INTRODUCTION EMOTIONAL QUOTIENT (EQ)

The concept of Intelligence Quotient (IQ) which relates to the determination of level of intellect or sharpness of mind of a person is very common. We normally use in our daily conversation that the IQ of a specific person is high or low. However the concept of Emotional Intelligence or Emotional Quotient is relatively new in the field of Psychological Research. Emotional Quotient (EQ) relates to the ability or skill to understand, evaluate and manage the emotions of ones self and others. This concept got familiarity with the publication of book titled 'Emotional Intelligence' by Daniel Goleman's in 1995. However, the first use of the term "Emotional Intelligence" is usually attributed to Wayne Payne's doctoral thesis, A study of emotion: Developing emotional intelligence from 1985. If we go into the background history, we find that early Emotional Intelligence theory was originally developed during the 1970's and 80's by the work and writings of psychologists Howard Gardner, Peter Salovey and John Mayer. Emotional Intelligence is increasingly relevant to organizational development and developing people, because the EQ principles provide a new way to understand and assess people's behaviors, management styles, attitudes, interpersonal skills, and potentials. Emotional Intelligence is an important consideration in human resources planning, job profiling, recruitment interviewing and selection, management development, customer relations, customer service, and much more. Thomas Edison once said that, Genius is 99% perspiration (E.Q.) and 1% inspiration (I.Q.). I.Q. is said to be set in stone, no matter when you take an I.Q. test you will receive, basically the same score. E.Q. however, is not set in stone. You can take E.Q. tests at different points in your life and find out that it has increased or decreased significantly. The basic reason is that the strength or weakness of emotions is affected by the age factor and environment.

The word emotion is derived from the Latin verb "emoverse" meaning "to stir up" or "to move." Emotions may arise from internal or external stimulants which enkindle some needed actions to survive in the given circumstances. Some psychologists have listed primary emotions and they believe that primary emotions blend together to form the full spectrum of human emotional experience just like primary colors make up the whole range of colors. According to Robert Plutchik eight primary emotions are anger, fear, sadness, joy, disgust, curiosity / interest, surprise, and acceptance. Plutchik reasons that these eight are primary on evolutionary grounds, by relating each to behavior with survival value. For example, fear motivates flight from danger and anger motivates fighting for survival. They are considered to be part of our biological heritage and built into human nature. The emotions have scientific elaboration. In the realm of memory, emotional events are laid down differently by a parallel memory system involving a brain area called the amygdala. Emotions appear to employ largely unconscious machinery. For example,brain areas involved in emotion will respond to angry faces that are briefly presented and then rapidly masked, even when subjects are unaware of having seen the face. Researchers believe that E.Q. is influenced by early attachment relationships. The way that you handle these relationships is what decides your E.Q. Through training you are able to increase your E.Q. Some companies provide E.Q. workshops to help their employees better understand themselves. Emotional Intelligence links strongly with concepts of love and spirituality: bringing compassion and humanity to work, and also to Multiple Intelligence Theory which illustrates and measures the range of capabilities people possess, and the fact that everybody has a value. This is the essential premise of EQ to be successful requires the effective awareness, control and management of one's own emotions, and those of other people. EQ embraces two aspects of intelligence: (a) Understanding yourself, your goals,

intentions, responses, behavior and all and (b) Understanding others, and their feelings. Goleman identified the five 'domains' of EQ as: 1. Self awareness 2. Self management 3. Motivation 4. Empathy 5. Relationship manager

Models of Emotional Intelligence

There is great debate around who is the founder(s) or creator(s) of the field of Emotional Intelligence. Many people passionately debate the merits of one person(s) model as opposed to another, with whole websites dedicated to this subject. The important thing to note is that this is a young and ever expanding field. As everyones knowledge on the subject grows, so will our ability to refine and apply the models more effectively. The key is to keep an open mind and to be willing to accept the merits of each of the models, and apply what we can to our lives. There are essentially two schools of thought on Emotional Intelligence and how it is defined. The mental ability models focus on emotions themselves and their interactions with thought. This is the model used by Mayer and Salovey. The mixed models treat mental abilities and a variety of other characteristics, such as motivation, states of consciousness and social activity, as a single entity as in those used by Bar-On and Goleman in their Emotional Intelligence models. Mixed models of Emotional Intelligence tend to be more broad in their definitions as compared to those mental ability models applied by researchers and theorists.

A central difference among models is that the mental ability models attempt to focus purely on emotion, whereas mixed models label a multitude of competencies that could be considered emotion or thought based. DTS Internationals and TTIs Emotional Quotient assessment is based on Golemans model of Emotional Intelligence. Below is a brief summary of the three main models of Emotional Intelligence and how they differ.

Salovey/Mayer/Caruso
John Mayer and Peter Salovey began writing about Emotional Intelligence in late 1980s, acknowledging that emotions and intellect are often thought of as opposites. They considered the consequences of a beneficial interaction between the two. Later, they were joined by David Caruso, a friend of Mayer. In their mental ability model, they define Emotional Intelligence as "the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings with thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth." Salovey, Mayer and Caruso have attempted to keep their definition research based to enable them to continue to refine their study in this field. The Mayer/Salovey/Caruso ability model of Emotional Intelligence looks at two areas of Emotional Intelligence: 1. Experiential Emotional Intelligence (EEIQ) which includes the ability to perceive, respond, and manipulate emotional information without necessarily understanding it.

2. Strategic Emotional Intelligence (SEIQ) which includes the ability to understand and manage emotions without necessarily perceiving feelings well or fully experiencing them. These two core areas of Emotional Intelligence are then broken into the four branch model (as it is often called). These include: 1. Perceiving Emotion is the ability to identify and express emotions and emotional needs accurately to others. It is the ability to decode emotional signals in facial expressions, tone of voice and artistic expression. This is considered an experiential component of Emotional Intelligence, as it is about a persons basic ability to process or experience emotional information. 2. Facilitating Thought is the ability to use emotion to facilitate thinking, problem solving, reasoning and focus. This is about blending emotion and thinking while being aware of how emotion might be affecting your thoughts. This is also considered an experiential component of Emotional Intelligence. 3. Understanding Emotion is defining complex emotional blends and understanding emotional transitions. This is the ability to understand how emotions might combine, change and manifest over time. This is considered a strategic component of Emotional Intelligence. 4. Managing Emotions is the ability to manage emotions appropriately and successfully. It is the ability to be open to emotional information when important, and closed to it when it is not, then effectively include emotion into thought. This is considered a strategic component of Emotional Intelligence. Mayer and Salovey (later Caruso) have developed a number of assessments to attempt to validate their theories and refine their thinking. The two most commonly referred to are the Multibranch Emotional Intelligence Scale or MEIS, and later the Mayer-

Salovey-Caruso Emotional Intelligence Test or MSCEIT. They continue to develop and research more tools and theories and are considered as some of the most prominent thought leaders in the Emotional Intelligence field.

Bar-On
Dr. Reuven Bar-On is a clinical psychologist and has been working in the Emotional Intelligence field for many years. He is considered as one of the fields thought leaders, and has published many books and articles on the subject. The Bar-On model is considered a mixed model of Emotional Intelligence and is quite well known. As at 10th December 2009 the www.reuvenbaron.org website described the Bar-On Model of Emotional-Social Intelligence broadly as: According to the Bar-On model, emotional-social intelligence is a cross-section of interrelated emotional and social competencies, skills and facilitators that determine how well we understand and express ourselves, understand others and relate with them, and cope with daily demands, challenges and pressures. The emotional and social competencies, skills and facilitators included in this broad definition of the construct are based on the 5 meta-factors defined below, that were confirmed by a series of second order factor analyses in the development of the Bar-On psychometric measure of this construct. Again, from the www.reuvenbaron.org website, this Bar-On model looks at five core factors and fifteen sub components: 1. Intrapersonal - relates to self-awareness and self-expression, governing our ability to be aware of our emotions and ourselves in general, to understand our strengths and weaknesses, and to express our feelings and ourselves non-destructively. It consists of sub factors including self-regard, emotional self-awareness, assertiveness, independence and self-actualisation.

2. Interpersonal - relates to our ability to be aware of others feelings, concerns and needs, and to be able to establish and maintain cooperative, constructive and mutually satisfying relationships. It consists of sub factors including empathy, social responsibility and interpersonal relationships. 3. Stress Management - relates to emotional management and controlling our ability to deal with emotions so that they work for us and not against us. It consists of sub factors including stress, tolerance, and impulse control. 4. Adaptability - relates primarily to change management i.e., how we cope with and adapt to personal and interpersonal change as well as change in our immediate environment. It consists of sub factors including reality testing, flexibility, and problem solving. 5. General Mood - relates to our level of self-motivation. It consists of sub factors including optimism and happiness. The Bar-On model is the basis for the Bar-On EQ-i assessment. Reuven Bar-On continues to research and develop his model and theories around emotional intelligence. His work, like the others, is a valued contribution to the field.

GOLEMAN
Goleman identified the five 'domains' of EQ as: 1. Self awareness 2. Self management 3. Motivation 4. Empathy 5. Relationship manager

EMOTIONAL INTELLIGENCE COMPETENCIES There are five basic competencies that comprise the field of Emotional Intelligence. The first three are Intra-personal: they are invisible to others and occur inside of us. The last two are inter-personal: they occur between us and other people and are observable in our behavior. The better developed your intra-personal skills, the easier it is to demonstrate your inter-personal skills.

Emotional Self-Awareness - Having the skill to focus your attention on your

emotional state - being aware, in-the-moment, of what you're feeling. Are you happy, excited, worried, or angry? Given that information about your emotional state, what should (or shouldn't) you do or say next? Use that information to help you make effective decisions to achieve better outcomes for yourself and others.

Emotional Self-Regulation - Having the skill to be able to choose the emotions you
want to experience, rather than being the victim of whatever emotions occur - not letting others "push your buttons." It is about possessing the ability to manage your emotional state. Do not confuse this with "burying" or "stuffing" your feelings. The skill to choose the emotions you want - typically to be able to transform negative draining emotional states into positive productive ones.

Emotional Self-Motivation - The ability to use your emotions to cause yourself to

take positive action to continue to persistently pursue goals even in the face of significant adversity or difficulty. This is about using your emotions to be positive, optimistic, confident, and persistent rather than negative, pessimistic and second-guessing yourself and your decisions.

Empathy - Not to be confused with sympathy - possessing the ability to listen

effectively and accurately enough to put yourself in the other person's shoes. This is not necessarily to agree with them, but to truly understand the situation from their point-ofview in order to improve communication, problemsolving, and trust.

Nurturing Relationships - The ability to demonstrate sincere care (as contrasted with
"required courtesy") for others. Through word and deed, demonstrate appreciation for people's efforts and contribution. This is about setting a positive tone of cooperation no matter how difficult the situation or conversation and having other's best interests in mind while focusing on achieving goals to create win-win outcomes. CAN EQ BE LEARNED? Unlike ones level of IQ, which changes very little from childhood, emotional intelligence includes skills that can be learned at any age. Research agrees that people can be taught to better manage emotions. In fact, the skills of emotional intelligence are so attainable that ones level of EQ tends to increase with age which can be explained in terms of experience. Seeing the value of EQ as a trainable skill, more and more business schools are adding emotional competency training. So, what is a 30-year old to do in a room full of 40-year old customers, especially when he knows his competition has likely received some sort of emotional management training? This is the battlefield of the workplace that can be highly impacted by EQ. However, most emotional intelligence programs have failed to deliver results in increasing attendees emotional intelligence. This is mostly due to their flawed methodology significant, sustained EQ learning occurs over an extended period of time not in a classroom, two day seminar, or workshop.

JOB SATISFACTION
Definition At its most general level of conceptualization, job satisfaction is simply how content an individual is with his or her job. At the more specific levels of conceptualization used by academic researchers and human resources professionals, job satisfaction has varying definitions. Affective job satisfaction is usually defined as an uni-dimensional subjective construct representing an overall emotional feeling individuals have about their job as a whole. Hence, affective job satisfaction for individuals reflects the degree of pleasure or happiness their job in general induces. Cognitive job satisfaction is usually defined as being a more objective and logical evaluation of various facets of a job. As such, cognitive job satisfaction can be uni-dimensional if it comprises evaluation of just one aspect of a job, such as pay or maternity leave, or multidimensional if two or more facets of a job are simultaneously evaluated. Cognitive job satisfaction does not assess the degree of pleasure or happiness that arises from specific job facets, but rather gauges the extent to which those job facets are judged by the job holder to be satisfactory in comparison with objectives they themselves set or with other jobs. While cognitive job satisfaction might help to bring about affective job satisfaction, the two constructs are distinct, not necessarily directly related, and have different antecedents and consequences. There are so many definitions regarding job satisfaction. It is also a fact that job satisfaction is nothing but the favourable attitude or high industrial morale. But job satisfaction is an elaborate composite concept including individuals mental disposition, interpersonal relations that exists in the industry. It may be defined as The satisfaction where in one derives from doing his which is the composite product of favorable attitude, high level morale and the positive job related and even social factors. Job satisfaction is an important factor in industrial environment.

The satisfied workers produce more; the industrial climate is relatively smooth and conductive. The satisfied workers are creative and innovative. The factors that contribute to the positive morale and attitude also result in higher degree of job satisfaction. The important factors contribute to the higher level of job satisfaction. Challenging and responsible job. Numerous promotional opportunities. Impartial treatment by the management. Creativity and innovative ideas of job security. Attractive salary and perks. Freedom in work situation. Participative management. Welfare facilities like medical, uniform, canteen etc; Spontaneous TOP TO BOTTOM and BOTTOM TO TOP Communication pattern. The job satisfaction depends upon the individual mind. A source, which provides satisfaction to some employees, may not give satisfaction to others. But in general the above-mentioned factors are having correlation with the job satisfaction. Job satisfaction can be measured through, 1. Interviews Closed interviews Open ended interviews 2. Discussions, seminars 3. Surveys with proper questionnaires 4. Data collection through self appraisal 5. Expert approach

6. Industrial Spy etc Whenever the survey and research are conducted on job satisfaction area, appropriate steps are to be taken to reinforce the existing job satisfaction in certain areas. In such cases immediate corrective measures are to be introduced after implementation of such measures for further reforms and modifications. In absence of introduction of appropriate corrective measures the dissatisfied workers contribute to: High labour turn over Indiscipline Low quality and quantity of production Industrial conflicts and violence like strikes, lockouts etc; Break down of communication system Disrespect of superiors No scope for good interpersonal and industrial relations So all the precautionary measures and care to be taken in case the study shows negative results.

THEORIES OF JOB SATISFACTION

1. MASLOWS THEORY
A profession one chooses should fulfill various aspects of ones life. For instance, one should choose a job that completes ones own needs, values, and wants. A job can only hope to fulfill these aspects for each person. However, it is up to an individual to seek a job that compliments and executes these desires. Abraham Maslows hierarchy of needs is a theory that has been around for at least fifty years and within the business world, it pertains to the behavior of the workers.

According to this theory, there is hierarchy of five needs they are. 1. PHYSIOLOGICAL: Includes security and Protection from physical and emotional needs. 2. SAFETY: Includes security and Protection from physical and emotional harm. 3. SOCIAL: Includes affection, belongingness, acceptance and friendship. 4. ESTEEM: Includes internal esteem factors such as self-respect autonomy and achievement and external factors such as status, recognition and attention. 5. SELF-ACTUALISATION: The drive to become hat one is capable of becoming includes growth, achieving ones potential and self-fulfillment.

2. HERZBERGS THEORY
In 1950, Herzberg conducted a study with 200 engineers and accountants employed in a firm. He asked people to describe, in detail, situations in which they felt exceptionally good or bad about their jobs. This response were then tabulated and categorized. From the categorized responses, Herzberg concluded a theory. In this theory, Herzberg divides the factor contributing to job satisfaction in to two sets, one called intrinsic factors and other called as extrinsic factor. Intrinsic factors are related to job satisfaction, while extrinsic factors are associated with job dissatisfaction. Intrinsic factors such as the work itself, responsibility and the achievement, seem to be related to job satisfaction. Extrinsic factors such as supervision, pay, company policies and working conditions, seem to be related to job dissatisfaction. According to Herzberg, the factors leading to job satisfactions are separate and distinct from those that lead to job dissatisfaction. As a result, conditions surrounding the job such as quality of supervision, pay, company policies, physical working condition, relationship with others and job security were characterized by Herzberg as Hygiene Factors. When these factors are adequate, people will not be dissatisfied. Those factors, which are contributing to job satisfaction, are also called as Motivation Factors. Finally, Herzberg suggested that the opposite of Satisfaction is No satisfaction, and opposite of Dissatisfaction is No dissatisfaction

EQ WITH JOB SATISFACTION

It is generally considered that employees with higher emotional intelligence will have higher job satisfaction. This is because the employees with higher emotional intelligence are able to develop strategies to overcome the possible consequences which may arise out of stress whereas those with less emotional intelligence wont be in a position to overcome the stress situations. In addition, in a group setting employees with higher EI will be able to influence the emotions of others in such a manner that, they will be able to boost their own as well as their coworkers morale

A description of the high EI individual and relation to Performance

Generally speaking, emotional intelligence improves an individual's social effectiveness. The higher the emotional intelligence, the better the social relations. The high EI individual, most centrally, can better perceive emotions, use them in thought, understand their meanings, and manage emotions, than others. Solving emotional problem likely requires less cognitive effort for this individual. The person also tends to be somewhat higher in verbal, social, and other intelligences, particularly if the individual scored higher in the understanding emotions portion of EI. The individual tends to be more open and agreeable than others. The high EI person is drawn to occupations involving social interactions such as teaching and counselling more so than to occupations involving clerical or administrative tasks. The high EI individual, relative to others, is less apt to engage in problem behaviours, and avoidsself-destructive, negative behaviours such as smoking, excessive drinking, drug abuse, or violent episodes with others. The high EI person is more likely to have possessions of sentimental attachment around the home and to have more positive social interactions, particularly if the individual scored highly on emotional management. Such individuals may also be more adept at describing motivational goals, aims, and missions. Note that the specific kind of boost that emotional intelligence gives the individual will be subtle, and as a consequence, require some effort to identify. It will not be exhibited in all socialcircumstances.

Nonetheless, EI is important for Performance

Some of us accomplish certain tasks with great ease and sophistication; others of us simply can't do those tasks. This is the case with most challenges we face in life. Some of us are great chess players while others of us have trouble just figuring out how the pieces move. Some of us are fabulous conversationalists, while others of us have trouble just

saying hello. Now, the world could do without the game of chess, and the world could do without fabulous conversationalists, but it would be a poorer place for it. Emotional intelligence is an intelligence having to do with discerning and understanding emotional information. Emotional information is all around us. Emotions communicate basic feeling states from one individual to another -- they signal urgent messages such as "let's get together" or "I am hurting" or "I'm going to hurt you." What ability tests of emotional intelligence tell us is that only some people can pick up and understand and appreciate the more subtle versions of those messages. That is, only the high EI individual understands the full richness and complexities of these communications. Emotional information is crucial. It is one of the primary forms of information that human beings process. That doesn't mean that everybody has to process it well. But it does mean that it is circulating around us, and certain people who can pick up on it can perform certain tasks very well that others cannot perform. Everyone needs emotional intelligence to help us through our emotionally demanding days. Even if we are not emotionally intelligent ourselves, we may rely on those higher in emotional intelligence to guide us. But guide us to what? What is it that people high in emotional intelligence can see that so many others are blind to? The key to this lies in what those high in emotional intelligence are particularly good at doing themselves. They're particularly good at establishing positive social relationships with others, and avoiding conflicts, fights, and other social altercations. They're particularly good at understanding psychologically healthy living and avoiding such problems as drugs and drug abuse. It seems likely that such individuals, by providing coaching advice to others, and by directly involving themselves in certain situations, assist other individuals and groups of people to live together with greater harmony and satisfaction. So, perhaps even more important than scoring high on an emotional intelligence test, is knowing one's level at this group of skills. Discovering one's level means that you can know whether and how much to be self-reliant in emotional areas and when to seek others' help in reading the emotional information that is going on around oneself.

Whether one is high or low in emotional intelligence, is perhaps not as important as knowing that emotional information exists and that some people can understand it. Knowing just that, one can use emotional information, by finding those who are able to understand it and reason with it. This is the information age. All of us are dependent on information and using it wisely. The advent of the ability model of emotional intelligence enriches our knowledge of the information surrounding us -- it tells us emotional information is there and that some people can see it and uses it. The model encourages all of us to use emotional information wisely -- whether through our own direct understanding, or through the assistance of those who do understand.

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