Emotional Intelligence in Organizations learning-oriented

Emotional Intelligence in Organizations Among the predominant characteristics of learning-oriented organizations, is the proper management of emotions experienced by individuals in their multiple social interactions. This is one of the reasons why it has been inserted into the repertoire of social skills of individuals, a construct of high value to individual and organizational health, such as emotional intelligence. Starting from the concept of intelligence is considered in this study a complex term that has been connotations and exposed to a number of scientific debates. For different theoretical this term depends on the environment, culture and customs of each community. For this reason, some authors have given a definition from his disciplinary perspective. Psychologists, in turn, adopted this view of intelligence related to learning, defined as: The ability to learn, the ability to develop new ways of responding to situations that appear, (Shallcross, 1993). Guilford (1989) relates to human intelligence with creativity. He argues that creativity as well as the personality is developed under the multiple interactions in which the individual is immersed. In this way defines intelligence as the ability of creative thinking, because as a result, it stimulates the production of new ideas to solve problems and face challenges.

For Gardner (2000), intelligence is "the ability to resolve problems that the individual is in real life, the ability to generate new problems to solve, and the ability to do something or offer a service that is valued at each person's culture?, (p.69). This same author, divided the traditional notion of intelligence in seven different categories, and between 1995 and 1999, eighth intelligence added to their model: Verbal-Linguistic, Logical-Mathematical, Spatial, Musical, Intrapersonal, Interpersonal, Kinesthetic, and Naturalist Body . Everyone, as insisted Gardner (2000), possess these intelligences, use them all in different situations and contexts, moreover, may be developed and strengthened. It is postulated that the cornerstone of the 7 intelligences proposed by Gardner, finds its basis in the first three intelligences, which are described below: 1. Cognitive Intelligence, which is defined as "the ability to obtain, store, combine, process and extract information to support a convenient and profitable decision making? (Cortese and Gaynor, 1999). 2. Emotional Intelligence, which is defined as "the ability to know, both the direction and control as the emotions of others? (Goleman, 1995). 3. Creative Intelligence, which is defined as the "ability to recognize weaknesses in their own habits everyone has installed on their daily practice?, (Gaynor, 2001).

In another vein, regarding the term emotion Goleman (1996), is used to refer to a feeling and thoughts associated characteristics, psychological and biological states and, to a variety of tendencies to act, (p. 21). For his part, Van Dijk (2000) states that emotions are mental dimensions (thoughts and beliefs) obvious. In this sense, he argues that emotions may involve interpretations (mental) state of mind or state of the body, ie, an emotion usually has an object, that is what moves us, and you know what that object, emotions and beliefs must be closely related. Hence, at some level of analysis also affects emotions and correspond to the areas of beliefs, (p. 38). Villoria (1987) argues that the natural human emotions are as follows Pleasure, anger, pain (grief), fear and joy. Villoria also raised in relation to the manifestation of emotions as complex process that all human beings to flow naturally and satisfactorily expressed. For this author, speaking, means and includes all the psychological mobilization, intellectual, emotional and physical state that the individual can freely and harmoniously, thereby maintaining homeostasis or balance their personal, through the fulfillment or satisfaction of their needs, (p.

37). Regarding the term emotional intelligence (EI) were psychologists Mayer and Salovey (1990) the first used and defined as, "Ability to monitor own feelings and emotions of others, to discriminate between them and use that information to guide thinking and actions "(p. 108). Emotional intelligence defined as the ability to perceive, access and generate emotions to assist thought, understand emotions and emotional knowledge have, projecting emotions to promote emotional and intellectual growth (Mayer & Salovey, 1997). This definition encompasses four verbs: a) Identify emotions: the ability to correctly recognize how you feel, b) Using emotions is the ability to create emotions and to integrate them into their thinking, c) understanding emotions is ie, their causes; d) Managing Emotions: develop the ability to calculate the path followed by their emotions to achieve a goal, instead of being carried away by their emotions.

Moreover, the concept of emotional intelligence of the authors in question, includes two types of intelligences: intrapersonal intelligence and interpersonal intelligence. Both minds tend to our psychological well and form the basis for the harmonious and balanced development of our personality. Allow better development of our relations with people in the family area-affective, social and occupational and professional. The management of emotions, needs to develop the capacity to intervene voluntarily in them, this means to handle and not deny them. It is important to understand that every emotion there is, as a manifestation of a need to regulate the body's functioning. Table 15 Definition emotional competence skills personal skills are characteristics that determine the self-control. ? They include the following skills: Self-Knowledge, Self-Regulation, Motivation? Self-knowledge consists in knowing one's internal states, preferences, resources and intuitions, label focuses on feelings as they occur. Self-knowledge includes, in turn, three emotional skills? Emotional Awareness: Recognizing one's emotions and their effects? Accurate self-assessment: Knowledge of one's own inner resources, abilities and limitations? Self-reliance: certainty about one's own value and abilities. ? Self-regulation is focused on managing one's internal states, impulses and resources.

Self-regulation consists of five emotional competencies:? Self-control: Keeping emotions in check and disruptive impulses;? Trustworthiness: Maintaining standards of honesty and integrity? Conscientiousness: Accept responsibility for personal performance;?? Adaptability: Flexibility to react to the changes;?? Innovation: Being open and willing for ideas and innovative approaches and new information. ? Reasons are the emotional tendencies that guide or facilitate achieving the goals. The motivation is composed of four emotional skills:? Desire to win: Afan guidance to improve or meet a standard of excellence? Commitment: Aligning with the goals of a group or organization? Initiative: Willingness to take advantage of opportunities; ? Optimism: Toughness to find the goal, despite obstacles and setbacks. Social skills are those that determine the relationship management. Include the following skills: empathy, social skills? Empathy is the ability to capture the feelings, needs and interests of the other. Empathy consists of five emotional competencies:? Understanding others: Sensing the feelings and perspectives of others, and an active interest in their concerns? Helping others to develop: Perceiving the developmental needs of others and building their capacity; ? Service Orientation: Anticipating, recognizing and meeting customer needs? Political awareness: Interpret social and political currents.

? Social skills The ability to induce in others the desired responses. These include eight emotional skills: Influence: Implementing effective tactics of persuasion: Communication: Listening openly and convey compelling messages, Conflict Management: Managing and resolving disagreements; Leadership: Inspiring and guiding individuals or groups; catalyst of change: Initiating or managing changes; Establish links: Feeding instrumental relationships, collaboration and cooperation: Working with others to achieve shared goals, and Team Skills: Creating synergy to work towards collective goals Note: Prepared with information from Goleman (1998). For this research defines emotional intelligence as a form of social intelligence that involves a set of skills, attitudes, skills and competencies that determine the behavior of an individual to manage their own feelings, emotions and recognize those of others, to discriminate between them, and use this information to guide thinking, the action itself and contribute to individual and social welfare. Emotional Intelligence and its relation to Organizational Learning. With regard to the management of emotions in organizations, various investigations suggest that the organization endowed with emotional intelligence should reduce the disparity between the objectives, goals and values ​​proclaimed and that really applies to increase in this way, Organizational Learning .

For this reason, Goleman (2000) states that the mission statement of an organization plays an emotional role: articulate a sense of kindness, sharing, suggests members of an organization they are building together something valid, (p. 343) . The following table shows the skills that demonstrate competence in emotional intelligence in organizations, which contribute to organizational learning: Table 16 Guidelines on Emotional Intelligence that promote organizational learning, according to Daniel Goleman (2000) Attitudes Emotional Intelligence Self-Knowledge Description emotional. Get a reading of the emotional climate as affecting the performance achieved. Check the system for data and opportunities for enterprise adaptability. Flexibility with regard to self-control challenges or obstacles effectively perform under pressure, rather than react in panic, anger or alarm integrity. The reliability that builds trust. Optimism. Flexibility Empathy against setbacks. Understanding the feelings and perspectives of others, whether customers or internal members. Leveraging diversity. Use differences as opportunities. Political consciousness. Understanding economic trends and social policies. Ability to influence the strategies of persuasion. Creating links. Strength of personal ties between individuals and the organization. Source: Based on information taken from Goleman (2000) The importance of these skills to any organization seems self-evident, however various investigations (Goleman, 1998, 1999, Boyatzis and McKee, 2004, among others), evidence that a Many organizations from different backgrounds (government, non governmental, social, political and education, among others) know how the lack of evaluation of these skills in the organization affects the individual and organizational performance and thus its social mission.

Goleman (1998), has considered five emotional competencies, defined as follows: "An emotional competence is a learned ability, based on emotional intelligence, which creates an outstanding job performance" They were classified into two main groups: personal fitness, and social competence (Goleman, 2000). In reviewing the concepts developed above, clearly shows that emotional intelligence in organizations involves using all the strategies, skills and tools available to keep the balance: knowing how to handle conflicts and through adverse times presented in the institution, recognize and accept their own feelings and take mistakes as learning opportunities. In this line of thought, Maturana (2000) suggests that it is important to recognize our emotions and the complex relational process, discover that emotion is the other, just look at their actions and, if you know enough to look shares his emotions . It also raises these looks are only possible on the extent not prejudge what we will see before you look, and concludes that this is an act of wisdom, (p. 41). For this author, there are three related concepts through a recursive dynamic coupling, which form the basic structure of a cognitive system: body language and emotion.

The body as a biological entity enables the emergence of language, determining how we became observers of a reality that can not be reached objectively. In turn, language is a biological phenomenon, since communication between individuals is possible by the nature of their nervous systems, but occurs in a domain of coordinations of actions of the participants and not in their physiology or neurophysiology. Finally, whenever we perceive, and therefore know, from a certain emotion.