The
"Corporate" Definition
|
A
"Socially Responsible" Definition
|
| Promises
emotional intelligence will make a more effective
leader |
Can help the
leader decide in which direction to lead. |
| Involves
selectively using our emotions to achieve
corporate goals. |
Involves using
all our emotions to help us decide which goals
are worth achieving. |
| Claims EI is
twice as important as IQ and technical knowledge
combined. |
Makes few such
claims; suggests EI and IQ are of approximately
equal value. |
| Suggests EI can
help one be a better team member within the
organization. |
Can help the
organization become a better member of the world
community. |
| Suggests an
emotionally intelligent person can make a lot of
money. |
Can help us
decide when we have made enough. |
| Implies that a
person high in EI will be driven, zealous and
committed to the company goals. |
Can help us
decide when it is time to go home, be with family
and friends, or do volunteer work. |
| Notes the
importance of being trustworthy. |
Can help one
decide when to "blow the whistle." |
| Notes the
importance of being a catalyst for change within
the organization. |
Can help us each
be catalysts for change within society. |
| Assumes success
is equal to financial success. |
Allows for other
definitions of success. |
| Assumes emotional
intelligence is always a "good" thing. |
Allows for the
possibility that innate EI can be used in
socially destructive ways and to emotionally
manipulate others. (see related article) |
| Seems to value
people as resources or commodities. |
Values people as
humans with individual feelings, needs, and
potential. |
| Focuses on the
implementation of decisions. |
Focuses on the
decision making process itself. |
| Suggests that
with high EI we will sell more products and
services. |
Can help us
decide which products and services are really
needed in the world. |
| Seems to value
conformity to group standards. |
Places a higher
value on individuality, civil disobedience and
creativity, but also empathy for and connection
with all humans, not just those in our
"group." |
| Seems to devalue,
discourage negative emotions. |
Respects and values the
contribution of all emotions. |
| Focuses on
specific competencies and personality traits. |
Focuses on
intelligence, information processing, and
potential for learning, understanding,
development and growth. |