Cognitive and Emotional Intelligence in Organisational Behaviour

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Emotional and Cognitive Intelligence in the field of Organisational Behaviour The ability to manage organisational change and knowledge in today’s competitive environment is vital to the survival of an organisation (Alvesson & Sveningsson, 2007). In the late 1940’s an academic discipline labelled organisational behaviour emerged which studied individuals and groups in work environments to allow greater understanding of human behaviour in organisations resulting in better management (Wood, Zeffane, Fromholtz, Wiesner, Morrison, & Seet, 2013). Research suggests this human element is shown to profoundly influence the workplace (Lockwood, 2006). This essay will provide an overview and evaluation of the constructs of cognitive and emotional intelligence and how they differ in the field of organizational behaviour. It will demonstrate development of the theories of prominent CI theorists such as Spearman, Thurstone and Sternberg. Through exploration of both theories strengths, limitations and practical applications, it will support the view that both concepts are not only equally important but also compensatory (Cote & Miners, 2006). General intelligence is made up of two differing sets of abilities, cognitive and emotional intelligence (Cote and Miners, 2006). In contemporary times it is commonplace to be measured on our cleverness or cognitive intelligence (CI) as well as how we handle others and ourselves or emotional intelligence (EI) and the contribution this will make to achieving a group or organisation’s goals (Goleman, 1996). Throughout literature and research studies, cognitive intelligence is also referred to as cognitive ability, g, and general mental ability. It can be simply defined as the ability to learn (Schmidt, 2002, p.188 as cited in Fulmer & Barry, 2004). Viswesvaran & Ones, 2002 suggest that cognitive intelligence (CI)

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