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Historically, cognitive intelligence has been promoted as an important factor in academic and career success. The majority of colleges have used grade point averages and college entrance test scores as admission criteria and predictors of academic success with intelligence quotient (IQ) being the primary measure of cognitive intelligence. However, research in the past decade has shown that cognitive intelligence is only half of the equation necessary for success in the workplace. A study of Harvard business, law, and medicine graduates found that IQ was not highly correlated with future career success (Akers & Porter, 2003). Ability to perform the job for which an individual is hired is a given. How the job is performed is crucial. The "how" is called emotional intelligence (Humphrey, 2002). This is the other part of the success equation, and it is the piece that may matter most in an individual's career trajectory. Emotionally intelligent individuals are those who are likely to be hired for a position, be promoted, and become a major asset to the company (Goleman, 1998).
Research has shown that since World War I, the average IQ of individuals has risen 24 points, while emotional intelligence has fallen (Neisser, 1997). The rise of IQ scores has been attributed to improved nutrition, increased numbers of children who finish school, fewer children in families, and the availability of computers in homes and schools (Goleman, 1998). Emotional intelligence, though not identified until 1990, was measured in these studies by the psychological parameters of loneliness, depression, anger, anxiety, impulsivity, and aggression. Each of these parameters has worsened across all socioeconomic levels since the early 190Os. The group of individuals entering today's work force is more cognitively intelligent, but less emotionally intelligent (Achenbach & Howell, 1993). According to a survey of employers, skills most sought after in workers are the non-academic skills: communication, creative problem solving, personal and interpersonal skills, collaboration, and leadership (Carnevale, Gainer, Meltzer, & Holland, 1988). These skills promote interdependence and teamwork. These effective assets can improve organizational performance in an era of narrow profit margins and an unstable economy (Dearborn, 2002; Lam & Kirby, 2002).
THE BRAIN AND EMOTIONS
Through neuroanatomy and neurobiological and neurophysiological processes, the role of emotions and behavior can be better understood. Emotions and behaviors...