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The theory of emotional intelligence was introduced by Peter Salovey and John D. Mayer in the 1990s, and further developed and brought to the lay public by Daniel Goleman. The concept, also known as emotional quotient or EQ, has gained wide acceptance. However, some psychologists argue that because EQ cannot be captured via psychometric tests (as can, for example, general intelligence), it lacks true explanatory power.

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Emotional intelligence refers to the ability to identify and manage one's own emotions, as well as the emotions of others.

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Anyone trying to come up to speed on emotional intelligence would have a pretty easy time of it since the concept is remarkably recent, and its application to business newer still. The term was coined in 1990 in a research paper by two psychology professors, John D. Mayer of UNH and Peter Salovey of Yale. Some years later, Mayer defined it in HBR this way:

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How Emotional Intelligence Became a Key Leadership Skill

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A reading list to bring you up to speed.

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Texas Accountability and Intervention System

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Texas Accountability and Intervention System

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The Texas Accountability Intervention System (TAIS) is designed to establish the foundational systems, actions, and processes to support continuous improvement of Texas schools and districts.

The framework relies on a synthesis of decades of school improvement research to identify five systemic components regarding district-level commitments, four support system components for implementation at both the district and campus levels, and seven factors proven to be critical to campus success.

Planning for continuous improvement through the lens of these District Commitments, Support Systems and Critical Success Factors will result in the outcomes of Accelerated Achievement, Sustainability, and System Transformation.

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The Texas Accountability Intervention System (TAIS) is designed to establish the foundational systems, actions, and processes to support continuous improvement of Texas schools and districts. The framework relies on a synthesis of decades of school improvement research to identify five systemic components regarding district-level commitments, four support system components for implementation at both the district and campus levels, and seven factors proven to be critical to campus success.

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The Texas Elementary Principals and Supervisors Association (TEPSA), whose hallmark is educational leaders learning with and from each other, has served Texas PreK-8 school leaders since 1917. Member owned and member governed, TEPSA has more than 5,900 members who direct the activities of 3 million PreK-8 school children.