Tests of Emotional Intelligence and their Impact on Career Success

This article discusses the impact of emotional intelligence on career success and the correlation between tests of emotional intelligence and an individual's performance at school or work. The article also highlights the methodological problems associated with personality tests and the definition of emotional intelligence. The article concludes by discussing the importance of individual differences and the limitations of psychological tests in accurately assessing emotional intelligence.

Discussion: Tests of Emotional Intelligence
(Initial Response)
Student’s Name:
University:
In answer to “the impact of emotional intelligence in career success” I would say yes. Several

authors have provided evidence demonstrating on whether the tests of emotional intelligence
correlate, or do not correlate, with an individual’s performance at school or work (Rode,
Arthaud-Day, Ramaswami & Culbertson, 2016). In his book on 'Individual Differences,’ Cooper
provided a comprehensive explanation of the personality theories as well as methodological
problems which are linked with personality tests and explaining about the definition of emotional
intelligence which we know to be sensitive towards own emotional states as well as
others’(Cooper, 2010). However, Mahdavi Milani (2017) stated that emotional intelligence is not
the only thing which tends to affect the performance of people at work or school. This is
convincing as the whole concept of emotional intelligence depicted adaptive responses of
emotions which followed the cognitive, physiological, as well as behavioral changes helps an
individual to respond to a particular event causing that emotion (García & Costa, 2013).
Brackett, Rivers & Salovey, (2011) have provided evidence on positive associations of emotional
intelligence with an individual’s performance. However, the hypothesis provided by MacCann,
(2010) provided a better outlook on the influence of emotional intelligence on success through
which the interaction is developed among individuals, their management of conflict and stress as
well as overall performance. Cooper supported this finding by pointing towards the
psychological tests with the intent of identifying the important personality traits and their
assessment while focusing on its advantages such as appropriate variables sampling (Cooper,
2010). The correlation of psychological tests of emotional intelligence equates with an
individual’s performance is clearly explained through the lexical hypothesis which makes sure
that all the possible variables have been considered while the personality is mapped. As we know
that the psychological tests are divided on the basis of behavior assessed by them, their
administration, scoring, as well as the way they are used. Yeo & Carter, (2011) provided a link
between psychological tests and real-life behaviors based on the measures of typical behavior
with maximum performance. However, several variables such as whether the test should be
administered in a group/individually or in a linear/adaptive manner, their scoring should be
objective/subjective while focusing on a key distinction of the tests if they are used to assess
cognitive or non-cognitive qualities. This is convincing as other variables such as reliability,
demographic features, social upbringing, cultural background and validity of the tests are among
the key distinctions for a test to generate proper scores (Appelbaum et al., 2019).
The tests carry some gaps when applied as the results are not accurate if the tests are not taken in
the nest manner while there are chances of invalid performance as well hence, not providing
enough evidence on the information obtained from an individual’s performance depicting lack of
validity on insufficient grounds. Individual differences play an important role in an individual's
behavior and performance which are known to be related to the differences in emotional
intelligence (Praditsang, Hanafi & Walters, 2015). The integrative constructs i.e., processing
speed and capacity of working memory is different in different individuals. The individual
differences help to emerge different speed tasks and hence are considered influential on different
individuals (Ferrer, 2012). The supported evidence of Sharfras Navas & Vijayakumar, (2018)
depicted that it is essential to understand that the test scores consists of true elements which

require a standard error of measurement acknowledging any error in the scores. It is important to
note that any change in the subject background, upbringing, past experiences, poor test scores,
and instructions will tend to affect the performance (Sharfras Navas & Vijayakumar, 2018).
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