Analysis of Emotional Intelligence and Multiple Intelligence Tests

This article analyzes the results of Daniel Goleman’s EQ Instrument and Howard Gardner’s Multiple Intelligence Tests. It also suggests competencies to develop for functioning as a global citizen.

Running head: MBA Assignment
MBA Assignment
Name of the Student
Name of the University
Author Note

1MBA Assignment
Daniel Goleman’s EQ Instrument:
Self Score: 46
Score by Friend 1: 44
Score by Friend 2: 47
Daniel Goleman’s EQ Instrument analyses the Emotional Intelligence level through a
series of 15 questions, answerable on a likert scale of 1-5 (Goleman 2006). The self analysis
was done by me, while two of my friends assessed my Emotional Intelligence, marking me
according to their understanding. The scores from my-self test were 46, while that from
friend 1 was 44 and from friend 2 it was 47. This places me in the bracket of 35-55 score,
which means I have a standard level of intelligen. The score is suggestive of my capability of
having good relationships with some of my colleagues, while facing difficulties working with
few others. The leaves a significant scope for further improvements, which can help to
improve my emotional intelligence further.
Howard Gardner’s Multiple Intelligence Tests:
The Multiple Intelligence Test measures intelligence of 7 types, namely: Linguistic,
logical mathematical, musical, bodily kinesthetic, spatial visual, interpersonal and
intrapersonal (Gardner 2011). The assessment is in the form of a questionnaire with 69
questions, answerable on a likert scale of 1-4. The assessment of my intelligence levels was
completed by me as well as 2 friends. The results of the assessment are given below:
Self Score: Linguistic: 22, Logical Mathematical: 29, Musical: 25, Bodily-
Kinesthetic: 29, Spatial-Visual: 27, Interpersonal: 31, Intrapersonal: 34

2MBA Assignment
Score by Friend 1: Linguistic: 23, Logical Mathematical: 27, Musical: 26, Bodily-
Kinesthetic: 26, Spatial-Visual: 22, Interpersonal: 24, Intrapersonal: 26
Score by Friend 2: Linguistic: 23, Logical Mathematical: 26, Musical: 25, Bodily-
Kinesthetic: 26, Spatial-Visual: 26, Interpersonal: 27, Intrapersonal: 29
Part 1: The JOHARI WINDOW
Comparison of the results of the Daniel Goleman’s EQ Instrument shows close
results, which are in the same range of 35-55. This shows that I have a moderate emotional
intelligence, due to which I am able to interact with others effectively, however also points
out further scope of improvement of my EQ level. Comparing the Multiple Intelligence test
results (from self test as well the tests by both my friends showed the following results:
From Self Test:
Intelligence type your
totals
Linguistic 22
Logical-Mathematical 29
Musical 25
Bodily-Kinesthetic 29
Spatial-Visual 27
Interpersonal 31
Intrapersonal 34
From Friend 1:
Intelligence type your

3MBA Assignment
totals
Linguistic 23
Logical-Mathematical 27
Musical 26
Bodily-Kinesthetic 26
Spatial-Visual 22
Interpersonal 24
Intrapersonal 26
From Friend 2:
Intelligence type your
totals
Linguistic 23
Logical-Mathematical 26
Musical 25
Bodily-Kinesthetic 26
Spatial-Visual 26
Interpersonal 27
Intrapersonal 29
Comparison of three:
Intelligence type Self Friend 1 Friend 2
Linguistic 22 23 23
Logical-Mathematical 29 27 26
Musical 25 26 25

4MBA Assignment
Bodily-Kinesthetic 29 26 26
Spatial-Visual 27 22 26
Interpersonal 31 24 27
Intrapersonal 34 26 29
Average Scores:
Intelligence type Average
Linguistic 22.66667
Logical-Mathematical 27.33333
Musical 25.33333
Bodily-Kinesthetic 27
Spatial-Visual 25
Interpersonal 27.33333
Intrapersonal 29.66667
The results clearly show that according to my self-analysis, my key strengths lie in
my interpersonal and intrapersonal skills as well as in logical mathematical and bodily
kinesthetic skills. The test also showed that my weaknesses were in my linguistic, musical
and spatial visual skills. Results from the assessment from my friends also highlighted similar
implications.
Using the Johari Window, I can analyze several aspects such as: My Arena (aspects
known to me and others), Blind Spot (aspects known to other but not myself), and Façade
(aspects known to myself but not by others and Unknown (aspects not known to me or
others) (Luft and Ingham 1961). Linguistic ability was an aspect whose weakness in me is
known to myself as well as others, and hence is a part of the ARENA. Logical Mathematical
Skill was an aspect with was analyzed a strength by the self test as well as assessment by my

5MBA Assignment
friends, and also is a component of ARENA. My weakness in Musical skills was also known
to me as well as others and hence a part of ARENA. Bodily Kinesthetic Skill was assessed as
a weakness by my friends, while I found that to be strength, and hence is a part of the
FAÇADE. Spatial visual skill was also found to be a weakness found by the assessment by
other but was not known to me, and hence is a part of my BLIND SPOT. Interpersonal and
intrapersonal skills was an aspect I found myself to be strong I, however was not found so in
the analysis by others, hence a part of Façade.
Known to
Self
Not Known to
self
Known to others
ARENA:
Linguistic,
Logical
Mathematical
, Musical
BLIND SPOT:
Spatial visual
Not Known to
Others
FAÇADE:
Bodily
Kinesthetic
Interpersonal
and
Intrapersonal UNKNOWN:
Part 2: Analysis of the strengths and weaknesses based on the survey results:
Using the average from the scores of the Multiple Intelligence Test, the following
scores were obtained: Intrapersonal Skills: 29.66; Interpersonal Skills: 27.33; Logical-
Mathematical Skills: 27.33; Bodily-Kinesthetic skills: 27; Musical: 25.33; Spatial Visual: 25;
Linguistic: 22.66. This shows that my key skills lie in my intrapersonal and interpersonal
skills, and moderate skills in logical mathematical and bodily kinesthetic skills. The analysis
also showed my weakness in musical, spatial-visual and linguistic skills.

6MBA Assignment
Intrapersonal skills come from a sense of self awareness, personal objectivity and
cognition, and an ability to understand self. It develops through the reaction of oneself with
others, and the need for as well as a reaction to change. This skill is vital for anyone who is
self aware and involved in the process of changing personal thoughts, behavior or beliefs in
context of the situation, other individuals or their objectives (Mendelson et al., 2015). As per
the test result, I have a strong intrapersonal skill.
Interpersonal Skill is important in the ability to perceive the feelings of others. It can
be helpful to relate to others, and how they feel or think, and therefore help to interpret or
contextualize their behavior, and thus help in communication. It also helps to comprehend
relation between individuals as well as them situations they are in. This skill can help to
interpret other’s moods from their facial expressions, and understand their body language and
also to coach and counsel others and modify others behavior in a planned manner (Moeller
and Kwantes 2015). The test result showed a strong Interpersonal skill.
Logical Mathematical skills are important factor that helps in logical thinking. It helps
to understand patterns and fosters scientific reasoning and deduction, as well as analysis of
problems, performing mathematical calculations or computations, and develops
understanding towards a cause effect relationship for a tangible outcome or result (Yadav
2014). The test showed a moderate skill in this aspect.
Bodily kinesthetic skills is related to the movement and control of the body, the
ability to show manual dexterity and physical ability and a good sense of body balance and
body eye coordination. Such skills are necessary for physical activities, and are important for
any profession where physical activity forms an integral part (Kivunja 2015). As per the test,
I have moderate moodily kinesthetic skills.

7MBA Assignment
Part 3: Competencies I would like to develop in order to function as a global citizen
The above tests showed that I need to work on several aspects of the Multiple
Intelligence tests. The competencies I believe I should work on with the highest priority are:
Linguistic skills (which had the lowest score of 22.66, followed by spatial visual and musical
skills (25 and 25.33). Apart from that I would also like to further improve my logical
mathematical as well as bodily kinesthetic skills.
Linguistic skill is an important skill that deals with words and languages both spoken
and written. As such this skill becomes an important aspect which enables effective
communication of thoughts and ideas, and helps in the retention, interpretation and
explanation of the ideas or thought processes through language, and also helps to comprehend
the inter-relation between communication and comprehension of its meaning. Such skills are
necessary to write sets of instructions, speak on a subject, change a particular piece of work,
make a speech, make commentaries and also place emphasis to a story (MacKenzie 2016).
This skill requires expertise over words and languages, and hence is an essential tool for
effective communication, and the ability to function as a global citizen.
Spatial Visual Skill is another aspect which I want to develop further, since this is an
important element that helps in both visual and spatial perception. This skill helps an
individual in the act of interpretation and creation of visual imagery or pictographic
imagination as well as their expression. It can also help to understand the relation between
image and what they mean and also between space and its effects. Such skill can be important
to design costumes, interpret paintings or creating layouts for rooms. The skills require ability
to understand pictures, shapes and images as well as of 3d space (Zhang and Lin 2015;
Marschark et al. 2015). Developing these skills can be helpful for me to better understand
imageries and how they convey certain meanings.

8MBA Assignment
Music skill can be understood as an ability to understand and appreciate the use of
sound to convey information. It requires comprehension of tonalities, rhythm, patterns and
modality of the sounds, and understands how sound and feelings can be interred related. Such
ability can help an individual to perform a musical piece or sing a song, or even review a
piece of music, as well as tutor another to play an instrument (Geeves et al. 2014; Richmond
et al. 2016). Developing such skill can allow me to convey and understand feelings associated
music.
Conclusion:
Through the analysis of the Daniel Goleman’s EQ instrument and the Multiple
Intelligence Tests, I was able to understand my str4engths and weaknesses in my emotional
quotient and emotional intelligence. I was able to learn that I had a moderate level of EQ
level, which I believe was attributed through my strengths in Interpersonal and Intrapersonal
skills and also my weaknesses in linguistic, musical and spatial visual abilities. I believe that
through development of linguistic, musical and spatial visual skills I would be able to further
improve my EQ score, which will help me, have better working relations with people, and
ensure more meaningful alas well as effective communication. Due to such considerations I
believe that I should further develop my Linguistic, musical and spatial visual abilities.
Furthermore, I also consider improvement in logical mathematical as well as bodily
kinesthetic skills that can help me to understand the intricacies of how emotion can be
exhibited by tonalities and body language, and thus help to understand and communicate with
people in a better way. I strongly believe that through such attributes, I can be a better global
citizen.

9MBA Assignment
References:
Gardner, H., 2011. Frames of mind: The theory of multiple intelligences. Basic books.
Geeves, A., McIlwain, D.J., Sutton, J. and Christensen, W., 2014. To think or not to think:
the apparent paradox of expert skill in music performance. Educational Philosophy and
Theory, 46(6), pp.674-691.
Goleman, D., 2006. Emotional intelligence. Bantam.
Kivunja, C., 2015. Creative engagement of digital learners with gardner’s bodily-kinesthetic
intelligence to enhance their critical thinking. Creative Education, 6(06), p.612.
Luft, J. and Ingham, H., 1961. The johari window. Human Relations Training News, 5(1),
pp.6-7.
MacKenzie, C.A., 2016. Filtered meaning: appreciating linguistic skill, social position and
subjectivity of interpreters in cross-language research. Qualitative Research, 16(2), pp.167-
182.
Marschark, M., Spencer, L.J., Durkin, A., Borgna, G., Convertino, C., Machmer, E.,
Kronenberger, W.G. and Trani, A., 2015. Understanding language, hearing status, and visual-
spatial skills. Journal of deaf studies and deaf education, 20(4), pp.310-330.
Mendelson, R., Mantz, T. and Guity, F., 2015. Quantitative analysis of emotional intelligence
in the workplace.
Moeller, C. and Kwantes, C.T., 2015. Too much of a good thing? Emotional intelligence and
interpersonal conflict behaviors. The Journal of social psychology, 155(4), pp.314-324.

10MBA Assignment
Richmond, J., McLachlan, N.M., Ainley, M. and Osborne, M., 2016. Engagement and skill
development through an innovative classroom music program. International Journal of
Music Education, 34(2), pp.143-160.
Yadav, S., 2014. The role of emotional intelligence in organization development. IUP
Journal of Knowledge Management, 12(4), p.49.
Zhang, X. and Lin, D., 2015. Pathways to arithmetic: The role of visual-spatial and language
skills in written arithmetic, arithmetic word problems, and nonsymbolic
arithmetic. Contemporary Educational Psychology, 41, pp.188-197.