Emotional intelligence is an important determinant of job performance, and research shows that emotional intelligence can be developed through education. For example, one study compared the performance of financial advisors working for managers who received emotional competence training with those working for managers who did not. Working alongside a trained manager, the consultants were able to grow their business. Programs aiming to develop emotional intelligence at a higher rate than counselors working under an untrained manager should target the dimensions of emotional intelligence such as self-awareness, self-regulation, awareness of others, and regulation of others. For example, the most important educational priority for a group of individuals may be to develop self-awareness; may be developing self-regulation for another.

Evaluating the priority level of each competence for a particular training group is an important preliminary program step. This can be accomplished by brainstorming with potential participants or having them fill out a valid and reliable emotional intelligence tool before the trainer.

The contrast between the potential for emotional intelligence suggested by the theory, on the one hand, and the results reported in the meta-analyses are striking in terms of emotional intelligence capability. While there is an obvious contradiction to make sense of this, the ability model and performance measures based on it encompass a relatively narrow set of emotional skills. The tendency to measure emotional intelligence is a challenge.

In this study, the concept of emotional intelligence is examined theoretically in the organizational context. In the literature, studies from the past to the present have been examined and a theoretical contribution is made.