USING EMOTIONAL INTELLIGENCE TO REVEAL …web02.gonzaga.edu/comltheses/proquestftp/Murphy_gonzaga_0736M... · USING EMOTIONAL INTELLIGENCE TO REVEAL SOCIAL JUDGMENT THEORY ... A Master’s

USING EMOTIONAL INTELLIGENCE TO REVEAL SOCIAL JUDGMENT THEORY

Using Emotional Intelligence to Reveal Social Judgment Theory

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A Master’s Thesis

Presented to the Faculty in Communication and Leadership Studies

School of Professional Studies

Gonzaga University

_________________________________________________________________________

Under the Supervision of Dr. Carolyn Cunningham

Under the Mentorship of Dr. Joshua Misner

School of Professional Studies

Gonzaga University

_________________________________________________________________________

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Communication & Leadership

______________________________________________________________________________

By Ellen Murphy

December 2017


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Signature Page


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Table of Contents

Abstract page 4

Chapter 1: Introduction page 5

Importance of Study page 6

Statement of Problem page 6

Keywords and Definitions page 7

Organization of Remaining Chapters page 7

Chapter 2: Literature Review page 8

Philosophical Assumptions page 8

Theoretical Basis page 9

Emotional Intelligence (EI) page 15

Emotional Intelligence as a Leadership Competency page 16

Teaching Emotional Intelligence page 17

Initiating and Tracking Change page 18

Critical Evaluation of Material page 19

Chapter 3: Scope and Methodology page 20

Scope of Project page 20

Methodology page 20

Data Analysis page 22

Ethical Considerations page 23

Chapter 4: The Project page 25

Project Description page 25

Critical Job Element (CJE) page 25

Phases of the Project page 26

Results of the Project page 26

Consideration of Future Projects page 28

Chapter 5: Conclusion page 29

References page 31

Appendix A: Questions page 35

Appendix B: Data Results Chart

ASPIRE Graph page 36

Northern Cal Graph page 37

Appendix C: PowerPoint page 38

PowerPoint Narrative page 44


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ABSTRACT

The purpose of the project was to use a quantitative methodology to view Emotional Intelligence

through the lens of Social Judgment Theory, thereby determining if Emotional Intelligence could

be used to provide feedback on a Critical Job Element generating resonant leader competencies

with diverse subordinates. The project focused on a presentation to government employees in

Northern California. It is noted that as all participants are government employees they are all

held to the standard enforcement of Title VII of the Civil Rights Act of 1964 as Amended, and

they can be admonished, reprimanded, or terminated as employees if they fail to uphold the

statute. Emotional Intelligence has not previously been reviewed within Sherif’s Social Judgment

Theory. Emotional Intelligence has been linked with resonant leadership qualities of empathy,

adaptability, communication, problem solving, influence and engagement. This project provides

a 20- to 30-minute presentation to government employees on Emotional Intelligence (EI) with

three objectives: 1) become self-aware of emotional intelligence; 2) develop a plan to use

emotional intelligence; and 3) use emotional intelligence during feedback to subordinates. The

result of the project was a shift in latitudes regarding EI. The project did not generate results

regarding actual EI use during feedback of CJE Workload. The project did not analyze

persuasion techniques as suggested by Sherif as part of the shift in Social Judgment Theory

latitudes.


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Chapter 1. INTRODUCTION

When most people read or hear the statement, “I want to be a Queen!” they likely

imagine the speaker’s gender as female, a behavioral reaction demonstrating Muzafer Sherif 's

Social Judgment Theory (Griffin, 2003, p. 186). Griffin (2003) continued, “We hear a message

and immediately judge where it should be placed on the attitude scale in our minds” (p. 187).

Emotional intelligence (EI) and judgment are regularly used to determine one’s reaction to a

specific situation, especially a situation challenging values, beliefs, or opinions. Attitudes are

based on whom one is talking to, what that person looks like, or where that person lives. Sherif’s

Social Judgment Theory divides attitude into three zones: “Latitude of acceptance, latitude of

rejection and latitude of non-commitment” (Griffin, 2003, p. 187).

The attitude under latitude of acceptance aligns with ideas or beliefs one agrees with or

holds to be true. The latitude of rejection aligns with ideas or beliefs one does not hold or agree

to be true, while the latitude of non-committal aligns with neutral or irrelevant beliefs. In a

conversation about the color of the sky, an attitude of acceptance would be agreeing that the

color of the sky is blue, while an example of the attitude of rejection would be if the person

rejected the original statement in favor of stating that the sky is green. A statement arising from

an attitude of non-commitment would be to simply state that the sky has color.

Sherif suggested that, if a person is entrenched in a position, then the persuasion needed

to change the opinion needs to start with a more neutral topic. The purpose of this project is to

link the concepts of Sherif’s Social Judgment Theory and emotional intelligence (EI). When one

becomes aware of one’s EI, then one can choose attitudes and judgments that do not serve that

person well and consciously or mindfully change the reaction. Tempering attitude in a leadership

role can assist leaders in providing resonant feedback to subordinates.


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By accepting the statement, "I want to be a Queen!" as potentially coming from someone

other than a female in a nonjudgmental way assists with that change in attitude. Changing

attitude rather than making a quick judgment allows other interpretations to occur. Thus, a

change in social judgment with EI thereby improves communication with others.

Importance of the Study

Social Judgment Theory presents leaders with a strategy to match the resonant leader

qualities of diversity awareness. Utilizing EI can improve communication techniques in a diverse

work force. Awareness of EI could increase willingness to communicate with diverse

populations. Improved communication could motivate improved performance based on

feedback.

Statement of the Problem

Leaders may be unaware of their judgmental bias but could learn to choose to mindfully

change their tone, tenor, and nonverbal communication to resonate with subordinates. This focus

could improve communication with diverse subordinates, and the change in attitude is essential

to generate open dialogue on changing cultural and social norms.

Sensitivity to cultural nomenclature that the leader is unfamiliar with could improve

employee performance. Employees might hold strict religious beliefs, including certain dress,

food restrictions, or specific hours of prayer and work. If a leader is unfamiliar with employees’

spiritual practices, then using the lens of social judgment latitude of non-commitment or

acceptance, the leader might not be willing to accommodate the employee in the work place.

Using EI to become Self-Aware, self-manage making responsible decisions and resolving

conflicts with relationship skills.


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Definitions of Terms/Keywords

Positive Emotional Attractor (PEA). To arouse the PEA, studies suggest a need to: (1)

be social; and (2) engage the person in positive, hopeful contemplation of the desired future

(Boyatzis 2011 & 2012)

Negative Emotional Attractor (NEA). Arousal of strong negative emotions stimulates

the sympathetic nervous system, which inhibits access to existing neural circuits and invokes

cognitive, emotional, and perceptual impairment. (Boyatzis 2011 & 2012)

Mindfulness Communication: The ability to intentionally listen and speak with

compassion, kindness, and awareness, nonjudgmentally and centered in the present moment.

(Merriam-Webster website)

Emotional Intelligence: Capable of recognizing emotions of self and others, discerning

and labeling feelings. Emotional Intelligence is abbreviated as EI and EQ (as in IQ). This paper

will use EI unless the quote specifically uses EQ. (Goleman 2006).

Critical Job Element (CJE): Essential function assignment or responsibility of such

importance that unacceptable performance would result in termination of employment. (Office of

Personnel Management website)

Organization of Remaining Chapters

The remaining chapters are organized progressively. The second chapter provides an

overview of literature on emotional intelligence physically, mentally and usefulness

professionally as it relates to Social Judgment Theory. The literature review is followed by the

scope and methodology of the project. The project was a presentation on EI focusing on the

results thru the lens of Social Judgment Theory. Chapter four provides the project with

limitations, parameters and results followed by the conclusion.


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Chapter 2. REVIEW OF THE LITERATURE

Philosophical Assumptions

Humans bond with each other and in that bonding, search for similarities. Sherif (1965)

postulated that people are influenced by reference groups. Part of that bonding includes

communication. When people communicate with others, they regulate tone and tenor. It has been

my observation in public that when most people communicate with a child under the age of one

year, the communication will generally be in a gentle tone and tenor. In Social Judgment Theory

(Sherif, 1965), the need to reduce conflict alters one’s behavior to be accepted. Thus, people

would not use a harsh tone and tenor with a child under the age of one year to eliminate the

potential for conflict with the surrounding populous.

A see-saw travels up and down rarely existing on an even plane. The scales of justice are

shown in various positions at up, down and even angles. Finding the middle ground in

compromise is difficult when rules are unclear. Aristotle’s philosophy of moderation or “middle

way” has become known as the Golden Mean (Griffin, 1994). Aristotle’s Golden Mean was the

perfect balance between extremes, and the concurrence can be found anywhere in between the

extremes.

When I communicate with intent on tone and tenor, I self-modulate. I self-discover when

I am either too loud (yelling) or too soft (whispering). I modulate based on what I am talking

about, as well as my passion related to the topic. I also modulate based on social surroundings

such as being in a library or attending a sporting event. In the well-known children’s story of the

three bears, baby bear’s food, bed, and chair are just right (middle) for Goldilocks. Goldilocks

has the perspective of curiosity, hunger, and exhaustion. The three bears have the perspective of

curiosity, anger, and hunger. Thus, each character’s communication in this story is dependent


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upon their perspective (Social Judgment Theory). Each person’s middle or golden mean is

different.

Communication is used as a tool for concurrence, negotiation, and resolution.

Communication can be in the forms of advertising, debate, reconciliation, and finding common

ground, but the golden mean is neither negative nor polarized; the variable is not necessarily

neutral. Communication can be equally harmful and disconcerting. Words have power, and

words can be spiteful, derogatory, and hateful, or they can be loving, encouraging, and kind.

What one communicates is as important as how one communicates. The communication

one intends may not match the recipient’s interpretation. Mediation in communication is the

process of seeking the golden mean, or the process of communicating with intention. When

Emotional Intelligence (EI) is cultivated in communication, self-awareness and self-regulation

leads to better empathy and understanding. Openness to cultures, languages and diversity can

occur when empathy and understanding are included with self-disclosure and awareness. One of

Aristotle’s core golden mean characteristics—self-disclosure—is the focal point between Social

Judgment theory and EI. Without self-disclosure, there can be no self-awareness.

The golden mean is an essential element of communication and openness to diversity.

The middle ground is the focal point of concurrence and negotiations. The ability to explore the

golden mean of diverse groups can result in openness, neutrality and potential change.

Theoretical Basis

Social Judgment Theory has not been previously linked to Emotional Intelligence in

literature found to date. Emotional Intelligence research has the potential to expand Social

Judgment Theory. Merging Social Judgment Theory and EI could provide leaders with a tool to

be more culturally sensitive. This thesis’s philosophical assumption is that the leadership must


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change internalized judgments to be more communicative with an ever-diversifying workforce.

Social Judgment Theory is the result of Muzafer Sherif and Carolyn Sherif. Sherif’s seminal

work was the Robbers Cave experiment: Intergroup Conflict and Cooperation (1961):

The experiment involved 12-year-old boys at a summer camp. They were divided into

two groups. First the boys were separated to initiate conflict. Later the boys were required

to work together to solve group issues such as obtaining drinking water. (Sherif, 1988, p.

19)

Participants of diversity programs often give seminars "lip service" and treat the program

as a way to meet obligatory equality, diversity and inclusion self-development course criteria. As

a result, the attitudes generated heading into such a program would likely not be neutral or

acceptable, but rejecting. Based on Sherif’s Social Judgment Theory, if the attitude is rejecting

and high ego, then the message may be dismissed as irrelevant. If the participant has high “Ego-

Involvement” (Griffin, 2003, p. 192), an entrenched belief, and a narrow latitude of acceptance,

then the result will be no change to the opinion.

The U.S. Supreme Court ruled segregation illegal in 1954; the laws were changed, but

attitudes did not. Some southern states maintained segregation illegally until 1964. Entrenched

social attitudes were then changed slowly through protests. Activists spoke up in media, print and

in public. Many African-Americans sued the state institutions in court and won based on the

intent of the law.

Recently, legislation has been proposed, with some passing, regarding gender usage of

restrooms. The social judgment of convention is that men and women use bathrooms based on

strict gender assignment, but gender assignment is no longer based on physical gender attributes


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assigned at birth. Gender assignment can include identified visual gender at birth based on

anatomy, gender assigned at birth, and gender of choice.

Leaders may not be aware of their attitudes on nontraditional gender assignment until the

issue arises, presenting the challenge to a leader’s ability to be sensitive to an issue of

transgender employees. The leader’s attitude must first be uncovered. If leaders’ attitudes are

rigid regarding gender identity and use of facilities, then they may oppose facilitating resolutions

to workplace conflict. Leaders with highly developed EI that have both self-awareness and social

awareness will have wider attitudes for facilitating resolutions in the workplace.

The social aspect of the issue begins with a transgender person requiring facilities to use

a toilet. If unisex bathrooms are not available at the worksite, then the leader could use EI to

persuade subordinates to a mutual concurrence. EI brings expansion of social judgment to adjust

the pattern of thought. Persuasion might begin with a more neutral statement, such as, “Everyone

should be able to use the toilet facilities in the workspace.”

The expansion of attitude could generate empathy and creative resolutions to the

problem. Social attitudes also add to the decision-making process. Quick judgments are often

made from traditional stances, such as which gender should use which labeled toilet facilities.

Leaders can use social judgment persuasion combined with EI to assist in a concurrence of the

issue in the workplace.

Sherif’s (1965) Social Judgment Theory contends that people can change their minds. If

listeners’ attitudes are within their comfort zone, then change occurs quickly. If attitude is

entrenched, then change will not be immediate. Persuasion must be used to generate

consideration to changing the attitude. Generally, a persuader would start with either a neutral

statement or a statement of agreement, followed by facilitating a discussion using the EI of social


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awareness. Understanding the opposing position and generating empathy could assist in

resolving conflict.

Nursing mothers are currently in the workforce. Many choose to continue nursing their

children by pumping breast milk, which must be done frequently throughout the day, requiring

space in the workplace to pump. Until recently, in some organizations, nursing mothers were

expected to pump in the public bathroom or at home. A current social judgment attitude is for

women to remain hidden while feeding children breast milk, presenting a potential conflict for

leaders regarding the idea that women should remain hidden when nursing children with breast

milk. Utilizing EI, a leader could shift positions. While full and complete change may not occur,

potential shifts to a neutral position could result in an appropriate solution.

The privilege of leadership includes coaching and mentoring subordinates, and providing

feedback during performance reviews is the most common context in which to do so. Resonant

leaders are generally rated higher in empathy by reviews of their subordinates.

Various studies have examined Emotional Intelligence (EI) and leadership. Social

Judgment Theory has not yet been explored in depth in conjunction with EI and leadership.

Social Judgment Theory should be considered, as the stance of privilege fails to consider the

nuanced rendering of judgment in feedback provided to subordinates.

Humans have opinions and judgments, and some of those are a result of trial and error

such as likes or dislikes of food or colors. Some opinions and judgments are formulated based in

social rules, such as the tone and tenor used with a child under the age of one year. Sherif (1965)

asserted, “Different persons espousing the same position may differ considerably in their

tolerance around this point” (p. 222). The belief is so ingrained that the person may be unaware

of his or her belief. Communicating ingrained beliefs occurs both verbally and nonverbally. One


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of the most common social nuanced nonverbal communication signals is a thumbs-up. The use

of the gesture is dependent on circumstances. Visual ques would communicate to both intended

and unintended recipients. Under Social Judgment Theory, “ego-involvement defines the

message” (Sherif, 1965, p. 214). The thumb’s orientation communicates a message, while the

self-awareness of the initiator, the intention of the communication, and the perception of the

recipient can change the message.

When envisioning inclusiveness, most would rarely see themselves as a bully or

instigator. This is due in part to nuanced beliefs so ingrained that most do not challenge the idea

or thought. New ideas may be rejected without consideration or understanding. Sherif (1965)

contended that one’s favored position anchors one’s interpretation. The thumbs-up registers a

different message than the thumbs-down or thumb to the side. Facial features also contribute to

the message’s intent, along with the recipient’s basis. However, the favored position is the

thumbs-up gesture, as it is positive in nature. Reactions are judged in relation to how close or

how far from our anchored position one stands.

The anchor response shifts through Social Judgment Theory based on perception. One’s

perception, based on Social Judgment Theory, will shift within the latitude of acceptance,

rejection or non-commitment. Sherif (1965) contended that the most dramatic changes in attitude

are those that involve reference groups. My reference group is my friends, family, coworkers and

others, and I will adjust my perceptions to be congruent. Thumbs-up is perceived as good, while

shifting the interpretation of a thumbs-up gesture to have a different meaning would require

knowing a person’s attitude and then using those attitudes to persuade the alternative meaning. It

is unlikely that a thumbs-up gesture having an alternative meaning would be within an anchored

position. Therefore, most alternative meanings would be rejected within Social Judgment Theory.


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Emotional Intelligence (EI) competency skills are based in social awareness and social

skills. The components move from personal competencies of self-awareness and self-

management to social competencies of social-awareness and relationship-management. EI is

congruent with Social Judgment Theory. The thumbs-up gesture annotating “good” on the

attitude of acceptance is high based on the social and personal awareness of the anchor position.

As a result, there is little flexibility for alternative meanings. The attitude of rejection to

alternative meanings would dismiss the idea without discussion.

The Literature

Studies conducted by Boyatzis (2011; 2012) proposed that improvement in the behavior

of subordinates could be made by initiating feedback with Positive Emotional Attractor (PEA),

as compared to Negative Emotional Attractor (NEA). Those who were considered resonant

leaders resulted in activating parts of the brain triggering positive emotions. The triggering of

positive emotions enhanced creative and artistic avenues to consider problem-solving. Those

who were considered dissonant leaders triggered parts of the brain resulting in negative

emotions. These negative emotions reduced the ability to think creatively. Dissonant leaders “slip

into behavior that is threatening or demeaning” (Boyatzis, 2011, p. 3). This “Negative Emotional

Attractor (NEA)” resulted in “people moving away” (p. 3). Activating the PEA in listeners

generated improved performance, while activating the NEA in listeners reduced performance

improvement. Boyatzis (2012) noted that leaders needed to be aware of feelings prior to

providing feedback:

It (generating PEA), required a heightened emotional self-awareness. This means having

techniques to notice these feelings (i.e., know that you are having feelings and become

aware of them), to label or understand what they are (i.e., giving a label to vague or


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gnawing sensations), and then to signal yourself that you should do something to change

your mood and state. (Boyatzis, 2012, p. 5)

When leaders are self-aware of their feelings—the first step of EI—they may generate higher

PEA. The PEA could result in resonance and creative improvements to performance. The social

awareness of others emerges, and the previous position may become less polarized.

Emotional Intelligence

Salovey and Mayer in 1991, coined the term EI and described it as consisting of four

abilities. First, identify how people feel. Second, use emotions to think. Third, understand the

cause of emotion, and fourth, manage emotions in decision-making to make optimal choices. The

key first step in EI is self-awareness. Once one is aware of one’s attitude, then one can mindfully

learn what one’s social judgments are and potentially change one’s perception, according to

Sherif’s Social Judgment Theory.

Modern technology has moved the study of the brain into new territory.

Joseph LeDoux was the first neuroscientist to discover the key role of the amygdala in

the emotional brain. His research showed the amygdala takes control over the thinking

brain, the neocortex. Your head and your "heart" literally battle to pick the best course of

action needed for survival. (Goleman, 2005, pp. 15 -17)

According to Goleman (2005), the stress of turmoil can lead to “an emotional hijacking” (p. 13).

The slang term, hangry (a combination of hungry and angry), provides an example of emotional

hijacking. In this context, anger hijacks hunger.

In another example, when hearing the statement “My wonderful son is a master of

transformation,” one’s reaction may be based on education or careers. Judgment might be

delayed upon hearing this phrase until there is more information. Sherif’s Social Judgment


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Theory states, “The larger the discrepancy between a speaker’s position and listener’s point of

view the greater the change in attitude – as long as the message is in the hearers’ latitude of

acceptance” (Griffin, 2003, p. 187). In the statement, “My wonderful son is a beautiful queen,”

one’s reactions may differ for various reasons. In such a case, emotion, when polarized, may

hijack one’s judgment. If the concept of a male queen is outside the latitude of acceptance, then

EI could be used to pause and allow for potential consideration of tolerance. EI could, therefore,

be an essential component to tolerance and acceptance in a diverse workforce.

Emotional Intelligence as a Leadership Competency

Resonant leaders are often characterized by traits such as listening skills, empathy, and

trustworthiness. The U.S. Navy did “an extensive comparison of commanding officers tone. The

higher rated commanders had positive, cooperative and sociable characteristics” (Goleman,

1998, p. 188). In Boyatzis’ work (2012), resonant leaders generated more PEA in the brain,

which leads to more creative problem-solving. Goleman’s various books on Emotional

Intelligence all include examples of leaders with EI. Several examples discussed when leaders

generated engagement and motivation in failing companies that resulted in successful

improvements. Goleman (1998) also included the example of Ronald Allen, the CEO of Delta in

1987: “Allen made a disastrous financial decision in 1991. He had a reputation of ruthlessness

that included pettiness, retaliation and draconian cost cutting” (pp. 184-185).

Connecting these concepts, leaders with high EI also have wide attitudes and generate

PEA. Leaders with low or nonexistent EI will likely have narrow attitudes and generate NEA.

The combination of self-awareness and social awareness generated with EI can reduce quick

responses that are entrenched and generate optimum responses. Leaders are often expected to

foster diversity in workgroups. Social Judgment Theory is often influenced by social norms or


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cultural commonalities. When leaders can step back to view all sides, they may become

adaptable and shift behaviors to new situations.

Teaching Emotional Intelligence

Goleman (1998) suggested beginning the cultivation of EI with a leadership competency

such as self-management. “The promising thing about EI is that it can be taught” When children

do not have strategies for decreasing their anxiety, less attention is available to them to learn,

solve problems and grasp new ideas.” (Sadri, 2011, p. 83). EI relates to numerous skills, such as

the ability to motivate oneself, the ability to regulate one’s moods and delay gratification, and the

ability to empathize and work well with other people. Awareness of emotional states begins with

the basics of sadness, anger, fear and happiness. EI training begins with the determination not

with the obvious emotional state but a nuanced emotional state. Training programs targeted at

developing EI focus on the four dimensions of EI: self-awareness, self-regulation, awareness of

others, and regulation of others. Goldman, Lantiere and several others in 1993 established

“Collaborative for Academic, Social and Emotional Learning (CASEL) programs to teach

emotional intelligence in the classroom.” (Lantiere 2008 p 7)

Sherif’s Social Judgment Theory intersects with EI. Consider a contemporary case study

regarding a professional sports team’s name with respect to constructing arguments for

acceptance of change. In this case, the team’s name is offensive to the Native American

Community. Using EI and social judgment combined, it is possible to change one’s attitude

regarding use of the name:

Self-awareness: Upon hearing or reading the name, take inventory of feelings that arise;

Allow expression: Assess level of comfort or discomfort;

Acknowledge and empathize: Explore reasoning for why some may take offense;


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Connect thoughts and feeling: Place oneself in the scenario and imagine if the team name

was a derogatory ethnic slur affecting one’s own ethnicity.

Using EI, I have mindfully not used the actual name of the team, taking the reader into

consideration, as I am aware the name is offensive, and as a result, I demonstrate empathy by not

using the name. By completing this exercise, one may end up considering not using the name to

identify the team.

Initiating and Tracking Change

Duhigg (2014) discussed how to institute change. The habit is a fallback position, and

participants changed the fallback position to a new behavior. Tracking and notating the habit is a

useful tool to change the fallback position into the new behavior. Once the idea of change occurs,

it must be practiced. “All emotional competencies can be cultivated with the right practice”

(Goleman, 1998, p. 239). Throughout his work, Goleman provided examples of practice of

meditation, often daily. The meditation was tracked scientifically and shows how changing the

brain’s circuitry slows the spontaneous to allow more contemplative decision making.

When change is self-directed, it is often more effective. “At Promega, a biotech company

in Madison, Wisconsin, a group of scientists gather daily to practice mindfulness.” “The

scientists sense of calm and creative state could be shown with documented brain function

changes in the left-front brain” (Goleman, 1998, p. 239).

Self-Awareness is essential for self-directed change, as one cannot change an attitude

until one is aware of its existence. What one says and how one makes statements are equal

portions. In the earlier example of hangry, the speaker may not be aware he or she sounds angry

until confronted by a listener.

Critical Evaluation of Material


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EI can be used to change tactics and see a way to make a beneficial, optimum choice. Use

of Social Judgment Theory invites leaders to increase EI and improve resonate feedback to

diverse subordinates. Once EI steps are used to consider attitudes, then exploring assumptions

can begin. If leaders are willing to explore innate judgments and attitudes through EI, then they

can initiate change. They can focus new thoughts to become resonant leaders. Can such training

assist leaders in moving from survival fear to growth and belief, thereby widening the latitude of

attitude from an entrenched view to a neutral view? Would an awareness of Emotional

Intelligence shift Social Judgment zones of latitude? As a result of these questions, this thesis

proposes to address the following primary research question: Can EI be used to revel Social

Judgment theory?


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Chapter 3: Scope and Methodology

Scope of the Project

The project is limited in scope and was only presented within a governmental

organization. The audience consisted of Northern California leaders (15 employees) and ASPIRE

leaders (10 employees). The focus was on three objectives: 1) Becoming aware of EI; 2)

Developing a plan to use EI; and 3) Using EI during feedback to subordinates in CJE Workload,

ideally using EI with feedback in a tone and tenor that may generate changes to improve

performance in the CJE. EI on a specific CJE from leadership to subordinate has not been

discussed in specific terms in any of the literature read for this thesis. Most of the literature

discussed use of EI in general leadership competencies or educational settings. A survey of

questions will be given on EI before the presentation and after to determine if such a presentation

can result in understanding EI for future use during feedback on the CJE workload to diverse

subordinates. It is noted here to remind the reader that all the participants are employees of the

United States Government and therefore held to the standards of Title VII, the Civil Rights Act

of 1964, as Amended. Failure to follow the requirements of Title VII could result in fines, prison,

admonishment, suspension or termination of employment. All the participants are required to

attend mandatory training yearly on Ethics, Equality, Diversity and Inclusion.

Methodology

The project is limited to determining if emotional intelligence can be used to improve

diversity awareness in the organization workforce and if EI will be used during feedback on the

CJE Workload. The learning tool is self-developmental and limited with in Social Justice theory

to the listener’s latitude of acceptance, rejection or neutrality and motivation. The focus of the EI

training will be developing self-awareness. Social Judgment Theory was the sole lens used in


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this project. Potential of a future study or project could consider a relationship of EI with The

Phenomenological Tradition by Carl Rodgers. The focus of perceptions and interpretations of

personal experience with self and others.

The methodology chosen to study the project presentation and survey questions is

quantitative style. Quantitative methodology was chosen based on general facts listed in the

Table 1.1 Qualitative versus Quantitative Style (Neuman, 1997, p. 14). The presentation will be

situationally constrained within each group meeting and have a time constraint of not exceeding

20 to 30 minutes. Quantitative methodology was also chosen so that when the analysis is

completed, a theme or conclusion can be made on the impact of EI and Social Judgment Theory.

The potential future goal will be to use EI awareness to improve openness, possibly value diverse

perspectives of the workplace. Quantitative methodology was selected because of the use of a

survey instrument to determine if any changes were made to attitudes before and after the

presentation.

The participants consisted of less than 1% of the total population of Northern California

or the total employee population of the United States government. The survey questionnaire was

chosen as self-administration by the participants could assist in determining shifts in EI. The

correlational results were also considered for conclusions at the end of the project. The

presentation will include a PowerPoint with oral statements. “Experiments and survey research

offer quantitative ways for the scientist to test theory” (Neuman, 1997, p. 15). The participants

from the presentation will be surveyed with a questionnaire before and after by the researcher.

The questions (Appendix Q) will be given to the participants, and the answers to the questions

will be compared for shifts in knowledge of EI and themes in Social Judgment Theory.

“Quantitative researchers tell readers how they gathered the data and how they see the evidence”


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(Neuman, 1997, p. 334). Ideally, the questionnaire will reveal the potential likelihood that EI will

be used in the future during feedback of the CJE.

The presentation will include questions regarding a scale (1 to 3) on self-awareness to

emotions. Questions will include sufficient detail as to be able to determine the taker’s stance on

any change in leveraging EI effectiveness in providing feedback on the CJE selected.

The survey results will be plotted along a graph. Neuman (1997) discussed graphs in

Chapter 12, and based on the ideal goals of the project (comparing a shift), a bivariate graph,

which allows the researcher to consider “two variables together and describe the relationship

between variables” (Neuman, 1997, p. 304). The bivariate is also practical in that the questions

can be plotted. The graph will consist of an ascending scale along the horizontal axis (1 to 3) and

the questions along the vertical axis. “There are two key principles for good survey questions:

Avoid confusion and keep the respondents’ perspective in mind” (Neuman, 1997, p. 233).

Data Analysis

Survey question responses from before and after the presentation will be reviewed and

plotted to be analyzed on a graph. “Researchers have used content analysis for many purposes.”

(Neuman, 1997, p. 273). The results will be diagrammed to look for themes of changing latitudes

within Social Judgment Theory regarding awareness of EI positions. The focus will be on shifts

from unawareness to awareness and rejection latitude shifting to neutral or positive. Once

compared, the results can be helpful in determining if a single presentation can result in EI

awareness.

The questions are listed in Appendix Q. All questions for the questionnaire were from

“Quick Personal EQ Assessment” (Sallie-Dosunmu, 2016, pp. 3-4). Both groups will be given

the same questionnaire twice. The bivariate relationship will be between the answers given


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before the presentation and the answers after the presentation. The answers will be plotted on the

graph (Appendix G) for comparison and analysis of any shift in EI knowledge or potential future

use. “Usually the independent variable goes on the horizontal axis and the dependent variable on

the vertical axis” (Neuman, 1997, p. 304). The graph labeled “ASPIRE” are the results from the

presentation to the ASPIRE participants. The graph labeled “Northern CAL” are the results from

the presentation to the Northern California participants.

There is a graph for each presentation. The Y axis plots the total number of participants in

the presentation. The X axis has the questions designated as Before the presentation and After the

presentation. Questions 1 through 10 are along the horizontal axis (independent variable), and

the answers No, Maybe, and Yes are given color values and plotted along the vertical axis

(dependent variable). The ASPIRE participants were given the presentation on Thursday October

5, 2017. The 10 members consisted of three men and seven women including the researcher. The

presentation to Northern California was conducted on Wednesday October 18, 2017. The 15

members consisted of six women including the researcher as well as nine men.

Ethical Considerations

Participants may give the seminar "lip service" as a way to meet the obligatory Equality,

Diversity and Inclusion self-development course criteria. The latitude generated will not be

neutral or acceptable, but rejecting. Based on Sherif’s Social Judgment Theory (1965), if the

latitude is rejecting, then the message will be dismissed as irrelevant.

My ethical concerns are an internal journey. Using the lens of Social Judgment Theory, if

the participant has high “Ego-Involvement” (Griffin, 2003, p. 192) and an entrenched belief and

a narrow latitude of acceptance, then the result will be no change to the opinion. After requesting

participation in the project, I protected the privacy of the participants by printing and collecting


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the responses to the questionnaire. Some respondents physically handed the researcher the

responses and some e-faxed responses. The physically delivered responses had no names or other

personally identifiable information. The e-faxed responses were printed to a secure printer only

accessible to the researcher and printed without the personally identifiable information on the

cover sheet.


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Chapter 4: PROJECT

Project Description

This project primarily provides a 20- to 30-minute presentation to government employees

on Emotional Intelligence (EI) with three objectives: 1) become self-aware of emotional

intelligence; 2) develop a plan to use emotional intelligence; and 3) use emotional intelligence

during feedback to subordinates. There were two presentations, and the first was labeled ASPIRE

and the second was labeled Northern Cal. The presentation included a questionnaire before and

after, with results plotted on a graph to determine if there is a shift in EI. The utilized questions

were from “Quick Personal EQ Assessment” (Sallie-Dosunmu, 2016, pp. 3-4). The presentation

included a PowerPoint (Appendix C) with verbal statements. The ASPIRE participants included

White/female, Asian/male and female, Hispanic/female and African-American/female. The

Northern Cal included White/females and males, Asian male, and African-American females and

males.

The goal is to provide the leaders with knowledge on leveraging use of EI to provide

feedback on a Critical Job Element (CJE). Workload Management is the consistent CJE among

all employees in the organization. Successful performance in the CJE includes planning and

scheduling work on a calendar and completing the work as scheduled within required time

frames. If the planned work does not occur timely, then rescheduling appropriately is necessary.

Critical Job Element (CJE)

The CJE of Workload Management was chosen based on its commonality for every

employee within the government organization. When an employee is failing this CJE, the

employee’s manager will document it in performance reviews, followed by Performance

Improvement Plans. The researcher suggests that when the CJE feedback is conducted in a tone


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and tenor utilizing EI, then the manager can generate PEA. This portion of the project may need

to be considered for future study if project completion results are inconclusive or lacking

information.

Phases of the Project

Phase 1. Develop presentation questionnaires, PowerPoint, and choose graphs or charts.

Phase 2. Deliver the presentation to two groups: ASPIRE and Northern Cal.

Phase 3. After the presentation, using questionnaire answers from the two presentations,

plot the results on a graph to determine if there is a shift in EI knowledge and potential for future

use during feedback with subordinates on the CJE of workload.

Phase 4. Review results of graphs through the lens of Social Judgment Theory and

determine if a shift in latitude has occurred.

Upon completion of the project, plot results and determine shifts to conclude project.

Consider expansion of presentation to recommend in future. Document failures, successes and

oversights.

Project Results

The question graph results were homogeneous with both groups. The responses were not

shared with the participants. The similarities of the responses could be based in knowledge of the

Civil Rights Act of 1965 as Amended. The group may also have had limited viewpoints due to

small sample size. None of the participants had heard of EI before the presentation. It is noted

that the women in the group discussed separately during a brief social interaction after the

presentation two Social Judgment Theory latitudes. The first latitude expressed was a shift from

rejection to acceptance. The presentation highlighted to them that there was a place at work in

which it was appropriate to use intuitive emotions, where, prior to the presentation, they felt


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emotions at work were a negative factor. The second latitude reinforced the positive of being

comfortable with and aware of emotions. The women felt they had “permission” to use EI during

work hours especially when providing feedback to subordinates on the CJE Workload.

The graph results for the Northern Cal presentation showed similar shift in EI self-

awareness. Many of the Northern Cal had not been exposed to Emotional Intelligence. A few had

a prior understanding of the basic elements or were familiar of the concepts based in psychiatric

intake assessments for mental health diagnosis. The discussion after the presentation revolved on

the use of EI in providing feedback to subordinates that generated emotional responses. Most

participants thru the lens of Social Judgment Theory shifted from neutral to positive. One

participant vocally rejected EI prior to the presentation based on the questionnaire potential use

for an intake assessment of mental health. After the presentation, there appeared to be a socially

vocal shift from the negative position to a neutral position. The shift may have been a result of

persuasion used during the presentation to use EI or an effort to appear socially cordial.

In the responses to the questions before the presentation (Before Q) and after the

presentation (After Q) on EI are compared based on the Social Judgment Theory latitudes of

Rejected, Neutral and Positive (Appendix B). The total for both presentations was 25. Most

participants shifted from neutral before the presentation to positive after the presentation. The

few participants who remained negative discussed with the researcher directly the similarities of

the questionnaire to an intake assessment for mental health. The researcher was unaware of any

similarity prior to the conversation. The questions used should be reevaluated and revised in

future considerations to generate less polarization with a larger audience.

Most participants discussed use of EI during feedback as a “real-life tool.” They could

use it during feedback to the subordinates that were identified as generating higher emotional


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response. The higher emotional response was linked to performance feedback on CJE Workload.

EI was seen as a practical tool to control situations both personally and professionally.

Northern Cal gave equal consideration to use EI during feedback on the CJE Workload.

Most rated themselves as likely to use EI in the near future with “that employee pushing my

buttons.”


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Chapter 5.

Summaries and Conclusions

Limitations of the Study

This study did not include follow up of EI use during feedback. Power of persuasion was

not the focus or discussed during this project. Persuasion was ignored on purpose, as much had

been written about Aristotle’s persuasion techniques. Aristotle’s Golden Mean was not a primary

focus. None of the following current studies or uses for EI and Social Judgement theory were

included. Social Judgment theory has mainly been used to identify latitudes of attitudes such as

fear of flying (Griffin 2003). Using neutral statements to shift the fear into a less anchored belief.

Emotional Intelligence is currently used as an educational curriculum (Bloom 2007). Emotional

Intelligence has recently been used as an emerging leadership competency (Goleman 2000 and

2007).

The self-awareness and self-discovery of EI and Social Judgement theory are internal

journeys of the individual. Sherif discerned the theory by observing first competitive and then

group tasks. This project did not recreate any portion of the original study. The project did not

document the researchers internal journey with EI and Social Judgment theory.

Recommendations for Future Studies

Future studies could consider EI through the lens of phenomenology. The project could

review or determine the similarities between the phenomenological concepts of congruence,

unconditional positive regard and empathetic understanding and EI concepts of self-awareness,

self-regulation, awareness of others, and regulation of others.

If one were to continue with this study on EI and Social Judgement theory, larger or

narrower diversity in the participants may have given different results. A different questionnaire


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should be considered with alternative questions to avoid inclusion of questions similar to the intake

assessments for mental health. The project could be followed up with a sequential specific

questionnaire to the participants (yes or no) was EI used during feedback over a period of 3 months,

6 months or 12 months after the presentation.

Using EI to persuade anchored positions (part of Social Judgment Theory) may be a future

consideration of a thesis or project. The project in the future could also consider Social Judgement

theory in a current reality Television Show. Common themes, tasks, bias and latitude adjustments

could recreate the original Sherif project.

Consideration of EI, Social Judgement theory and Aristotle’s Golden Mean in a future thesis may

result in different focus. Following through on the development of a plan to strengthen EI could

lead to a project on mindfulness and the higher resonance as a leader generating better

communication with diverse subordinates.

Conclusions

Prior to the presentation none of the participants would have labeled their emotions as a

source used during communications. After the presentation many of the participants were able to

recognize the emotional content of their communication. Some were able to accept the perceived

benefit of using EI in the work place. The original vision was to self-recognize entrenched bias

within themselves that the participants were unaware existed.

EI became a habit of the researcher during many decision-making opportunities.

Focusing on EI and Social Judgement theory resulted in the researcher uncovering nuanced and

ingrained bias. This project of Using Emotional Intelligence to Reveal Social Judgement Theory

uncovered the potential for acceptance of diversity. Openness and awareness of cultural diversity

can only occur when self-awareness of bias results in change.


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APPENDIX A: QUESTIONS

QUESTIONS (Before and After)

Rate on a scale of 1 to 3: 1: No 2: Maybe 3: Yes

1. I USE EMOTIONAL INTELLIGENCE

2. I AM INTERESTED IN THE EMOTIONS OF OTHERS

3. I CAN DEAL CALMLY WITH OTHERS IN AN EMOTIONAL STATE

4. I AM GOOD AT MANAGING MY MOODS

5. I LET GO OF MY EMOTIONS (HAPPINESS, SADNESS, FEAR OR ANGER)

6. I CONTROL MY ANGER AND RESENTMENT

7. I CAN CONSIDER MY EMOTIONS WHEN PROVIDING FEEDBACK

8. I CAN REFRAME MY INTERPRETATION OF AN EMOTION DURING

FEEDBACK

9. I PAY ATTENTION TO THE PHYSICAL SIGNS OF EMOTIONAL RESPONSES

DURING FEEDBACK

10. I EMPATHIZE WITH THE EMOTION PRESENT DURING FEEDBACK WITH

SUBORDINATES

All Questions are from “Quick Personal EQ Assessment” (Sallie-Dosummu 2016 p 3 and 4)


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APPENDIX B: GRAPHS

DATA GRAPH RESULTS: ASPIRE


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DATA GRAPH RESULTS: NORTHERN CAL


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APPENDIX C: POWERPOINT


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PowerPoint Narrative Summary

My Name is Ellen Murphy, and I am currently a student at Gonzaga University in the

Master’s Program for Communication and Leadership. This presentation is my thesis project

focusing on Emotional Intelligence thru the lens of Social Judgment Communication Theory.

Emotional Intelligence has been in the public business sector since Daniel Goldman wrote

several books in the early 1990s. The material in this power point is extrapolated from: Sallie-

Dosunmu, M 2016, Sherif, C., Sherif, M, & Nebergall, R. (1965), Latiere, and Goldman (2007).

Once a person identifies the emotion then they need to overcome the emotion. This takes

a plan and may not happen all at once. Constant use of self-awareness and self-regulation does

result in higher EI. When you are not reacting quickly you can often consider a more optimum

choice, which widens your acceptance of other judgments. Entrenched views can be persuaded to

consider less strict or narrow views such as Women should not be seen breast feeding in the

workplace. Unless consideration of a less polarized view can be approached how can the women

breast feeding be accommodated in the work place?

Documents

USING EMOTIONAL INTELLIGENCE TO REVEAL …web02.gonzaga.edu/comltheses/proquestftp/Murphy_gonzaga_0736M... · USING EMOTIONAL INTELLIGENCE TO REVEAL SOCIAL JUDGMENT THEORY ... A Master’s