Abstract:
Rated among the top ten most desirable skills, emotional intelligence (EI) forms an integral part of our intellectual makeup. EI is complex, broad, integrated and requires conscious focus. Developing EI skills is beneficial and possible through training. Competence in EI significantly impacts one’s emotional well-being, influencing our immediate and extended social environments as we constantly migrate across the boundaries of different contexts. This study explored the practical application of EI skills learned from the Neuro-Link EI Program in the Association, Localisation, Life phase, and Methodical Contexts.
A sample of six highly qualified professionals, diverse in nationality, gender, age, culture, and profession, participated in a qualitative ethnographic research, which revealed the meaning they attach to their EI experiences in various contexts. Participants shared their life narratives via in-depth one-on-one semi-structured interviews. They unanimously agreed that EI training stimulated an ongoing soul-searching process and that acquiring EI is not a one-time event but develops systematically and requires constant practice to master and become a lifestyle. It starts with oneself and escalates to others during interactions with immediate family members, colleagues, peers and the general public.
Findings from interpretative data analysis revealed that participants understand the EI concept equally and apply it similarly. There was no distinction between South African and international participants, nor between diverse genders, ages, ethnic backgrounds, cultures, or professions. Furthermore, specific settings do not encourage EI more than others, although some circumstances are more demanding than others, which necessarily challenge and test the successful application of EI skills. The degree to which people experience the nature of the event and their EI maturity level, instead, determines how they will apply EI. EI should be a constant and continuous occurrence applied with every daily interaction regardless of scene or circumstance. Finally, EI skills are not used more intensively or differently in specific contexts than others. Thus, definite boundaries do not limit people from acting emotionally intelligently across contexts.
In conclusion, more contexts, a contextual approach from alternative angles, and expanding to a broader geographical variety of participants not represented in this study may ultimately generate a more complete research and representation of the contextualisation of EI.
