#2798-ASQ V51 N1-Mar 2006—file: 01-cote
Emotional Intelligence, Cognitive Intelligence, and Job Performance Stéphane Côté Christopher T. H. Miners
University of Toronto
This paper examines how emotional intelligence and cognitive intelligence are associated with job performance. We develop and test a compensatory model that posits that the association between emotional intelligence and job performance becomes more positive as cognitive intelligence decreases. We report the results of a study in which employees completed tests of emotional intelligence and cognitive intelligence, and their task performance and organizational citizenship behavior were assessed by their supervisors. Hypotheses from the model were supported for task performance and organizational citizenship behavior directed at the organization, but not for organizational citizenship behavior directed at individuals. We discuss the theoretical implications and managerial ramifications of our model and findings.• One of the most provocative ideas to emerge from recent discussions of management concerns the possibility that a new form of intelligence pertaining to emotions is related to the performance of organization members (Goleman, 1998; Caruso and Salovey, 2004). According to this idea, some organization members may perform effectively because they have high emotional intelligence. Emotional intelligence is a set of abilities that includes the abilities to perceive emotions in the self and in others, use emotions to facilitate performance, understand emotions and emotional knowledge, and regulate emotions in the self and in others (Mayer and Salovey, 1997). The concept of emotional intelligence has had an unusually important impact on managerial practice (Ashkanasy and Daus, 2002). Several organizations have incorporated emotional intelligence into their employee development programs (Fast Company, 2000), and some business schools have added the training of emotional competencies to their...