EMOTIONAL INTELLIGENCE ASSESSMENT

Please reply to each item below by selecting the one alternative that is most likely to be

your response. Think about the way you usually respond to these kinds of situations, not

the way you would like to respond or the way you think you should respond. No correct

answers exist for any of the items, and your scores will be most useful if you provide an

accurate assessment of your typical behavior. Mark only one answer per item.

1. When I get really upset, I . . .

a. Analyze why I am so disturbed.

b. Blow up and let off steam.

c. Hide it and remain calm.

2. In a situation in which a colleague takes credit in public for my work and my ideas, I would probably . . .

a. Let it slide and do nothing in order to avoid a confrontation.

b. Laterin privateindicate that I would appreciate being given credit for my work and ideas.

c. Thank the person in public for referencing my work and ideas and then elaborate on my contributions.

3. When I approach another person and try to strike up a conversation but the other

person doesn't respond, I . . .

a. Try to cheer up the person by sharing a funny story.

b. Ask the person if he or she wants to talk about what's on his or her mind.

c. Leave the person alone and find someone else to talk to.

4. When I enter a social group I usually . . .

a. Remain quiet and wait for people to talk to me.

b. Try to find something complimentary I can tell someone.

c. Find ways to be the life of the party or the source of energy and fun.

5. On important issues I usually . . .

a. Make up my own mind and ignore others' opinions.

b. Weigh both sides and discuss it with others before making a decision.

c. Listen to my friends or colleagues and make the same decision they do.

6. When someone that I do not particularly like becomes romantically attracted to me, I usually . . .

a. Tell that person directly that I am not interested.

b. Respond by being friendly but cool or aloof.

c. Ignore the person and try to avoid him or her.

7. When I am in the company of two people who have diametrically opposing points

of view about an issue (for example, politics, abortion, war) and are arguing about it, I . . .

a. Find something upon which they can both agree and emphasize it.

b. Encourage the verbal battle.

c. Suggest that they stop arguing and calm down.

8. When I am playing a sport and the game comes down to my last-second performance, I . . .

a. Get very nervous and hope that I don't choke.

b. See this as an opportunity to shine.

c. Stay focused and give it my best effort.

9. In a situation in which I have an important obligation and need to leave work early, but my colleagues ask me to stay to meet a deadline, I would probably . . .

a. Cancel my obligation and stay to complete the deadline.

b. Exaggerate a bit by telling my colleagues that I have an emergency that

I can't miss.

c. Require some kind of compensation for missing the obligation.

10. In a situation in which another person becomes very angry and begins yelling at me, I . . .

a. Get angry in return. I don't take that from anyone.

b. Walk away. It doesn't good to argue.

c. Listen first, and then try to discuss the issue.

11. When I encounter someone who has just experienced a major loss or tragedy, I . . .

a. Really don't know what to do or say.

b. Tell the person I feel very sorry and try to provide support.

c. Share a time when I experienced a similar loss or tragedy.

12. When someone makes a racist joke or tells a crude story about a member of the

opposite sex in mixed company, I usually . . .

a. Point out that this is inappropriate and not acceptable, and then change the subject.

b. Ignore it so I don't cause a scene.

c. Get really upset and tell the person just what I think of what he or she said.

THE DEFINING ISSUES TEST

This instrument assesses your opinions about controversial social issues. Different people

make decisions about these issues in different ways. You should answer the questions for

yourself without discussing them with others. You are presented with three stories.

Following each story are 12 statements or questions. Your task after reading the story is to

rate each statement in terms of its importance in making a decision. After rating each

statement, select the four most important statements and rank them from one to four in

the spaces provided. Each statement should be ranked in terms of its relative importance

in making a decision.

Some statements will raise important issues, but you should ask yourself whether the

decision should rest on that issue. Some statements sound high and lofty but are largely

gibberish. If you cannot make sense of a statement, or if you don't understand its meaning, mark it 5"Of no importance."

For information about interpreting and scoring the Defining Issues Test, refer to the

scoring key at the end of the chapter. Use the following rating scale for your response.

Rating Scale

1 Of great importance This statement or question makes a crucial difference in making

a decision about the problem.

2 Of much importance This statement or question is something that would be a major

factor (though not always a crucial one) in making a decision.

3 Of some importance This statement or question involves something you care about,

but it is not of great importance in reaching a decision.

4 Of little importance This statement or question is not very important to consider in

this case.

5 Of no importance This statement or question is completely unimportant in making

a decision. You would waste your time thinking about it.

The Escaped Prisoner Scenario

A man had been sentenced to prison for 10 years. After one year, however, he escaped from prison, moved to a new area of the country, and took on the name of Thompson. For eight years he worked hard, and gradually he saved enough money to buy his own business. He was fair to his customers, gave his employees top wages, and gave most of his own profits to charity. Then one day, Ms. Jones, an old neighbor, recognized him as the man who had escaped from prison eight years before and for whom the police had been looking.

Should Ms. Jones report Mr. Thompson to the police and have him sent back to prison? number from the rating scale on the previous page in the blank beside each statement.

_______ Should report him

_______ Can't decide

_______ Should not report him

Importance

______ 1. Hasn't Mr. Thompson been good enough for such a long time to prove he isn't a bad person?

______ 2. Every time someone escapes punishment for a crime, doesn't that just encourage more crime?

______ 3. Wouldn't we be better off without prisons and the oppression of our legal system?

______ 4. Has Mr. Thompson really paid his debt to society?

______ 5. Would society be failing what Mr. Thompson should fairly expect?

______ 6. What benefit would prison be apart from society, especially for a charitable man?

______ 7. How could anyone be so cruel and heartless as to send Mr. Thompson to prison?

______ 8. Would it be fair to prisoners who have to serve out their full sentences if Mr. Thompson is let off?

______ 9. Was Ms. Jones a good friend of Mr. Thompson?

______ 10. Wouldn't it be a citizen's duty to report an escaped criminal, regardless of the circumstances?

______ 11. How would the will of the people and the public good best be served?

______ 12. Would going to prison good for Mr. Thompson or protect anybody?

From the list of questions above, select the four most important:

_______ Most important

_______ Second most important

_______ Third most important

_______ Fourth most important

The Doctor's Dilemma Scenario

A woman was dying of incurable cancer and had only about six months to live. She was

in terrible pain, but was so weak that a large dose of a pain killer such as morphine would

probably kill her. She was delirious with pain, and in her calm periods, she would ask her

doctor to give her enough morphine to kill her. She said she couldn't stand the pain and

that she was going to die in a few months anyway.

What should the doctor do? (Check one.)

_______ He should give the woman an overdose that will make her die

_______ Can't decide

_______ Should not give the overdose

Importance

______ 1. Is the woman's family in favor of giving her the overdose?

______ 2. Is the doctor obligated by the same laws as everybody else?

______ 3. Would people be better off without society regimenting their lives and even their

deaths?

______ 4. Should the doctor make the woman's death from a drug overdose appear to be an

accident?

______ 5. Does the state have the right to force continued existence on those who don't want

to live?

______ 6. What is the value of death prior to society's perspective on personal values?

______ 7. Should the doctor have sympathy for the woman's suffering, or should he care more

about what society might think?

______ 8. Is helping to end another's life ever a responsible act of cooperation?

______ 9. Can only God decide when a person's life should end?

______ 10. What values has the doctor set for himself in his own personal code of behavior?

______ 11. Can society afford to let anybody end his or her life whenever he or she desires?

______ 12. Can society allow suicide or mercy killing and still protect the lives of individuals

who want to live?

From the list of questions above, select the four most important:

_______ Most important

_______ Second most important

_______ Third most important

_______ Fourth most important

The Newspaper Scenario

Rami, a senior in high school, wanted to publish a mimeographed newspaper for students so that he could express his opinions. He wanted to speak out against military build-up and some of the school's rules, such as the rule forbidding boys to wear long hair. When Rami started his newspaper, he asked his principal for permission. The principal said it would be all right if before every publication Rami would turn in all his articles for the principal's approval. Rami agreed and turned in several articles for approval. The principal approved all of them and he published two issues of the paper in the next two weeks. But the principal had not expected that Rami's newspaper would receive so much attention. Students were so excited by the paper that they began to organize protests against the government, hair regulation, and other school rules. Angry parents objected to Rami's opinions. They phoned the principal telling him that the newspaper was unpatriotic and should not be published. As a result of the rising excitement, the principal wondered if he should order Rami to stop publishing on the grounds that the controversial newspaper articles were disrupting the operation of the school.

What should the principal do? (Check one.)

_______ Should stop it

_______ Can't decide

_______ Should not stop it

Importance

______ 1. Is the principal more responsible to the students or to the parents?

______ 2. Did the principal give his word that the newspaper could be published for a long

time, or did he just promise to approve the newspaper one issue at a time?

______ 3. Would the students start protesting even more if the principal stopped the newspaper?

______ 4. When the welfare of the school is threatened, does the principal have the right to

give orders to students?

______ 5. Does the principal have the freedom of speech to say no in this case?

______ 6. If the principal stopped the newspaper, would he be preventing full discussion of

important problems?

______ 7. Would the principal's stop order make Rami lose faith in him?

______ 8. Is Rami really loyal to his school and patriotic to his country?

______ 9. What effect would stopping the paper have on the students' education in critical

thinking and judgment?

______ 10. Is Rami in any way violating the rights of others in publishing his own opinions?

______ 11. Should the principal be influenced by some angry parents when it is the principal

who knows best what is going on in the school?

______ 12. Is Rami using the newspaper to stir up hatred and discontent?

From the list of questions above, select the four most important:

_______ Most important

_______ Second most important

_______ Third most important

_______ Fourth most important

COGNITIVE STYLE INDICATOR Test

This instrument assesses the way you gather and evaluate information and make decisions. There are no right or wrong answers, and the accuracy of your results will depend

on the extent to which you honestly answer each question. Please use the following scale

in responding to each item:

Rating Scale

1 Totally disagree

2 Disagree

3 Neither agree nor disagree

4 Agree

5 Totally agree

______ 1. Developing a clear plan is very important to me.

______ 2. I like to contribute to innovative solutions.

______ 3. I always want to know what should be done when.

______ 4. I prefer to look at creative solutions.

______ 5. I want to have a full understanding of a problem.

______ 6. I like detailed action plans.

______ 7. I am motivated by ongoing innovation.

______ 8. I like to analyze problems.

______ 9. I prefer a clear structure my job.

______ 10. I like a lot of variety in my life.

______ 11. I engage in detailed analyses.

______ 12. I prefer well-planned meetings with a clear agenda.

______ 13. New ideas attract me more than existing solutions.

______ 14. I study each problem until I understand the underlying logic.

______ 15. I make definite appointments and follow-up meticulously.

______ 16. I like to extend the boundaries.

______ 17. A good task is a well-prepared task.

______ 18. I try to avoid routine.

SOURCE: Cognitive Style Indicator, Cools, E. and H. Van den Broeck. (2007) "Development and Validation of the Cognitive Style Indicator." Journal of Psychology, 14: 359-387

LOCUS OF CONTROL SCALE

This questionnaire assesses your opinions about certain issues. Each item consists of a pair of alternatives marked with a or b. Select the alternative with which you most agree. If you believe both alternatives to some extent, select the one with which you most strongly agree. If you do not believe either alternative, mark the one with which you least strongly disagree. Since this is an assessment of opinions, there are obviously no right or wrong answers. When you have finished each item, turn to the scoring key at the end of the chapter for instructions on how to tabulate the results and for comparison data. This questionnaire is similar, but not identical, to the original locus of control scale developed by Julian Rotter. The comparison data provided in the scoring key comes from research using Rotter's scale instead of this one. However, the two instruments assess the same concept, are the same length, and their mean scores are similar.

1. a. Leaders are born, not made.

b. Leaders are made, not born.

2. a. People often succeed because they are in the right place at the right time.

b. Success is mostly dependent on hard work and ability.

3. a. When things go wrong in my life, it's generally because I have made mistakes.

b. Misfortunes occur in my life regardless of what I do.

4. a. Whether there is war or not depends on the actions of certain world leaders.

b. It is inevitable that the world will continue to experience wars.

5. a. Good children are mainly products of good parents.

b. Some children turn out bad no matter how their parents behave.

6. a. My future success depends mainly on circumstances I can't control.

b. I am the master of my fate.

7. a. History judges certain people to have been effective leaders mainly because circumstances made them visible and successful.

b. Effective leaders are those who have made decisions or taken actions that resulted in significant contributions.

8. a. Avoiding punishing children guarantees that they will grow up irresponsible.

b. Spanking children is never appropriate.

9. a. I often feel that I have little influence over the direction my life is taking.

b. It is unreasonable to believe that fate or luck plays a crucial part in how my life turns out.

10. a. Some customers will never be satisfied no matter what you do.

b. You can satisfy customers by giving them what they want when they want it.

11. a. Anyone can get good grades in school by working hard enough.

b. Some people are never going to excel in school no matter how hard they try.

12. a. Good marriages result when both partners continually work on the relationship.

b. Some marriages are going to fail because the partners are just incompatible.

13. a. I am confident that I can improve my basic management skills through learning and practice.

b. It is a waste of time to try to improve management skills in a classroom.

14. a. More management skills courses should be taught in business schools.

b. Less emphasis should be put on skills in business schools.

15.a. When I think back on the good things that happened to me, I believe they happened mainly because of something I did.

b. The bad things that have happened in my life have mainly resulted from circumstances outside my control.

16. a. Many exams I took in school were unconnected to the material I had studied, so studying hard didn't help at all.

b. When I prepared well for exams in school, I generally did quite well.

17. a. I am sometimes influenced by what my astrological chart says.

b. No matter how the stars are lined up, I can determine my own destiny.

18. a. Government is so big and bureaucratic that it is very difficult for any one person to have any impact on what happens.

b. Single individuals can have a real influence on politics if they will speak up and let their wishes be known.

19. a. People seek responsibility in work.

b. People try to get away with doing as little as they can.

20. a. The most popular people seem to have a special, inherent charisma that attracts people to them.

b. People become popular because of how they behave.

21. a. Things over which I have little control just seem to occur in my life.

b. Most of the time I feel responsible for the outcomes I produce.

22. a. Managers who improve their personal competence will succeed more than those who do not improve.

b. Management success has very little to do with the competence possessed by the individual manager.

23. a. Teams that win championships in most sports are usually the teams that, in the end, have the most luck.

b. More often than not, teams that win championships are those with the most talented players and the best preparation.

24. a. Teamwork in business is a prerequisite to success.

b. Individual effort is the best hope for success.

25. a. Some workers are just lazy and can't be motivated to work hard no matter what you do.

b. If you are a skillful manager, you can motivate almost any worker to put forth more effort.

26.a. In the long run, people can improve this country's economic strength through responsible action.

b. The economic health of this country is largely beyond the control of individuals.

27. a. I am persuasive when I know I'm right.

b. I can persuade most people even when I'm not sure I'm right.

28. a. I tend to plan ahead and generate steps to accomplish the goals that I have set.

b. I seldom plan ahead because things generally turn out OK anyway.

29. a. Some things are just meant to be.

b. We can change anything in our lives by hard work, persistence, and ability.

TOLERANCE OF AMBIGUITY SCALE

Please respond to the following statements by indicating the extent to which you agree or

disagree with them. Fill in the blanks with the number from the rating scale that best represents your evaluation of the item. The scoring key is at the end of the chapter.

Rating Scale

1 Strongly disagree

2 Moderately disagree

3 Slightly disagree

4 Neither agree nor disagree

5 Slightly agree

6 Moderately agree

7 Strongly agree

______ 1. An expert who doesn't come up with a definite answer probably doesn't know too

much.

______ 2. I would like to live in a foreign country for a while.

______ 3. There is really no such thing as a problem that can't be solved.

______ 4. People who fit their lives to a schedule probably miss most of the joy of living.

______ 5. A good job is one where what is to be done and how it is to be done are always clear.

______ 6. It is more fun to tackle a complicated problem than to solve a simple one.

______ 7. In the long run it is possible to get more done by tackling small, simple problems rather than large and complicated ones.

______ 8. Often the most interesting and stimulating people are those who don't mind being different and original.

______ 9. What we are used to is always preferable to what is unfamiliar.

______ 10. People who insist upon a yes or no answer just don't know how complicated things really are.

______ 11. A person who leads an even, regular life in which few surprises or unexpected happenings arise really has a lot to be grateful for.

______ 12. Many of our most important decisions are based upon insufficient information.

______ 13. I like parties where I know most of the people more than ones where all or most of the people are complete strangers.

______ 14. Teachers or supervisors who hand out vague assignments give one a chance to show initiative and originality.

______ 15. The sooner we all acquire similar values and ideals the better.

______ 16. A good teacher is one who makes you wonder about your way of looking at things.

SOURCE: Tolerance of Ambiguity Scale, S. Budner (1962), "Intolerance of Ambiguity as a Personality Variable," from Journal of Personality, 30: 29-50. Reprinted with the permission of Blackwell Publishing, Ltd.

CORE SELF-EVALUATION SCALE (CSES)

Below are several statements with which you may agree or disagree. Using the response

scale below, indicate your level of agreement or disagreement with each statement.

Rating Scale

1 Strongly disagree

2 Disagree

3 Neutral

4 Agree

5 Strongly agree

______ 1. I am confident I get the success I deserve in life.

______ 2. Sometimes I feel depressed.

______ 3. When I try, I generally succeed.

______ 4. Sometimes when I fail I feel worthless.

______ 5. I complete tasks successfully.

______ 6. Sometimes, I do not feel in control of my work.

______ 7. Overall, I am satisfied with myself.

______ 8. I am filled with doubts about my competence.

______ 9. I determine what will happen in my life.

______ 10. I do not feel in control of my success in my career.

______ 11. I am capable of coping with most of my problems.

______ 12. There are times when things look pretty bleak and hopeless to me.

SOURCE: Judge, Erez, Bono, and Thoreson, 2003. Courtesy of Personnel Psychology

CASES INVOLVING SELF-AWARENESS: Communist Prison Camp

To understand the development of increased self-awareness, it is helpful to consider the opposite process, that is, the destruction of self-awareness. Understanding the growth process is often enhanced by understanding the deterioration process. Hence, in the case below, a process of psychological self-destruction is described as it occurred among prisoners of war during the Korean War. Consider how these processes that destroy self-awareness can be reversed to create greater self-awareness. The setting is a prisoner-of-war camp managed by the Communist Chinese. In such prisons the total regimen, consisting of physical privation, prolonged interrogation, total isolation from former relationships and sources of information, detailed regimentation of all daily activities, and deliberate humiliation and degradation, was geared to producing a confession of alleged crimes, the assumption of a penitent role, and the adoption of a Communist frame of reference. The prisoner was not informed what his crimes were, nor was he permitted to evade the issue by making up a false confession. Instead, what the prisoner learned he must do was reevaluate his past from the point of view of the Communists and recognize that most of his former attitudes and behavior were actually criminal from this point of view. For example, a priest who had dispensed food to needy peasants in his mission church had to "recognize" that he was actually a tool of imperialism and was using his missionary activities as cover for exploitation of the peasants. Even worse, he had used food as blackmail to accomplish his aims. The key technique used by the Communists to produce social alienation to a degree sufficient to allow such redefinition and reevaluation to occur was to put the prisoner into a cell with four or more other prisoners who were somewhat more advanced in their "thought reform" than he. Such a cell usually had one leader who was responsible to the prison authorities, and the progress of the whole cell was made contingent upon the progress of the least "reformed" member. This condition meant in practice that four or more cell members devoted all their energies to getting their least "reformed" member to recognize "the truth" about himself and to confess. To accomplish this they typically swore at, harangued, beat, denounced, humiliated, reviled, and brutalized their victim 24 hours a day, sometimes for weeks or months on end. If the authorities felt that the prisoner was basically uncooperative, they manacled his hands behind his back and chained his ankles, which made him completely dependent on his cellmates for the fulfillment of his basic needs. It was this reduction to an animal-like existence in front of other humans which constituted the ultimate humiliation and led most reliably to the destruction of the prisoner's image of himself. Even in his own eyes he became something that was not worthy of the regard of his fellow man. If, to avoid complete physical and personal destruction, the prisoner began to confess in the manner desired of him, he was usually forced to prove his sincerity by making irrevocable behavioral commitments, such as denouncing and implicating his friends and relatives in his own newly recognized crimes. Once he had done this he became further alienated from his former self, even in his own eyes, and could seek security only in a new identity and new social relationships. Aiding this process of confessing was the fact that the crimes gave the prisoner something concrete to which to attach the free-floating guilt that the accusing environment and his own humiliation usually stimulated. A good example was the plight of the sick and wounded prisoners of war who, because of their physical confinement, were unable to escape from continual conflict with their interrogator or instructor, and who therefore often ended up forming a close relationship with him. Chinese Communist instructors often encouraged prisoners to take long walks or have informal talks with them and offered as incentives cigarettes, tea, and other rewards. If the prisoner was willing to cooperate and become a "progressive," he could join with other "progressives" in an active group life. Within the political prison, the group cell not only provided the forces toward alienation but also offered the road to a "new self." Not only were there available among the fellow prisoners individuals with whom the prisoner could identify because of their shared plight, but once he showed any tendency to seek a new identity by truly trying to reevaluate his past, he received again a whole range of rewards, of which perhaps the most important was the interpersonal information that he was again a person worthy of respect and regard.

SOURCE: Schein, 1960.

Discussion Questions

1. What specific techniques were used to bring about the destruction of self-awareness among the prisoners?

2. What opposite processes could be used to create the reverse process, that is, a strengthening of the self-concept?

3. Assume that you are charged with the orientation of a cohort of new managers in your organization. How would you help them understand their own strengths and inclinations and how they could best contribute to the firm?

4. What mechanisms do people use, and what mechanisms could the prisoners of war have used, to resist a change in their self-concepts?

5. What could be done to reform or rebuild the self-awareness of these prisoners? What can be done to help individuals without self-awareness to improve that skill?