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PARTICULARS
NO
SUB
PAGE
TOPIC
NO.
INTRODUCTION
1
4-7
1.1) HISTORICAL ROOTS OF EMOTIONAL
INTELLIGENCE
1.2) EMOTIONAL NORMS [TABLE]
8-16
NEED
2.1) WHAT IS EQ AND IQ?
2.2)ROLE OF EMOTION
2.3) EMOTIONAL PROCESSING
2.4) TYPES OF EMOTIONS
IMPORTANCE
2.5)EI VERSUS IQ WORKPLACE
PERFORMANCE
2.6) EI LEADERSHIP, CLIMATE, AND
ORGANIZATIONAL PERFORMANCE
2.7) PROFILE OF INDIAN EXECUTIVES [E
I]
3.1)FRAMEWORK OF EMOTIONAL
FUTURE APPLICATION
COMPETENCIES
17-23
24-38
4.1) MEANING OF E I
4.2) BUILDING E I OF GROUPS
4.3) BAR-ON MODEL OF E I
4.4) SIGNS OF HIGH AND LOW EQ
4.5) MINI EMOTIONAL TEST
METHODOLOGY
-
39-40
1
5
EI AT THE WORKPLACE
6
6.1)TYPES OF LEARNING
41-46
47-48
PRACTICES
OBJECTIVES
49
TOOLS
49
8
9
CASE STUDY
10
10.1) INTERVIEW
49-55
56
11
SUPPLEMENTARY
12.1) ACKNOWLEDGEMENT
57
12
13
CONCLUSION
58
14
BIBLIOGRAPHY
59
PREFACE
The world has been moving from a manufacturing economy to a value-added, serviceoriented economy. And at the heart of service are relationships: interpersonal relationships, intergroup relationships, and interdepartmental relationships. The ascendance of work teams in large
organizations put a new premium on relationship team skills.
There is a growing importance of finding, hiring, training, and retaining leaders with high
emotional intelligence. Emotional intelligence is defined as a persons self-awareness, selfconfidence, self-control, commitment and integrity, and a persons ability to communicate,
influence, initiate change and accept change. Studies have shown that emotional intelligence
impacts a leaders ability to be effective. Three of the most important aspects of emotional
intelligence for a leaders ability to make effective decisions are self-awareness, communication
and influence, and commitment and integrity. Managers who do not develop their emotional
intelligence have difficulty in building good relationships with peers, subordinates, superiors and
clients.
The above two paragraphs show the significance of emotional intelligence and initiate a need
to implement it into every organization. But enough Organizational Support has to be secured
to see some Emotional intelligence efforts, which forms a crucial part in the entire functioning.
Finally, Emotional intelligence contributes to the bottom line in any work organization and
hence needs paramount attention.
1 ] INTRODUCTION
Ever since the publication of Daniel Golemans first book on the topic in 1995, emotional
intelligence has become one of the hottest buzzwords in the corporate world. For instance, when
the Harvard Business Review published an article on the topic two years ago, it attracted a
higher percentage of readers than any other article published in that periodical in the last 40
years. When the CEO of Johnson & Johnson read that article, he was so impressed that he had
copies sent out to the 400 top executives in the company worldwide.
Given that emotional intelligence is so popular in the corporate world, it is important to
understand what it really means. Thus briefly laying out the history of the concept as an area of
research and describing how it has come to be defined and measured. So lets begin with some
history.
Education is the ability to meet lifes situation. It is a character-building process.
Enhancing ones personality and making him/her rational, capable, responsive and intelligently
independent, it generates the will to refashion ones heart, head and life. But does education
make a person emotionally independent? Todays curriculum aims at all round formation,
training and development of students. But does the curriculum include the training to make
students emotionally mature? These are crucial questions to answer, which we need to shift our
attention to the emotional aspects of students for full, complete and wholistic formation of
students.
Emotion
The word emotion comes from Latin word motere, which means to move. The Oxford English
Dictionary defines emotion as any agitation or disturbance of mind, feeling, passion any
vehement or excited mental state. Emotions refer to motions, movements feelings etc. Every
emotion has an impulse to act. They are also complex and contagious, e.g. anger, sadness, fear,
enjoyment, love, disgust, shame etc. All our emotions usually depend on the information our
senses grasp. And so emotion is said to be primarily a psychic reaction to stimuli from the word
around us.
Feelings
All emotions are feelings. But not all feelings are emotions. Feelings that are not emotion
includes pain, hunger, thirst, cold, warmth, fatigue, tension, relaxation etc. Feelings have the
origin in our body. They alert our bodily conditions and needs. A large number of course,
varieties of exercise are offered to cope up artfully and carefully as every human being is
expected to rise above ones feelings and emotion.
about social intelligence in the late thirties. Unfortunately, the work of these early pioneers was
largely forgotten or overlooked until 1983 when Howard Gardner began to write about multiple
intelligence. Gardner proposed that intrapersonal and interpersonal intelligences are as
important as the type of intelligence typically measured by IQ and related tests.
Other strands of research and theory could be cited, but it is clear that by the early 1990s, there
was a long tradition of research on the role of non-cognitive factors in the helping people to
succeed in both life and the workplace. The current work on emotional intelligence builds on this
foundation.
Individual
Group
Norms That Create Awareness of Emotions
Cross-Boundary
Interpersonal Undertaking
1. Take time away from group
tasks to get to know one
another.
2. Have a check in at the
beginning of the meeting-that
is, ask how everyone is
doing.
3. Assume that undesirable
behavior takes place for a
reason. Find out what that
reason is. Ask questions
and listen. Avoid negative
attributions.
4. Tell your teammates what
youre thinking and how
youre feeling.
Organizational Understanding
1. Find out the concerns an
of others in the organizati
2. Consider who can influe
teams ability to accom
goals.
3. Discuss the culture and p
the organization.
4. Ask whether propose
actions are congruent
organizations culture and
Perspective Taking
1. Ask
whether
everyone
agrees with a decision.
2. Ask quiet members what
they think.
3. Question
decisions
that
come too quickly.
4. Appoint a devils advocate.
Team self-Evaluation
1. Schedule time to examine team
effectiveness.
2. Create measurable task and process
objectives and then measure them.
3. Acknowledge and discuss group
moods.
4. Communicate your sense of what is
transpiring in the team.
5. Allow members to call a process
check. (for instance, a team member
might say, Process check: is this the
most effective use of our time right
now?)
Seeking Feedback
1. Ask your customers how you are
doing.
2. Post your work and invite comments.
3. Benchmark your process.
Confronting
1. Set ground rules and use
them to point out errant
behavior.
2. Call members on errant
behavior.
3. Create playful devices for
pointing out such behavior.
These often emerge from the
group
spontaneously
reinforce them.
Caring
1. Support members: volunteer
to help them if they need it,
be flexible, and provide
emotional support.
2. Validate
members
contributions. Let members
know they are valued.
3. Protect
members
from
attack.
4. Respect individuality and
difference in perspectives.
Listen.
5. Never be derogatory or
demeaning.
conscientiousness) and mood states (either positive or negative) have separate influences or
emotional processing. Recently, however, to represent the more realistic complexity involved, it
is suggested that:
(1) mood states interact with individual differences in emotion-relevant personality traits
to influence emotional processing, and/or
(2) personality traits predispose individuals to certain mood states, which then influence
emotional processing.
In other words, for (1) above, someone in a positive mood may have to have (or will be
enhanced by) a personality trait such as conscientiousness in order to experiment emotional
happiness. The individual may have to have the personality trait such as extraversion in order to
get into a positive mood state. This positive mood in turn will lead the person to experience
emotional happiness. These Moderation and meditation models of emotional processing help
resolve some of the inconsistencies that have been found in the research using the separate
influences of moods and personality traits for emotions.
2.4) TYPES OF EMOTIONS
Like the meaning of emotion, there is also not total agreement on the primary types of
emotions . In the following table the primary emotions and their descriptors are given.
Types of Emotions
Positive Primary Emotions
Love/affection Happiness / joy Surprise
Acceptance,
Other Descriptors
adoration, longing,
devotion,
euphoria,
zest Amazement,
wonder,
astonishment, shock
Negative Primary Emotions
Fear Sadness Anger Disgust Shame
-
Other Descriptors
Anxiety, alarm, apprehension, concern, qualm,
dread, fright, terror Grief, disappointment,
10
exasperation,
hostility,
irritability
wrath,
indignation,
Contempt,
disdain,
IMPORTANCE:
2.5) EI VERSUS IQ WORKPLACE PERFORMANCE
As for IQs relevance in the workplace, studies have shown that it can
serve to predict between 1 and 20 % (the average is 6%) of success in a given job.
EQ, on the other hand, has been found to be directly responsible for between 27 and 45 % of job
success, depending on which field is under study.
IQ is pretty much set. It tends to peak when a person is 17, remains
constant throughout adulthood, and wanes during old age.EQ however is not fixed.
A study of almost 4,000 people in Canada and United States concluded
that EQ rises steadily from an average of 95.3 (when youre in the late teens) to an average of
102.7 (where it remains throughout your 40s). Once youre past 50, it tapers off a bit, to an
average of 101.5 not exactly a precipitous decline. [See Figure]
This does not come as surprise: we get older but wiser. We live and
learn, and one of the things we learn is to balance emotion and reason.
11
size, companies whose CEOs exhibited more EI competencies showed better financial results as
measured by both profit and growth.
A similar relationship between EI strengths in a leader and business results was found by
McClelland (1998) in studying the division heads of a global food and beverage company. The
divisions of the leaders with a critical mass of strengths in EI competencies outperformed yearly
revenue targets by a margin of 15 to 20 %. The divisions of the leaders weak in EI competencies
underperformed by about the same margin.
The relationship between EI strengths in a leader and performance of the unit led appears
to be mediated by the climate the leader creates. In the study of insurance CEOs, for example,
there was a significant relationship between the EI abilities of the leader and the organizational
climate. Climate reflects people's sense of their ability to do their jobs well. Climate indicators
include the degree of clarity in communication; the degree of employees' flexibility in doing their
jobs, ability to innovate, and ownership of and responsibility for their work; and the level of the
performance standards set.
In the insurance industry study, the climate created by CEOs among their direct reports
predicted the business performance of the entire organization and in three-quarters of the cases
climate alone could be used to correctly sort companies by profits and growth.
Leadership style seems to drive organizational performance across a wide span of
industries and sectors and appears to be a crucial link in the chain from leader to climate to
business success. A study of the heads of forty-two schools in the United Kingdom suggests that
leadership style drove up students' academic achievement by directly affecting school climate.
When the school head was flexible in leadership style and demonstrated a variety of EI abilities,
teachers attitudes were more positive and students' grades higher; when the leader relied on
fewer EI competencies, teachers tended to be demoralized and students underperformed
academically. Effective school leaders not only created a working climate conducive to
achievement but were more attuned to teachers' perceptions of such aspects of climate and
organizational health as clarity of vision and level of teamwork.
13
The benefits of an understanding and empathic school leader were reflected in the
teacher-student relationship as well. In a related follow-up analysis, which studied the climates of
individual classrooms, concluded that teachers who are more aware of how students feel in the
classroom are better able to design a learning environment that suits students and better able to
guide them toward success. Teachers who have a leader who has created a positive school
climate will be better equipped to do the same in their own classrooms. Indeed, several
dimensions of school climate identified in the earlier study correspond to dimensions of
classroom climate. For instance, clarity of vision in a school's purpose parallels clarity of
purpose in class lessons; challenging yet realistic performance standards for teachers translate
into like standards for students.
A similar effect of EI-based leadership on climate and performance was demonstrated in
a study of outstanding leaders in health care (Catholic Health Association, 1994). For this study,
1,200 members of health care organizations were asked to nominate outstanding leaders based on
criteria such as organizational performance and anticipation of future trends. The members were
then asked to evaluate the effectiveness of the nominees in fifteen key situations that leaders
face-among them organizational change, diversity, and institutional integrity. The study revealed
that the more effective leaders in the health care industry were also more adept at integrating key
EI competencies such as Organizational Awareness and relationship skills like persuasion and
influence.
The link between EI strengths in a leader and the organization's climate is important for
EI theory. A Hay/McBer analysis of data on 3,781 executives, correlated with climate surveys
filled out by those who worked for them, suggests that 50 to 70 % of employees' perception of
working climate is linked to the EI characteristics of the leader. Research drawing on that same
database sheds light on the role of EI competencies in leadership effectiveness, identifying how
six distinct styles of EI-based leadership affect climate. Four styles-the visionary (sometimes
called the "authoritative"), the affiliative, the democratic, and the coaching-generally drive
climate in a positive direction. Two styles-the coercive and the pacesetting-tend to drive climate
downward, particularly when leaders overuse them (though each of these two can have positive
impact if applied in appropriate situations).
-
14
Here, an attempt has been made to profile emotional intelligence of Indian executives, with a
view to evolve strategies to improve their emotional intelligence quotient.
15
16
distinction between felt and displayed emotions as well as the rest of the previous discussions on
the meaning, cognitive processing, and types/categories/continuum of emotions, when combined
with the next section on intelligence, serve as the foundation and point of departure for the
important emerging role that emotional intelligence can play in organizational behavior.
3.1) A Framework of Emotional Competencies
The framework of emotional intelligence (EI) by Daniel Goleman reflects how an individual's
potential for mastering the skills of Self-Awareness, Self-Management, Social Awareness, and
Relationship Management translates into on-the-job success. This model is based on EI
competencies that have been identified in internal research at hundreds of corporations and
organizations as distinguishing outstanding performers.
Recognition
Self
Other
Personal Competence
Social competence
Self-Awareness
Social Awareness
Emotional self-awareness
Empathy
Accurate self-assessment
Service orientation
Self-confidence
Organizational awareness
17
Regulation
Self-Management
Relationship Management
Self-control
Developing others
Trustworthiness
Influence
Conscientiousness
Communication
Adaptability
Conflict management
Achievement drive
Leadership
Initiative
Change catalyst
Building bonds
Teamwork & collaboration
1. SELF - AWARENESS
Emotional self-awareness: Recognizing ones emotions and their effects. People with this
competence:
Realize the links between their feelings and what they think, do, and say
Accurate self-assessment: Knowing ones strengths and limits. People with this competence are:
18
Self-confidence: Sureness about ones self worth and capabilities. People with this
competence:
Can voice views that are unpopular and go out on a limb for what is right
Are decisive, able to make sound decisions despite uncertainties and pressures
2. SELF MANAGEMENT
Self-control: Managing disruptive emotions and impulses. People with this competence:
Trustworthiness: Maintaining standards of honesty and integrity. People with this competence:
19
Achievement drive: Striving to improve or meet a standard of excellence. People with this
competence:
Are results-oriented, with a high drive to meet their objectives and standards
Cut through red tape and bend the rules when necessary to get the job done
3. SOCIAL AWARENESS
Empathy: Sensing others feelings and perspective, and taking an active interest in their
concerns. People with this competence:
Service orientation: Anticipating, recognizing, and meeting customers needs. People with this
competence:
20
Accurately read key power relationships and detect crucial social networks
Understand the forces that shape views and actions of clients, customers, or competitors
4. RELATIONSHIP MANAGEMENT
Developing others: Sensing what others need in order to develop, and bolstering their abilities.
People with this competence:
Influence: Wielding effective tactics for persuasion. People with this competence:
Use complex strategies like indirect influence to build consensus and support
Communication: Sending clear and convincing messages. People with this competence:
Listen well, see mutual understanding, and welcome sharing of information fully
Foster open communication and stay receptive to bad news as well as good
Leadership: Inspiring and guiding groups and people. People with this competence:
Lead by example
21
Handle difficult people and tense situations with diplomacy and tact
Spot potential conflict, bring disagreements into the open, and help deescalate
Draw all members into active and enthusiastic participation and share credit
Build team identity, commitment and protect the group and its reputation
And
22
4] MEASURING E I :
-
23
Characteristics
Self-understanding: knowledge
of
Workplace Example
true John recognizes that he is angry
so he will wait to cool down and
gather more information before
making an important personnel
decision.
Self-management
Handle ones emotion to facilitate rather Amber holds back her impulse to
than hinder the task at hand; shake off become visibly upset and raise
negative
emotions
and
get
back
Self-motivation
Stay the course toward desired goal; completion in spite of the many
overcome negative emotional impulses and frustrations from the lack of
delay gratification to attain the desired resources and top management
outcome
Empathy
if
not
physically
of others: being able to sense what others exhausted, she took everyone
feel and want
24
The ability to read social situations smooth buying into the new policy being
in interacting with others and forming presented, so after the meeting
networks; able to guide others emotions and he visited with each of them to
the way they act
Sources: Adapted from Daniel Goleman, Emotional Intelligence, Bantam Books. New York 1995. pp. 43-44 and
Daniel Goleman, Working with Emotional intelligence. Bantam Books. New York, 1998, p. 318.
25
When Managers first started hearing about the concept of emotional intelligence in the
1990s scales fell from their eyes. The basic message, that effectiveness in organization is at
least as much about EQ as IQ, resonated deeply; it was something that people to knew in their
guts but that had never before been so well articulated. Most important, the idea held the
potential for positive change.
Instead of being stuck with the hand theyd been dealt, people
could take steps to enhance their emotional intelligence and make themselves more effective in
their work and personal lives.
Indeed, the concept of emotional intelligence had read impact. The only problem is that
so far emotional intelligence has been viewed only as an individual competency when the reality
is that most work in organization is done by team. And if managers have one pressing need
today, its to find ways to make teams work better.
It is with real excitement, therefore, that we share these findings from our research:
individual emotional intelligence has a group analog, and it is just as critical to groups
effectiveness. Teams can develop greater emotional intelligence and, in so doing, boost their
overall performance
26
Participation, Cooperation,
Collaboration
But
interactive behaviors like these arent easy legislate. Our work shows that three basic conditions
need to be present before such behaviors can occur: mutual trust among members, a sense of
group identity (a feeling among members that they belong to a unique and worthwhile group),
and a sense of group efficacy(the belief that the team can perform well and that group members
are more effective working together than apart).
At the heart of these three conditions are emotions. Trust, a sense of identity, and a
feeling of efficacy arise in environments where emotion is well handled, so groups stand to
benefit by building their emotional intelligence.
Group emotional intelligence isnt a question of dealing with a necessary evil-catching
emotions as they bubble up and promptly suppressing them.
emotions deliberately to the surface and understanding how they affect the teams work. Its also
about behaving in ways that build relationships both inside and outside the team and that
strengthen the teams ability to face challenges.
embracing, and ultimately relying on emotion in work that is, at the end of the day, deeply
human.
-
27
The EQ Map
28
In 1995, Essi system Inc. and Advanced Intelligence Technologies (AIT) joined together
to create the first-over EQ Map. A measurement of various qualities and competencies of EQ.
The EQ Map determines not how smart you are, but how smart you are. The EQ Map is unique,
non-judgmental, interactive approach to assess the emotional intelligence including stress and
creativity.
Unlike the numeric scores obtained in the tests used to measure emotional intelligence, it
provides the birds eye approach to survey the landscape, identifying strengths and pinpointing
vulnerabilities and targeting specific action to be taken by the individual concerned. Its scoring
version is self administered, confidential, and easy to use and understand. It comes complete
with a questionnaire, scoring grid, interpretation guide, and action planning worksheets.
Intrapersonal
Interpersonal
Stress
Management
Adaptability
29
EFFECTIVE PERFOMANCE
General Mood
The INTRAPERSONAL REALM concerns ones ability to know and manage oneself.
It embraces:
Self-awareness
Assertiveness
Independence
Self-Regard
Self-Actualization
The INTERPERSONAL REALM concerns ones people skills ones ability to interact and
get along with others. It is composed of three scales:
Empathy
Social Responsibility
Interpersonal Relationships
The ADAPTABILITY REALM involves ones ability to be flexible and realistic, and to solve a
range of problems as they arise. Its 3 scales are:
Reality Testing
Flexibility
Problem-solving
-
30
The STRESS MANAGEMENT REALM concerns ones ability to tolerate stress and control
impulses. Its two scales are
Stress Tolerance
Impulse Control
Optimism
Happiness
Listed below are general characteristics of people with high and low EQ, as is defined.
Obviously these are generalizations, but are helpful as guidelines. These lists include general
signs of high and low self-esteem, as well as other variables which have not in fact been
specifically correlated to emotional intelligence as defined by Mayer and Salovey.
-
31
Signs of high EQ
A person with High EQ:
and reality
Disappointment, Hopelessness,
times
Victimization, Discouragement
Embarrassment, Obligation,
Powerlessness, Dependency,
that. sentences
communication
Signs of low EQ
A person with Low EQ:
conscience
you
victimized
facts
dishonesty)
feelings
33
1. When you're feeling depressed and a friend asks how you are feeling, are you more
likely to answer:
i) Fine. I don't know. Alright, I guess. You don't want to know.
ii) I feel depressed.
2. When your partner does something, which upsets you, your most likely reply:
i) You shouldn't have... You really hurt my feelings.
ii) I felt hurt by that.
3. When someone points out a mistake, are you more likely to:
i) Defend yourself. Find something wrong with the other person.
ii) Thank the person.
4. When facing a scary situation are you more likely to:
i) Worry about it. Try to avoid thinking about it. Hope that it will go away.
ii) Estimate the probability of your fears coming true and begin focusing on your options.
5. When someone reacts strongly to something you say, are you more likely to:
i) Think they are too sensitive. Tell them you were just kidding.
ii) Apologize and ask them what bothered them about what you said.
Generally speaking, the more you tend towards the answers in the second set of responses, the
higher your EQ.
Here's why?
-
34
1. High EQ suggests that you can identify and express your feelings.
2. High EQ suggests that you take responsibility for your feelings by saying "I feel..."
instead of "You shouldn't have..."
3. If you have high EQ, you are not easily threatened by criticism, so you don't feel the need to
defend yourself or attack the other person. Instead, you are always willing to listen and learn
from other people.
4. High EQ suggests you address your fears using reason, rather than avoiding them or letting
them paralyze you.
5. High EQ people empathize with others' feelings, acknowledge them, and seek to help soothe
them.
35
Things one
can do alone
Things one
can do with
others
Happiness
spreads within
and also to
people around
36
public library.
journal.
Begin
expressing
your
feelings
negative feelings.
37
feel.
to
take
their
feelings
into
consideration.
feelings.
38
Set
some
emotional
improvement
39
5] METHODOLOGY
5.1) Data Collection / Sample
Data collection was done on a Sample of 219 executives by using the EI scale developed
by Dr. Cooper & Prof. Sawaf (1996).
The questionnaire covers 21 variables (e.g. life events, work pressures, personal
pressures, emotional self awareness, emotional awareness of others, creativity, resilience,
interpersonal connections, compassion intuition, trust radius, personnel power, quality of life,
etc.) and leads to mapping of Emotional Quotient (EQ) and its inherent competencies. The
instrument is extensively researched and found statistically reliable and valid in USA and
CANADA.
The Questionnaire is already in use for training programs conducted for Indian
Executives and is a basis for personal feedback and counseling. Here the same has been pilot
tested on Indian executive population. Data was collected on the sample of 250 executives who
were attending the Professional Managerial Programs; out of which 219 are considered for
analysis (based on the completeness of their response).
The characteristics of sample in terms of age, gender, qualification, functional areas
and work experience is given below.
AGE
GENDER
FUNCTIONAL AREAS
20-30 yrs 73 %
Male 80 %
Marketing 54 %
31-50 yrs 27 %
Female 20 %
Finance 22 %
HR 24 %
QUALIFICATION
WORK EXPERIENCE
Graduates 78 %
0-5 yrs 53 %
Post Graduates 18 %
6-10 yrs 33 %
Professional 2 %
11-15 yrs 6 %
Doctorate 2 %
16-20 yrs 5 %
21 + yrs 3 %
Analysis:
The data collected was analyzed qualitatively and quantitatively to arrive at an EQ map of Indian
Executives. The score on 21 variables is analyzed to get an Emotional Quotient (EQ) Profile
using 5 competencies.
Profile of EQ competencies
Components
Current environment
Emotional Literacy
EQ Competency
Category
Low
Average
Average
Interpretation
Strategy To Improve
management
Training for assertiveness,
feedback
Training for goal setting,
adjustment, creativity,
overcoming adversities
EQ Outcomes
Low
Low
interpersonal connection
Dissatisfaction with life, low on
adaptation to change
Holistic training covering
psychosomatic issues
Conclusion:
Here we may say that this test is applicable to Indian managerial population and helps in arriving
at their EQ profile. However further analyses and research is essential for getting a better insight
into the construct of emotional intelligence. Also there is a need for preparing a shortened
version of the scale to check its reliability and validity.
When the book, Emotional Intelligence, appeared in 1995, many business leaders agreed
with the basic message that success is strongly influenced by personal qualities such as
perseverance, self-control, and skill in getting along with others. They could point to "super sales
persons" who had an uncanny ability to sense what was most important to the customers and to
develop a trusting relationship with them. They could point to customer service employees who
excelled when it came to helping angry customers to calm down and be more reasonable about
their problems with the product or service. And they also could point to brilliant executives who
did everything well except get along with people, or to managers who were technically brilliant
but could not handle stress, and whose careers stalled because of these deficiencies. Business
leaders well understood how valuable these "emotionally intelligent" employees are to an
enterprise.
But what about the many workers who lack these important emotional competencies? Is
it possible for adults to become more socially and emotionally competent? Many business
leaders are less certain about this question. For instance, the dean of a major business school,
when asked about the importance of emotional intelligence at work, enthusiastically agreed that
it was crucial. But when asked as to how his school attempted to improve the emotional
intelligence of MBA students, he said, "We dont do anything. I dont think that our students
emotional intelligence can be improved by the time they come here. Theyre already adults, and
these qualities are developed early in life."
On the other hand, there are those who seem to claim that they can raise the emotional
intelligence of a whole group of employees in a day or less. Scores of consultants now are selling
workshops and seminars designed to help people become more emotionally competent and
socially skilled. Some of these programs are quite good, but others make unrealistic claims. The
worst ones are those that involve a heavy reliance on inspirational lectures or intense, short-lived
experiences and little else.
So who is right the skeptics who believe that nothing can be done to improve emotional
competence after the age of 15, or the hucksters who claim that they can turn emotional dunces
into emotional Einsteins in an afternoon? As usual, the answer lies somewhere in between.
A growing body of research on emotional learning and behavior change suggests that it is
possible to help people of any age to become more emotionally intelligent at work. However,
many programs designed to do so fail to recognize the difference between two types of learning.
X-axis
This curve shows the changes and reactions of the trainee, a trainer might have to face in certain
situations.
Y-axis
High
Resistance
Awareness
Integration &
improved
performance
Perceived
Competence &
Confidence
Discovery &
Development
Or
Development
level
Shock /
fear
Exploration
Disbelief
Anger &
Blame
Acceptance
& Regret
Low
0
Strength &
Recognition
Time
Importance
The above curve is important to an intervention agent or a coach, as he would face the above
circumstances. Enough care has to be taken by him in the process of deconstructing the
individuals behaviour, guiding the trainee to insights and identifying emotional triggers from the
past.
X-axis: Time
Y-axis: Perceived competence & confidence OR Development level
The curve starts from the middle of the Y-axis, which means that the trainee has a
certain level of perceived competence and confidence. He gets a shock or fears when he gets the
information about the major changes in the organization or when he realizes that he needs to
undergo change.
It should be borne in mind that most people do need a significant shift in their view of
themselves to be capable of making significant beneficial changes.
Initially there is disbelief towards, and resistance to change. But over a period of time,
awareness sets in. The actual change process is always difficult phase to pass. Hence he passes
through the phase of anger and blame and finally reaches the acceptance and regret phase
over a period of time.
After regret, the recovery is generally quick. This can be seen in the diagram (after
regret, the curve takes an immediate steep rise.)
The trainee recognizes his strengths and explores better and improved ways of functioning. He
discovers the right approach for improved performance and develops on it.
Integrating the right steps he achieves improved performance. Here his development levels
are high and is ready to take on the front with high spirits.
Preparation Phase
Training Phase
Assess the
organizations
Needs
Foster positive
relationship
between trainer
and learners
Assess personal
strengths and
limits
Encourage
participation
Link learning
goals to personal
values
Adjust
expectations
Gauge readiness
Encourage
use of skills
on the job
Evaluation
Phase
Evaluate
Maximize
Self-directed
Provide feedback
with care
Maximize learner
choice
Learnin
g
Provide an
organizational
culture that
supports
learning
Remove
situational
constraints
Improved
performance
The flow chart suggests that there are four basic phases to the training process. The first
occurs even before the individual begins formal training. This initial phase, which is crucial for
effective social and emotional learning, involves preparation for change. This preparation occurs
at both the organizational and individual levels. The second phase, training, covers the change
process itself. It includes the processes that help people change the way in which they view the
world and deal with its social and emotional demands. The third phase, transfer and maintenance,
addresses what happens following the formal training experience. The final phase involves
evaluation. Given the current state of knowledge about social and emotional learning, the
complexity of programs designed to promote such learning and the great unevenness in the
effectiveness of existing programs, evaluation always should be part of the process.
7] USES:
7.1) EQ - USEFULNESS IN HR PRACTICES
Emotional intelligence/quotient plays a very important role as a tool in organizations. It
contributes to the bottom line in any work organization. It can also be a valuable tool for HR
practitioners and managers who need to bring revolution in their organizations.
Companies Contacted:
1. Godrej Boyce India Limited
HR manager T.P. Vaishnav
Question What role does EQ play in your company?
Response EQ is yet not practiced as a tool to improve and measure performance in the
company. But we have started an EQ / EI awareness program, which is very preliminary.
2. Reliance Infocom
HR manager Ravi Ranganathan
Question Is EQ used as a tool to measure performance in your company?
Response EQ as a tool is not used explicitly in our company. We check the EI levels in the
candidates through few indirect questions during the recruitment and selection processes.
3. Jhonson & Jhonson
HR manager Shruti Chaterjee
Response given by her was similar to that given by HR manager of Reliance Infocom
We expect major changes and improvements in the working of employees and managers. We also
expect our employees bettering in their soft skills after having undergone training in emotional
competencies.
Further, EQs role can also be extended to
Counseling
Coaching and
Intervention
8] OBJECTIVES
1) To understand the meaning of EQ
2) To find out its uses in different areas.
3) To evalute its importance through case study.
9] TOOLS
1) Books .
2) Questionnaire .
3) Interview.
c) Very competitive
Q3) How do you work upon your blind spot?
Ans: Basically by two ways i.e.
a)feedback and
b)introspection.
Q4) How you make decisions when you are under pressure?
Ans : I do:
a) Deep Breathing and
b) Introspection of what is happening.
Q5) How you face your upsets while handling emotional cases?
Ans : I show Empathy rather than sympathy by keeping professional approach.
Q6) What are the steps you follow to solve emotional cases?
Ans : By being: very attentive
Pleasant
Emphatic
Very diligent
Q7) How you control your different moods while solving a case?
Ans : I dont always manage to control myself as the cases make me emotional but I try
to control by
a) Deep Breathing technique,
b) Tea Break ,
c) Washing the face
d) Watching the sky.
letting them say whatever they feel like by creating confidence in them. So that
maximum facts can be obtained.
Q13) What leadership qualities do you feel you have?
Ans : I am
a) Empathetic ,
b) Support group co operation by giving every one a say in the discussion ,
c) I think well in stress,
d) I accept my own mistakes and try to work on them,
e) At times I am democratic at times I am situational .
f) Also I am non-judgmental.
Q14) Do you think you are emotionally balanced ? give any 1 case to support your
statement?
Ans : I am not completely emotionally balanced.
In this she gave me a famous case of a mother in law and a daughter in law. They
both approach me for a problem .The mother in law started telling her problems shouting
and screaming at the top of her voice ,making hands at me,she looked frustrated. I got
afraid too by way of talking. Also she was dressed in a green saree wearing green bangles
in both the hands and a big tika on her fore-head which threatened me more. I just
thought if I am so afraid of her then what about the girl. I was feeling like laughing by
looking at her overall way of talking, but couldnt as it was a serious matter.
Leadership
1. The US Air Force used the EQ-I to select recruiters (the Air Forces front-line HR
personnel) and found that the most successful recruiters scored significantly higher in the
emotional intelligence competencies of Assertiveness, Empathy, Happiness, and Emotional
Self Awareness. The Air Force also found that by using emotional intelligence to select
recruiters, they increased their ability to predict successful recruiters by nearly three-fold.
The immediate gain was a saving of $3 million annually. These gains resulted in the
Government Accounting Office submitting a report to Congress, which led to a request that
the Secretary of Defense order all branches of the armed forces to adopt this procedure in
recruitment and selection.
The
Department of Defense Could Improve Its Recruiter Selection and Incentive Systems, and it
was submitted to Congress January 30, 1998. Richard Handley and Reuven Bar-On provided
this information.)
2. At LOreal, sales agents selected on the basis of certain emotional competencies
significantly outsold salespeople selected using the companys old selection procedure. On an
annual basis, salespeople selected on the basis of emotional competence sold $91,370 more
than other salespeople did, for a net revenue increase of $2,558,360. Salespeople selected on
the basis of emotional competence also had 63% fewer turnovers during the first year than
those selected in the typical way.
3. In a large beverage firm based in the United States, using standard methods to hire division
presidents, 50% left within two years, mostly because of poor performance. When they
started selecting based on emotional competencies such as initiative, self-confidence, and
leadership, only 6% left in two years.
emotional competence were far more likely to perform in the top third based on salary
bonuses for performance of the divisions they led: 87% were in the top third. In addition,
division leaders with these competencies outperformed their targets by 15 to 20 percent.
Those who lacked them under-performed by almost 20%.
4. After supervisors in a manufacturing plant received training in emotional competencies such
as how to listen better and help employees resolve problems on their own, lost-time accidents
were reduced by 50 percent, formal grievances were reduced from an average of 15 per year
to 3 per year, and the plant exceeded productivity goals by $250,000.
In another
Influence, Team
managers, a top performer is 127 percent more productive than an average performer.
Competency research in over 200 companies and organizations worldwide suggests that
about one-third of this difference is due to technical skill and cognitive ability while twothirds is due to emotional competence. In top leadership positions, over four-fifths of the
difference is due to emotional competence.
10. Research by the Center for Creative Leadership has found that the primary causes of
derailment in executives involve deficits in emotional competence. The three primary ones
are
11] RECOMMENDATIONS
1) Individual level Every individual to become more successful in his life should
try to evaluate his EI connected to his working areas so that he can increase his
productivity.
2) Group level In the companies, they should develop in-service training module
for evaluating and improving emotional intelligence of workers form the point of
view of productivity.
3) Managerial level The emotional intelligence can be evaluated even for the
managerial category at a particular time intervals to get optimum use of human
resources.
12 ] SUPPLEMENTARY
12.1) Acknowledgement
I am thankful to N.E.S.Ratnam college for giving me an opportunity to work on the project of
Emotional Intelligence Quotient. I am highly thankful to my esteemed guide Mr.Subramanium
for his support throughout the completion of this project.
I am also thankful to Stri.Chetana Shakti,collector colony ,chembur for assisting me in
this project and allowing me to do a case study form their staff. I am thankful to Ms.Mitali
(psychiatrist), who works there as a counsellor ,for answering to my questionnaire.
13] CONCLUSION
So is there anything new about emotional intelligence?
intelligence really is not new. In fact, it is based on a long history of research and theory in
personality and social psychology. Furthermore, Goleman has never claimed otherwise. In fact,
one of his main points was that psychologists have studied the abilities associated with emotional
intelligence for many years, and there is an impressive, and growing, body of research
suggesting that these abilities are important for success in many areas of life.
However, rather than arguing about whether emotional intelligence is new, it is more
useful and interesting to consider how important it is for effective performance at work. There
now is a considerable body of research suggesting that a persons ability to perceive, identify,
and manage emotion provides the basis for the kinds of social and emotional competencies that
are important for success in almost any job. Furthermore, as the pace of change increases and
the world of work makes ever-greater demands on a persons cognitive, emotional, and physical
resources, this particular set of abilities has become increasingly important.
Use of Emotional Intelligence has become imperative to improve both productivity and
psychological well being in the workplace of tomorrow.
At present, there is little in the way of published, fundamental research that examines
either emotional intelligence or its measurement. However, This is a very interesting and
potentially powerful area that bears watching. It is not without controversy. It is a long way to
go. No doubt, the emotional intelligence will contribute much to a happy living of an individual
and the community.
Emotional intelligence allows us to think more creatively and use our emotions to solve
problem. Emotional intelligence appears to be an important set of psychological abilities that
relate to life success. It is empathy and communication skills as well as social and leadership
skills that will be central to your success in life and personal relationships. Rather than a high IQ,
purpose that it is far better to have a high E-IQ, emotional intelligence, if you want to be a valued
and a productive member of the society.
Men particularly need to develop emotional skills, and there are many examples of men
with high intelligence who were not successful because they had problems with there people
skills. It is found from this research that people with high emotional intelligence generally have
-
successful relationships with family, friends and fellows workers. They are also successful
because they have persisted the face of setbacks and channel their emotional energies towards
achieving their goals.
BIBLIOGRAPHY
Books:
Goleman, D. (1995) Emotional intelligence. New York: Bantam.
Goleman, D.(1998) - Working with Emotional Intelligence. New York: Bantam.
The EQ Edge
Hemphill, J. K. (1959) - Job description. Harvard Business Review.
Claude Steiner, Ph. D - Achieving Emotional Literacy
A research done on Profile of Indian Executives by - Dr. Vijaya Manerikar & Dr. C. Dlima
Websites:
www.eqi.org
www.rediff.com
www.google.com