1. Introduction to Emotional Intelligence (EI)
Emotional Intelligence (EI) is the ability to recognise, understand, use and manage emotions in oneself and in others, in ways that support effective thinking, ethical behaviour and constructive relationships.
In administration and governance, officials routinely face:
- public anger, frustration and high expectations
- political pressure and conflicting stakeholder interests
- stressful crises such as disasters, law-and-order situations and media scrutiny
In such contexts, high EI allows public functionaries to remain calm, fair, empathetic and solution-oriented, rather than reactive or insensitive.
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2. Major Models of Emotional Intelligence
Emotional Intelligence has been conceptualised by different scholars. For administration and governance, three models are particularly useful:
- Goleman’s Model – focuses on emotional competencies for leadership
- Salovey & Mayer’s Ability Model – treats EI as a set of mental abilities
- Bar-On’s Emotional–Social Model – links EI to social functioning and well-being
Together, they provide a comprehensive understanding of how emotions can be perceived, understood, regulated and used in the service of public interest.
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3. Goleman’s Components of Emotional Intelligence
Daniel Goleman popularised EI in organisational and leadership contexts. He identified a set of emotional competencies that predict high performance in leadership and public roles. These can be grouped as follows:
A. Self-Awareness
The ability to recognise and understand one’s own emotions, strengths, limitations, values and motives.
- knowing when one is angry, stressed or biased
- awareness of how one’s mood affects judgment and communication
- realistic self-confidence and openness to feedback
In administration, self-aware officers can detect when personal frustration or ego is colouring their decisions and can consciously correct it.
B. Self-Regulation
The capacity to manage disruptive emotions and impulses, stay composed under pressure, and act responsibly.
- controlling anger in confrontational meetings
- avoiding impulsive or vengeful use of authority
- maintaining calm tone even with agitated citizens or politicians
Self-regulation is vital to prevent abuse of power, arbitrary behaviour or panic-driven decisions in crisis situations.
C. Motivation
Refers to inner drive and commitment beyond external rewards. It includes:
- passion for public service goals
- optimism in the face of obstacles
- persistence with long-term reforms despite setbacks
Highly motivated officers stay focused on outcomes such as welfare, justice and development, instead of getting demoralised by bureaucracy or politics.
D. Empathy
The capacity to understand and appreciate the feelings, needs and perspectives of others.
- listening to citizens’ grievances with patience
- recognising the emotions of vulnerable groups during displacement, disasters or conflict
- anticipating how policies will emotionally impact different communities
Empathy is at the heart of citizen-centric governance and inclusive administration.
E. Social Skills
The ability to manage relationships effectively, build networks and work collaboratively.
- persuasive communication and public speaking
- conflict management and negotiation
- team building and inter-departmental coordination
Social skills help officers lead diverse teams, coordinate with NGOs, media and community groups, and mobilise stakeholders for developmental goals.
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4. Salovey & Mayer’s Ability Model of EI
Salovey and Mayer originally conceptualised EI as a set of mental abilities related to processing emotional information. According to them, emotionally intelligent individuals can:
A. Perceive Emotions Accurately
Ability to identify emotions in:
- facial expressions, voice tone and body language
- one’s own feelings and physiological reactions
- social situations and group mood
In governance, this helps officers detect public anger, fear, anxiety or mistrust early and respond appropriately.
B. Use Emotions to Facilitate Thinking
Emotions, if understood, can support problem-solving:
- using enthusiasm to energise teams
- using concern or anxiety to plan more carefully
- tuning emotional state to match the kind of task (creative vs analytical)
C. Understand Emotions
Ability to comprehend emotional patterns:
- knowing how emotions evolve (irritation → anger → aggression)
- understanding complex feelings like mixed emotions, guilt, resentment
- predicting emotional reactions to policies and decisions
D. Manage Emotions
The capacity to regulate emotions in oneself and in others:
- calming oneself during provocation
- defusing tensions in meetings or public gatherings
- supporting subordinates’ emotional well-being
This model treats EI as information-processing ability, similar to other forms of intelligence, but focused on emotional content.
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5. Bar-On’s Emotional–Social Model
Reuven Bar-On framed EI as a combination of emotional and social competencies that determine how effectively individuals understand themselves and others, cope with demands, and maintain psychological well-being.
Key dimensions include:
- Intrapersonal skills – self-awareness, self-regard, emotional self-expression
- Interpersonal skills – empathy, social responsibility, interpersonal relationships
- Stress management – stress tolerance, impulse control
- Adaptability – problem-solving, reality testing, flexibility
- General mood – optimism, happiness
For administrators, this model highlights that EI is not only about handling emotions in isolation but also about social functioning, resilience and adaptability in complex environments.
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6. Core Emotional Competencies in Public Administration
Drawing from all three models, an emotionally intelligent public servant requires a cluster of emotional competencies that directly support administrative functioning:
- Emotional self-awareness – recognising personal triggers and biases
- Impulse control – avoiding reactive orders or harsh language
- Stress tolerance – maintaining performance under heavy workload
- Empathy and perspective-taking – understanding citizen and subordinate experiences
- Conflict management – handling disputes constructively
- Teamwork and collaboration – working with multiple departments and stakeholders
These competencies form the base from which EI can be applied in administration and governance, which is elaborated in the next block.
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