The purpose of the chapter is to understand the principle of Emotional and Social Intelligence (ESI) and the impact it has on decision-making and communication. The theories would be explained based on the argument presented by Seal, Boyatrzis, and Barley (2006). Furthermore, the chapter would also provide a short description of the background of emotional intelligence (EI) and social intelligence(SI) (Seal et al., 2006, p.199). Understanding the principle of ESI would provide an opportunity to understand how cognitive skills are applied in day-to-day challenges. Along with other aspects of ESI emotional intelligence would be covered to understand ways that self-awareness self-regulation and social skills impact the development of passionate intelligence.

Seal, Boyatrzis, and Barley (2006) proposed different diagnostic assessment tools with the aim of understanding ESI. The assessment would play a primary role in the creation of new models that provide precise knowledge of ESI. The diagnostic assessment instrument includes EQ-i, the MSCEIT, the ESCI or the TESI, and this is crucial elements in exploring future studies. Some attention will be given to expanding the research of ESI related to competencies and performance at the workplace (p.193). For example, lifting performance is one of the areas addressed by Seal et al., 2006 (p.196). The author focused on the application of principle on Behavioral Change Model: Intentional/Change theory (Seal et al., 2006 p.199) as well as its application management, leadership, and education (p. 203). The attention on this topic is based on the apparent Synchronicity or alignment between the application and goals of ESI with the experiential coaching model, ‘3 Dimensional Visualization and Simulation Method (3DVSM) and its motto “learning how to live life better” (Raimundo, 2002). The model integrates self-awareness, social skills and personality capabilities to outlined the effects of EI on a person’s life. Also, the 3DVSM will theoretically contribute to the model application of ESI. Seal et al., 2006, (194) argue that the use of 3DVSM enhances different measures with a focus on improving a person’s cognitive skills. The use of the 3DVSM could achieve this and four distinct phases of the published guidelines proposed Seal et al., (2006, 194), Cherniss, Goleman, Emmerling, Cowan, and Adler (1998, 103). The four phases include preparation, training, transfer and maintenance and evaluation. Through the phases, the model was shown to promote ESI in the workplace, and these points would be expanded later in the next chapter. (p.204).

The proposed specific relevance the 3DVSM is one of experiential learning method as suggested in the work of Seal et al.,(2006, 190) The second phase of the guideline involve active, concrete such as role plays and simulations (P.104). Thirdly, the session will focus on important neuroscientific underpinnings of ESI as presented in the literature on the selected material on emotional and social intelligence as well as other publications to support the topic of this paper. Chapter four provides the conclusion of the article as well as the description of the areas for further studies.

Emotional and Social Intelligence

Psychological and social intelligence(ESI) as a focus of the research results from the integration of diverse research carried out more than 35 years based on “behavioral competencies and their impact on performance” by (Seal et al., 2006, p.190) ESI provides a solid theoretical and practical foundation as it is a data-based competency model. (ibid). Its underpinnings are further based on a multidisciplinary approach that includes neurology, biology, and psychology. (Ibid). The successful results through the use of ESI were experienced through improved performance in organizations as cited by Seal et al., 2006, p.190. The organizations include the U.S. Air Force, L’Oreal, Met life, Egon Zehnder International Tandem Computers, and America Express. (Ibid)

Emotional and social intelligence is a new term as argued by (Seal et al., 2006, p.194). It integrates thee two different competencies and clusters of interpersonal and intrapersonal skills. Interpersonal competence is described based on social awareness and related to relationship and management known as social intelligence (SI) competencies.

On the other hand, self-awareness and self-management are considered intrapersonal clusters of (EI) competencies. According to Seal et al.,2006(104), the new terms ESI differentiates intrapersonal awareness as those that include emotional self-awareness and management of self-assessment while EI competence is described from interpersonal relational behavior. Some of the relational behavior include awareness of emotions, needs, thoughts, and perceptions of others effective working with others and manage an extended social environment considered SI.

The explanation of ESI would provide an opportunity to understand the theoretical perspectives of competencies at the workplace further. Seal et al., 2006, (p.193) described them as capabilities aimed to explain and predict effectiveness in various occupations, often with a maximum emphasis on managers, leaders, and professionals (Seal et al., 2006, p.193). In ESI, competency, as argued by Seal et al., (2006, p. 193), is the development or visioning and belief of a goal or purpose. Such goals are intended to achieve good performance through the identification of capabilities and resources required to accomplish that goal.

Interpersonal relation explains the ability (appropriate emotions and behaviors) and skills to accomplish work promptly. (ibid). The process is achieved by identifying of outcome expected of a person. Therefore, EI defines the different approaches needed to achieve maximum outcomes. The appropriate insight or achievement is reflected through competencies and skills that a person applies in developing appropriate decisions that result in positive outcomes. They are further used to implement strategies and effectiveness in the application of ESI (Jack et al., 2013; Seal et al., 2006: Seal et al. 2009).

According to Seal et al., 2006, 194 competencies is described as the ability to recognize, understand and use emotional information about oneself (EI) or others (si) in implementing new decisions. It leads or causes effective performance. (Seal et al., 2006, p.194) Describes methods of achieving competencies through emotional and social perspectives. The skills cover two distinct (Emotional or social) interrelated areas; paraphrasing Seal et al., (a) awareness of own emotions and behaviors is essential in managing own feelings and actions, awareness of others emotions and actions, management of the interface between self and others. (p.195). The definition is similar to Cherniss” awareness and management of one’s own emotions” and the “awareness and management of others’ emotions” as the two overlapping components among different models of emotional intelligence (Cherniss et al., 2006, p.240)

Goleman, Boyatzis, and McKee (2002, p.120) developed a model of ESI based on the integration of competency. The research consisted of four clusters and two aspects that contain 18components. (Seal et al., attributes this research to ( Boyatzis, 1982; Spencer & Spencer, 1993; Rosier, 1994-197; Goleman, 1998. Described below

Emotional Social Intelligence (ESI) Competency Model

The ESI competency model graph provides at a glance and information on the components, skills or capabilities needs related to the ‘intent’ of function to accomplish.

This description of ESI in four clusters of competencies appear to hold more promise in understanding ‘best fit’ (for specific job or function) than merely single skills. (p.196) He suggests that relaying to two skills from each of the clusters” is far more effective than using whole within one cluster” (ibid) point validated by McCleeiland (1999) and Boyatzis (2005).

For example, the ESI model proposes that in some situations, empathy may be needed when it necessary to foster mutual understanding. (Seal et al., 2006, p. 196). On the other hand, others would need a capability as there are different objectives or intention requiring the sill of influencing. (ibid)

In observing Seal et al., example, we could argue that a person with an appropriate level of ESI will be able to have enough awareness of own emotions and behaviors of others that will be able to identify the competence needed to succeed in interpersonal interaction promptly. The topic further explains the role of theory in the next chapter.

Efficiency of ESI

The claims of the effectiveness of ESI and preciously EI and SI  is compelling (Richard E. Boyatzis et al., 2002; Rober J. Emmerling et al., 2012; D, Goleeman et al., 2008;D,Golemman et al., 2013;McKee et al., 2008;Seal et al., 2006). According to Cherniss (2000)” two-thirds of competencies were more likely to have advanced their careers, above and beyond was predicted through cognitive and personality measures alone. (p.197)

The examples cited may not be of high credibility as they are from the theorist proposing these models of emotional and social intelligence, defending or promoting them. But the topic of emotions and its role in life and business have been recognized by different authors.

Rationality was presented previously by theorist and Nobel Prize winner, Herbert Simon (1945) as quoted by Fambrough & Kaye Hart. The presentation related different behaviors with thinking and ability of people to come up with rational decisions. Even though Herbert Simon’s did not use the word of emotions, his message was clear. The theorist further asserted(1945) also stated that paraphrasing, rationality does not determine behavior. Instead, he outlined that behavior is defined by the irrational and elements that bound the area of rationality. (Fambrough et al., 2008, p.741).

The attention of emotion was used by Loyola (1541-1556) in the process of succeeding in life. The author utilized decision-making strategies which he termed as “Discernment of Spirits.” He claims that decisions can be made by aware of internal emotions of spiritual(Futrell, 2013, p.53). He directed his followers to determine its impact on feelings. The decision-making process is thus described as an act that majorly relies on the ability of a person to weigh different perceptions regarding internal aspects of memory and instincts (Ignatius et al., 1900;2004; Reiser, 2007).

Further more the author describes indecision as the ability of a person to choose based on their feelings. The decision-making process based on this perspective thus relies on the strength of such choices to create peace and comfort to a person. Thus a person can avoid alternative options that increases levels of uncertainty doubts and especially those that sway a person from his or her religious beliefs (Ignatious et al., 1900; Iven, 2004; Reiser, 2007).

The aspect of ethical issues is one of the core strategies that influence a person’s self-awareness ( Molberg et al., 2001). Also, Chris Lowney, n heroic leadership describes the use of ethical principles as the core factors that determine the ability of a person to develop decisions with the integration of EI capabilities. The author further quotes different influences that religion has n a person’s choices. Such beliefs are described to create an impact in the ability that a person decides on various aspects regarding positive or negative choices.

Therefore, the concept of ESI  can be described in a new theoretical model. The process can be achieved through the research facilitated through integrated findings of other researchers. For example, effective performance at the organizations is one of the major factors that contribute to various performances at the workplace. Effectiveness in decision making is crucial and this should be introduced fro early education in order to promote better life( Richard Boyatzis et al., 2012; Richard E Boyatzis et al., 2012; McKee et al., 2008; Seal et al., 2006). Therefore, this and other aspects of emotional and social intelligence would be researched with a significant focus in developing a reliable model that would enhance understanding of various aspects of psychology and social science.

Rationality is one of the basic concepts required in the development of ESI theoretical model. Similarly, the introduction of rationality was also introduced by Herbet Simon (1945) ass quoted by Fambrough & Kaye Hart. The author focused on the ability of rationality to influence behavior. He stated that rationality does not determine behavior. Instead, the behavior is determined by irrational elements (Fambrough et al., 2008, p.741).

 
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