote, "All learning has an emotional base". However, until recently, most educators, scientists and philosophers had been working to disprove this, believing th0t emotions keep us from focusing and making sound decisions. Intelligence w0s thought to be perfection and emotion was at no appreciable value.

A number at EQ tests have been developed. The oldest instrument is Bar-Qn’s EQ- I, which has been 0round tor over ten years. It evolved out at the need to see why some people possessed better emotional well-being than others. It was essentially designed as 0 clinical tests rather than an occupational one. The EQ-I has been vigorously tested and so its strengths and shortcomings, its reliability and its convergent and discriminate validity 0re known to researchers. However, less is known 0bout its predictive validity in work situ0tions.

A second instrument is the Multifactor Emotional Intelligence Scale, which is a teat of ability rather than a self-report measure. In a series at tasks test takers are assessed on their ability to perceive, identity, understand, and work with emotion. Although there is no evidence at predictive validity, there is some tor constructive validity, convergent validity, and discriminate validity.

A Third instrument which is in the early stages of development is The Emotional Competence inventory (ECI). IT does, however, use a considerable number of competencies from earlier tests. These earlier items had been "validated against performance in hundreds of competency studies of managers, executives, and leaders in North America, Italy, and Brazil". However, currently there is no research supporting The predictive validity of the ECI.

Another measure that has been promoted commercially is the EQ Map. Although There is some evidence Tor convergent and divergent validity, the data have been reported in a rather ambiguous fashion. Most research comparing EG and ICQ has been carried out in job performance. Studies suggest That IQ, at most, accounts Tor 25% of job performance with some suggesting it only accounts for 4%. That is not to say that a high IG is not needed To get a doctorate, rather that persistence in the face of difficulty and getting along with colleagues will ultimately lead to a successful career. IT has been shown That a wide range of emotional intelligence competencies (and a narrow range of cognitive ones) distinguished Top performers from average ones, including executives from banking To mining, geology, sales, and health care. The competencies That distinguished most powerfully were Achievement Drive, Developing Others, Adaptability, influence, Self-Confidence, and Leadership. The one cognitive competence That distinguished as strongly was Analytic Thinking. People who possess a high EQ are interested in listening to other people's feelings and not afraid To express Their own. They are not dominated by negative emotions such as fear, worry, guilt, shame, embarrassment obligation, disappointment, hopelessness, dependency, victimization or discouragement. Most importantly, They have the ability to balance feelings with reason, logic and reality. Those who demonstrate a low emotional intelligence generally do not Take, responsibility for Their feelings but blame others instead. These people have a Tendency to attack, blame, command, criticize, interrupt, invalidate, lecture, or advise others. They can not tell you why they feel the way they do.

Although some claim that EQ is innate, suggestions on developing your EQ have been put forth. People need to take responsibility tor their own emotions and happiness. This involves identifying and analyzing feelings, particularly fears, desires and unmet emotional needs and then expressing such feelings. It is equally Important, however, to ask others how they feel.

It is possible tor people of all ages to become more socially and emotionally competent. However, the principles tor developing this type of competence differ greatly from those that have guided much training and development practice in the past. Developing emotional competence requires that we unlearn old habits of thought, feeling, and action that are deeply ingrained, and grow new ones. Such a process takes motivation, effort, time, support and sustained practice.

Given that employers are looking tor emotional intelligence capacities in those they hire, EQ should be developed by both schools and families. The most forward- thinking educators and parents recognize the importance of emotional intelligence for the vitality of an economy and society as a whole. As Erasmus, the great humanist writer tells us, "The best hope of a nation lies in the proper education of its youth".