By Dr Paula Zobisch
Howard Gardner (1983,
1993) introduced the theory of multiple intelligences and claimed humans were
intelligent far beyond the traditional concept of math and language. Gardner's definition of intelligence is "the
ability to solve problems, or to create products, that are valued within one or
more cultural settings – a definition that says nothing about either the
sources of these abilities of the proper means of 'testing' them" (p.
x). Gardner declared we must broaden the concept
of human intelligence by including a wider set of competencies.
Gardner suggested eight intelligences (1999):
1. Verbal-Linguistic
intelligence, the ability to possess spoken and written language skills (lawyers, speakers, educators);
2. Logical-Mathematic
intelligence, the ability to analyze problems logically and carry out mathematical operations, and conduct
scientific inquiry (mathematicians, statisticians, scientists);
3. Musical
intelligence, appreciation and
recognition of rhythm and musical patterns (musicians,
composers, performers);
4. Bodily-Kinesthetic
intelligence, the ability to use part of all of one's body to solve problems (athletes, dancers,
surgeons, mechanics);
5. Spatial
intelligence, the ability to view and manipulate wide areas of space
(navigators, pilots,
graphic artists, architects);
6. Interpersonal
intelligence, the ability to understand the motivation and feelings of others (educators,
salesperson, religious leaders, political leaders); and
7. Intrapersonal
intelligence, the recognition and understanding of one's own emotions and desires and the "ability to use the
information in productively regulating one's life" p. 43.; and
8. Naturalist
intelligence, the recognition of flora and fauna (environmentalist, gardener, botanist, scientist)
Although the
verbal-linguistic and logical-mathematical are the only typical intelligences
assessed in school, others scholars such as Goleman (1995) declared emotional
intelligence, Gardner's intrapersonal intelligence, as the ability to motivate
oneself and continue in the face of frustrations, to control impulse and delay
gratification, and to regulate one's moods. Beyond the traditional IQ that measures
verbal-linguistic and logical-mathematical intelligences as a predictor of
academic success (and federal funding), Goleman believed IQ only contributed
about 20% to the factors determining life success, while 80% of contributions
were in other influences (McCoy, 1997, p. iii).
McCoy (1997) stated
people who were aware of their feelings and have the ability to manage those
feelings will enjoy a more satisfying and rewarding career and life. For this
reason, it is critical sales people, Gardner's intrapersonal and interpersonal
intelligences, have a high emotional intelligence and not
be discouraged or despair of frustrating circumstances frequently encountered
during the sales process. Deeter-Schmelz and Sojka (2003) conducted a study
that indicated a strong link between a salesperson's emotional intelligence and
sales performance. In addition, the study indicated a high level of intrapersonal
as well as interpersonal included in emotional intelligence. As defined by
Goleman (1995), interpersonal intelligence is the ability to perceive and
relate to the emotions of others. Both intrapersonal and interpersonal skills
are key in successful and productive salespeople.
REFERENCES
Deter-Schmelz, D. R., & Sojka, J. Z.
(2003). Developing effective salespeople: Exploring the link between emotional
intelligence and sales performance. International
Journal of Organizational Analysis, 11(3), 211-220
Gardner, H. (1983, 1993). Frames of mind. New York, NY: Basic
Books
Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21 century.
New York, NY: Basic Books
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York,
NY: Bantam Dell
McCoy, B. H. (1997, April). Emotional intelligence
provides key to life success. Real Estate
Issues, 56(1), 103-104
