WheretheSkyistheLimit!

ISBN81-86067-25-6

TrendsinEmotionalIntelligenceTrendsinEmotionalIntelligence

Dr.NeelamTikkha

Trends in Emotional Intelligence(Based on Project Report)

Dr. Neelam G. Tikkha

Dr. Neelam G. Tikkha

ISBN No. - 81-86067-25-6

Copyright@CFI 2015, Publisher : Confidence Foundation3A-1 Vrindavan, 173, Civil Lines,Nagpur - 440001 IndiaE-mail : internationalmultijournal@gmail.comconfidencefoundation@yahoo.comhttp://.cftraglobal.orgCell : +91-94221454670712-2520741

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DEDICATION

Dr. Neelam Tikkha dedicates the book Trends in Emotional Intelligence

to her parents and Dr. Sherwanaz Buhariwalawho were a continuous source of inspiration.

INDEX

. PrefaceIntroduction to Emotional Intelligence - 1

. Chapter - IWhat is Emotional Intelligence? - 5

Chapter - IIHistory and Development of Emotional Intelligence - 12

Chapter - IIIReview of Research and Development in the Subject - 16

Chapter - VISignificance and Status of the Study - 25

Chapter - VWhy is Emotional Intelligence Important? - 27

Chapter - VIConclusion - 36

Bibliography - 40

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Preface Introduction to Emotional Intelligence

"A bit of perfume always clings to the hand that gives roses."

Emotional Intelligence has gained tremendous importance in the business world. Daniel Golemans landmark book Working with Emotional Intelligence (Goleman) was an eye opener for identifying the cause of success in personal life as well as work front.

The present study deals with identifying levels of Emotional Intelligence Quotient with the use of Schuttle scale, among teachers of various disciplines like Arts, Science, Bio Technology and Management. Teachers selected for this study were from Europe, Bangladesh and India.

Students also were selected from Arts, Management, Law, Bio Technology, Engineering and Social work. Other professionals in service industries selected were Managers with Insurance division of private banks, Lawyers and Researchers.

Origin of the Research Problem: It is observed that crime and scandals are increasing now days. Doctors and teachers are being beaten up. All this can be attributed to declining trend in Emotional Intelligence. Hence the need was felt to study the Emotional Intelligence.

Interdisciplinary Relevance: The subject relates to many disciplines since it is based on the study of Human Behavior. It is

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linked to Sociology since the behavioral patterns determines the social milieu. It relates to psychology since behavior is an integral aspect of society. It is also is linked with management since training to modify behavior can be given and it becomes easy to manage people once their Emotional Quotient is identified. The present study focuses on identifying the phenomena related to emotional intelligence among teachers from Europe, Bangladesh and India mainly from Arts, Engineering and Management disciplines at private educational institutions.

Emotional Quotient helps to establish social relationships and managing emotions in others. The teachers who have high emotional intelligence communicate with constructive goal in mind and control his or her emotions carefully more than reacting to situation on the basis of impulse generated by emotion generated event. This may help the educational institutions to initiate some change in work environment so as to increase the level of emotional intelligence among the teachers at work place. Methodology:

Action research was adopted for this study because it is important to test it with individuals to get correct information.

Data will be collected through interviews with Teachers, students, Bank Managers and Insurance Managers.

The list of persons to be interviewed will depend upon sample fit with research focus.

Data Analysis: The Schuttle Scale research data was analyzed to test the hypothesis that Emotional Intelligence is declining amongst present generations.

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The interpretation of Schuttle Scale research data will be analyzed to determine whether the research phenomenon supports the theoretical assumption that Emotional Intelligence is declining amongst present generation.

The Schuttle Scale research data will be analyzed to provide a rich description of Emotional Intelligence in research context of EQ in order to test the validity of the theoretical that that Emotional Intelligence is declining amongst present generation.

The Schuttle Scale research data will be analyzed to reflect upon the interpretation of research phenomena about EQ within specific social context in order to understand whether research focus that Emotional Intelligence is declining amongst present generation.

Other methodology was Document analysis, Textual analysis, Policy analysis, Interview, Survey and Statistical analysis of the survey. Epistemological Method was followed to explicate how we come to know about ourselves and our world, or the grounds upon which we will claim to have produced 'valid' knowledge. The methodology was Qualitative and quantitative.

*Schuttle Scale is a self- report Emotional Intelligence test. It is a method of using four sub scales viz. emotion, perception, utilizing Self- relevant emotions and managing others emotions. It was designed by Salovey and Mayer (1990). It has 33 item self-report using a 1 (strongly agree) to 5 (strongly disagree) scale for responses. Each sub-test score is graded in reverse order and then added together to give the total score for the participant. He identified the following scores:

Scoring for the Emotional Intelligence Scale:

Reverse score (1=5, 2=4, 3=3, 4=2, 5=1) items 5, 28, 33.

Add all the numbers in front of all 33 items.

Average scores:

For females = 131

For males = 125

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For therapists = 135 For prisoners = 120

The approach was basically of the following type: Exploratory research helps to identify and define a problem or question. Constructive research helps to test theories and propose solutions to a problem or question. Internet and open source were also explored. Furthermore, Document analysis, Textual analysis was also done. Schuttle Scale* questionnaire was applied. Sample : The Sample size considered was at least 35 in number for each category. It was a Random sample survey.

Time Length: Time length of data collection was 12 months.

OBJECTIVES 1. To study the Emotional Intelligence competency among teachers in Europe. 2. To examine the level of Emotional Intelligence among students of various disciplines and compare it. . 3. To compare the Emotional Intelligence competency in Indian, Bangladeshi and European Teachers. 4. To compare emotional intelligence between Bankers, Insurance Mangers and Teachers.

Chapter Scheme: First Chapter is introduction that lays foundation for exploring the details of Emotional Intelligence and is titled

What is Emotional Intelligence? Second chapter deals with the History of Emotional Intelligence. Third chapter deals with review of

related literature which helps to understand the future directions. Fourth chapter deals with the Significance and Status of the Study Fifth Chapter deals with the importance of Emotional Intelligence.

Sixth Chapter deals with interpretation of result and conclusion. ******

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Chapter I

What is Emotional Intelligence?

Emotionally literate students have mastered the emotional abilities that inoculate them against the turmoil and pressures they are about to face during life transitions. Daniel Goleman, 1995.

Emotional Intelligence plays a vital role in social sciences; it has direct impact on the persons behavior working in an organization and it is important for the success of ones profession. It is an important trait but remains 80 percent hidden which makes it unfathomable.

Fig:1 Proportion of Emotional Intelligence (Funderstanding)

Emotional Intelligence is a key factor that makes people successful in life. Emotional intelligence is a key ingredient in ones life whether at school or personal life, research shows that people capable of

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managing emotions are highly successful. Intelligent quotient cannot be improved but EQ can be improved. Emotional Intelligence happens to be the skill that one can learn by some training.

Daniel Goleman the guru of Emotional intelligence defines it as the capacity for recognizing our own feelings and those of others, for motivating ourselves and for managing emotions well in ourselves and in our relationships. (Goleman)

Daniel Goleman in his bestseller book Emotional Intelligence: Why it Matters More than IQ proved that emotional intelligence matters two times more as compared to IQ or technical expertise in determining success at work.

In a report published on the state of literacy in the US Daniel Goleman mentioned that :

in navigating our lives , it is our fears and envies, our rages and depressions, our worries and anxieties that steer us day to day. Even the most academically brilliant among us are vulnerable to being undone by unruly emotions. The price we pay for emotional literacy is in failed marriages and troubled families, in stunted social and work lives, in deteriorating physical health and mental anguish and as a society, in tragedies such as killings

Goleman attests that the best remedy for battling our emotional shortcomings is preventive medicene. In other words, we need to place as much importance on teaching our children the essential skills of Emotional Intelligence as we do on more traditional measures like IQ and GPA (Funderstanding)

Dr Martyn Newman, in his book Emotional Capitalists: The New Leaders, a bestseller, presented the Emotional Capital model of

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emotional intelligence and also showed how Emotional Intelligence can be developed.

Figure 2: The Emotional Capital model of EQ identifies 10 key social & emotional competencies. By understanding the building blocks of each and practicing them consistently, anyone can improve their emotional intelligence (RocheMartin)

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Teachers are considered as the main pillar in the educational system. They are the moderators through which the knowledge can be transferred to the students who represent the foundation of the society. Teachers cannot be the effective sources of knowledge unless they are possessed with the essential skills, knowledge and talents. In the recent years, the concept of the emotional intelligence among teachers has been taken attention in the educational institutions due to its great importance. In fact, emotional intelligence is a type of social intelligence that includes to control own and others emotions; make a choice between them and the ability of using these emotions to set his life. Therefore this skill is really required to make the teachers performance very effective. This skill can make the teachers not only able to deal with their students but, with their colleagues as well. Therefore, a study on the emotional intelligence among teachers and students of various disciplines has been conducted. This study is based on the idea to know the level of the emotional intelligence among teachers and students.

People with high Intelligent Quotient are not always successful. It does not ensure success, happiness or virtue. It was an unknown phenomenon till the time Daniel Goleman came up with his path breaking brilliant report from the realm of psychology and neuroscience and gave a surprising new insight into our "two minds"the rational and the emotionaland provided the knowledge they together shape our destiny.

Daniel Goleman defined emotional intelligence as knowing what ones feelings are and using that knowledge to make good decisions. (Goleman)

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According to Goleman five basic components of EI are: Self-Awareness: The person recognizes his/her emotions and is able to handle them more appropriately and judiciously. This also makes the person aware of ones own positive attributes, strengths, negative aspects and weaknesses.

Self-Regulation: When a person becomes aware of one self, he/she can handle and regulate his/her feelings in a better and appropriate manner. The person becomes more responsible and develops positive attributes of novelty, flexibility, integrity and honesty.

Motivation: Better level of EI makes a person positive and better equipped to handle failures and shortcomings for then he/she instead of blaming others or wallowing in self pity tries to overcome the situation in a positive manner. Optimism is engendered as are the qualities of excellence, perseverance, determination and cooperation.

Empathy: Self-awareness leads to an awareness and understanding of others that leads to more fruitful relationships. Group qualities are fostered and aids in the overall development of the individual as well as the group or institution.

Adeptness in Relationships: Making and maintaining relationships require a sound level of EI. Self-awareness and empathy aid the individual to understand oneself and others better, and thus work towards an amicable and complementary decision thereby avoiding conflict and confrontation. Managerial ability, team work, leadership quality are garnered as a result by forming and maintaining relationships. (Goleman)

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Emotional Intelligence was introduced as early as 1990 and the trait thoery is explained below with the help of figure given below:

Fig 3: Trait Theory (Currie, Ben and McGarth)

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Fig: 4 Emotional Intelligence Model (Contact Centre Management Group)

Fig:5 Emotional Intelligence Mind Map Nitya Wakhlu (Wakhlu)

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Chapter II History and Development of Emotional

Intelligence

In a 1961 book of literary criticism, Van Ghent noted that certain characters within Jane Austen's Pride and Prejudice possessed emotional intelligence (EI) in comparison with others (1961: 103). She referred to EI as emotionally informed intelligence or shall we say, that intelligence which informs the emotions (Van Ghent, 1961: 107).

In 1990, two articles were published that first employed the EI label for a clearly specified set of findings in the scientific literature. The theoretical article, Emotional Intelligence, made the case that a coherent intelligence existed that was concerned with the emotions (Salovey & Mayer, 1990). Emotional intelligence was said to involve the ability to reason with emotions, and the capacity of emotions to enhance intelligence. Evidence for EI was collected from the areas of clinical psychology, artificial intelligence, aesthetics, and non-verbal perception. A pattern was present, it was argued, that indicated a heretofore overlooked human ability. The other, empirical, article provided a demonstration that emotional intelligence could be measured as ability (Mayer, DiPaolo & Salovey, 1990). Precursor measures in the area of nonverbal behaviour had mostly failed at identifying any meaningful, consistent individual differences (Buck, 1984). The 1990 article reported new measurement procedures by which consistency was greatly improved.

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Emotional intelligence would probably thereafter have evolved slowly if it had not been for the science journalist Daniel Goleman, who was working on a book about social and emotional learning. Goleman entitled his book Emotional Intelligence, to reflect the work mentioned above. At the same time, he defined EI very broadly, in part, probably, so that the concept would cover the large number of studies he discussed. His lively popularization became an international best-seller and generated popular interest in the idea, and ultimately, further scientific interest in it as well. (Fernndez-Ballesteros)

It is further seen that the voters do not support candidates who appear too intellectual, as if they are out of touch with the common citizen. This is often the case in the United States presidential elections where candidates such as John Kerry, Mitt Romney, and Barack Obama were labeled as being too intellectual and professorial. This may shed light on the appeal of politicians who appear to be more like the common personLyndon B. Johnson, and George W. Bush, Eva Peron, and Sarah Palin, former Australian Prime Minister John Howard, and Cuba's Fidel Castro. We have noticed the same case with Sonia Gandhi who did not appeal but APJ Abdul Kalam and Mr. Modi have appealed people world over . In fact a small child in France said that she wanted to be a chai wala . This is the power of Emotional Intelligence.

Emotional intelligence is ones ability to deal with emotions. A number of key concepts are responsible for determining emotional intelligence. Emotional intelligence also helps to understand and define giftedness. Authors like Howard Gardner in his book published in 1983 titled Frames of Mind has drawn attention to the

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concept of multiple intelligences, which is critically relevant to a wide array of human functioning and performance, naming interpersonal and intrapersonal intelligence as an integral part of this concept. In addition, Robert Sternberg suggested, when describing practical intelligence in 1985, that intelligent functioning revolves around the ability to solve complex problems efficiently, effectively, and economically. Emotional Intelligence helps to solve problems with the use of emotional capability in interpersonal and intrapersonal milieu.

The rule of working world is fast changing. Management guru Gurucharan Das in one of the book signing functions at Delhi said It is important to hire people with right attitude rather than graduates from big B schools like Harvard, since attitude is more important than the names. People with high emotional intelligence are able to handle themselves and people who work around themselves.

Today the rules of the world of work are rapidly changing; a new yardstick is being used to judge people. This is not merely in terms of how smart you are or what your academic qualifications are or what your expertise is but also by how well you are able to handle yourself and others. This yardstick is increasingly applied in selecting and retrenching; who will be hired or fired, rejected or promoted. It is increasingly recognized that IQ may account for only about 20 per cent of a person's success in life. The remaining 80 per cent depends largely on a person's emotional intelligence (EQ). It is said that in the corporate world a person is recruited on the basis of IQ but promoted on the grounds of his/her EQ. Research conducted on EQ has revealed that people high on EQ are happier, healthier and more successful in their relationships. They strike a balance between emotion and reason,

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are aware of their own feelings, empathies and compassion. (Chauhan)

Scientific Basis for EI Theory The theory of emotional intelligence was developed by Peter Salovey, a psychologist at Yale University, and his colleague, John D. (Jack) Mayer, a psychologist at the University of New Hampshire. In a 1990 scientific publication, they defined EI as the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and action (Salovey and Mayer 1990, 189). Mayer and Salovey later revised their theory to focus more specifically on the intersection of emotion and thinking. This updated model, encompassing four broad, emotion-centered abilities, defined EI as the ability to perceive accurately, appraise, and express emotions; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge, and the ability to regulate emotions to promote emotional and intellectual growth (Mayer and Salovey 1997, 10). (Goethals, Sorenson and Burns, pp 723-727.)

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Chapter III Review of Research and Development in the

Subject

Hayden Richards It would appear as a common trait of managers running high-performance businesses not only operational intelligence is a necessity but also emotional intelligence as well. In April this year, a study by Six Seconds, the emotional intelligence network, demonstrated that business leaders with higher emotional capabilities enable higher performance. The research focused on AMADORI*, a supplier of McDonalds in Europe, and assessed links between emotional intelligence, individual performance, organizational engagement, and organizational performance. (Richards)

Quy Nguyen Huy Insead presents a multilevel theory of emotion and change, which focuses on attributes of emotional intelligence at the individual level and emotional capability at the organizational level. Emotional intelligence facilitates individual adaptation and change, and emotional capability increases the likelihood for organizations to realize radical change. He also presented a mesolevel framework relating emotion-attending behaviors to three dynamics of change: receptivity, mobilization, and learning. These behaviors, which he termed emotional dynamics, constitute the organization's emotional capability. He concludes that: organization members can either share the same authentic emotion or be required to display or act out a "legitimate" emotion in response to certain organizational events, such as the sudden death of the company's founder, which may trigger

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a radical change in the philosophy of the firm. These feeling rules and displaying or acting out of emotions all can be subsumed under emotional behaviors. Organizations are repositories of shared emotions that are also enacted in terms of visible emotion attending behaviors. These behaviors become organizational routines that enact cultural norms related to feelings about change (Schein, 1992). (Insead)

Jeffrey M. Conte finds Emotional intelligence measures vary widely in both their content and in their method of assessment. In particular, emotional intelligence measures tend to use a self-report personality-based approach, an informant approach, or an ability-based assessment procedure. In this paper, the measurement and psychometric properties of four of the major emotional intelligence measures (Emotional Competence Inventory, Emotional Quotient Inventory, Multifactor Emotional Intelligence Scale, Mayer-Salovey-Caruso Emotional Intelligence Test) are reviewed, the comparability of these measures is examined, and some conclusions and suggestions for future research on emotional intelligence measures are provided. He concludes that: In sum, serious concerns remain for all of the El measures, ranging from scoring concerns for ability-based El measures to discriminant validity concerns for self-report EI measures. Although ability-based El measures appear to be most promising, many unresolved issues remain even with them. Gowing (2001) notes that many El measures have been used for development, but that the trend is toward using them for selection as well. Managers and other organizational decision-makers should be wary of making this leap unless more rigorous discriminant, predictive and incremental validity evidence for El measures is shown. Although Mayer et al. (2003) have developed the most promising of the El measures, even they state that 'the applied use of El tests must proceed

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with great caution' (p. 104). After conducting this review of EI measures, I would have to agree. Nevertheless, I look forward to additional scientific investigations of the incremental validity of EI measures in predicting job performance and other work outcomes above the contribution of established predictors such as cognitive ability and Big Five personality dimensions. (Conte) In the first of two articles presenting the case for emotional intelligence in a point/counterpoint exchange, we present a brief summary of research in the field, and rebut arguments against the construct presented in this issue .We identify three streams of research:(1 ) a four-branch abilities test based on the model of emotional intelligence defined in Mayer and Salovey( 1997); (2) self-report instruments based on the Mayer-Salovey model; and( 3) commercially available tests that go beyond the Mayer-Salovey definition. In response to the criticisms of the construct, we argue that the protagonists have not distinguished adequately between the streams, and have inappropriately characterized emotional intelligence as a variant of social intelligence. More significantly, two of the critical authors assert incorrectly that emotional intelligence research is driven by a utopian political agenda, rather than scientific interest. We argue, on the contrary, that emotional intelligence research is grounded in recent scientific advances in the study of emotion specifically regarding the role emotion plays in organizational behavior. We conclude that emotional intelligence is attracting deserved continuing research interest as an individual difference variable in organizational behavior related to the way members perceive, understand, and manage their emotion. (ASHKANASY and DAUS) PETER J. JORDAN from Griffith University NEAL M. ASHKANASY The University of Queensland Business School CHARMINEE . J. HARTEL presented a model linking perceptions of

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job insecurity to emotional reactions and negative coping behaviors. Their model is based on the idea that emotional variables explain, in part, discrepant findings reported in previous research. In particular, we propose that emotional intelligence moderates employees' emotional reactions to job insecurity and their ability to cope with associated stress. In this respect, low emotional intelligence employees are more likely than high emotional intelligence employees to experience negative emotional reactions to job insecurity and to adopt negative coping strategies. They conclude that: emotional intelligence-an individual-difference variable may be a key factor in determining employees' responses to perceptions of job insecurity. We have argued also that perceptions of job insecurity lead to emotional reactions, including lowered affective commitment and increased job-related tension. These reactions, in turn, result in negative coping behaviors that can affect individual performance. In our model emotional intelligence moderates the effects of perceptions of job insecurity on emotional reactions, and it also moderates the effects of emotional reactions on behavioral strategies. Thus, an understanding of the effects of employees' emotional intelligence may need to be incorporated in future models of organizational behavior, especially in these days of rapid change and attendant job insecurity. (Jordan, Ashkanasy and Hartel)

Peter Salovey and Daisy Grewal from Yale University: provide an overview of research on emotional intelligence. Although it has been defined in many ways, we focus on the four-branch model by Mayer and Salovey (1997), which characterizes emotional intelligence as a set of four related abilities: perceiving, using, understanding, and managing emotions. The theory provides a useful framework for studying individual differences in abilities related to processing emotional information. Despite measurement obstacles, the evidence

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in favor of emotional intelligence is accumulating. Emotional intelligence predicts success in important domains, among them personal and work relationships. They come to the conclusion that: future researchers will need to address more fully the potential impact? positive and negative? of instituting emotional-intelligence training programs. Although such programs appear to offer the possibilities of tackling major social problems, from obesity to school violence, we must caution re searchers that the same problems that face any application of basic science to real-world settings also apply to emotional intelligence. The curricula of programs aimed at increasing emotional intelligence should be empirically-based. Rather than a panacea for all human problems, emotional intelligence is a set of abilities that can be applied in prosocial or antisocial ways. Simply developing the skills of emotional intelligence may not prove fruitful unless we also implement interventions that address the contextual and motivational factors affecting the use of these skills. A careful application of the scientific basis of emotional intelligence holds promise in affecting the lives of schoolchildren, workers, and family members. (Salovey and Grewal)

Sanjay Singh states : Stress is an inevitable outcome of modern day complex life in organizations and needs to be experienced at an optimal level, which depends upon person's characteristics, for making life meaning-ful and productive. This does not happen most of the times in organizational lives as demands and expectations from inside and outside the organization keep on constantly changing. Researches across the globe have found the relevance of emotional intelligence of the employees which act as a moderator vis-?-vis perception of job stress. This paper is an attempt to meta analyze available research findings and develop a framework to be used by the industry practitioners. The conceptual model based on research

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literature is assumed to fill-in the gap and also to address the organizational concerns. He concludes that: The making of global economy has in it some undesired offerings as well for the humanity at workplace but those who have well developed emotional competencies may have advantage over others to better manage people, relationships, roles, etc. for their own psychological wellbeing as well as organizational productivity. As it has been said in the previous section, the emotional competencies are not innate but acquired abilities which can be nurtured in the human resources over a period of time. At the same time, the humanity in organization with developed emotional competencies may not remain same for long until and unless it is maintained and sustained through specifically designed training programs at a regular interval. It is contended that one cannot make organization free from 'stress' but leveraging the benefits of emotional intelligence competencies can make both personal and professional, lives psychologically healthy. The organizations around the globe have started to give due importance to making executives emotionally competent through different training and developmental programs but the emphasis towards it needs to be augmented. (Singh)

Stphane Ct and Christopher T. H. Miners examined how emotional intelligence and cognitive intelligence are associated with job performance. We develop and test a compensatory model that posits that the association between emotional intelligence and job performance becomes more positive as cognitive intelligence decreases. We report the results of a study in which employees completed tests of emotional intelligence and cognitive intelligence, and their task performance and organizational citizenship behavior were assessed by their supervisors. Hypotheses from the model were supported for task performance and organizational citizenship

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behavior directed at the organization, but not for organizational citizenship behavior directed at individuals. We discuss the theoretical implications and managerial ramifications of our model and findings. According to him the results prove that: The common belief that: organizations that attract and retain the smartest people will have a competitive advantage, because cognitive intelligence helps workers to process increasingly technical and large amounts of information (Schmidt and Hunter, 1998, 2000; Michaels, Handfield-Jones, and Axelrod, 2001). Our results showing that emotional intelligence compensates for low cognitive intelligence suggest that this common belief represents just one approach to building a successful organization. Organizations can also be successful if they attract and retain people who have high emotional intelligence. (Ct and Mihners)

Judith L. Irvin and Tommye Lou Richardson Emotional intelligence can be nurtured in young adolescents by teaching them coping skills, how to acquire and use information, how to work with others, and how to manage personal growth. Concludes that : Activities that involve students in common work place ethics and enable students to identify, organize, plan, and allocate resources like time and money are also important activities for transition success. These activities are not necessarily designed to teach emotional intelligence directly, but they have components of emotional intelligence that many teachers simply intuitively teach. Emotional intelligence is a characteristic that can be nurtured and developed in a person. Teachers and other adults need to gain more information about emotional intelligence and through their influence develop emotional intelligence in the children. Teaching young adolescents how to use coping strategies, how to acquire and use information, how to work with others, and how to

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manage personal growth are components necessary for transition success. Ironically, these skills are also components of emotional intelligence. (Irvin and Richardson) Employers need to recognize the constant challenge many employees face in balancing work and family. Recruiting and retaining top workers is essential to the success of the organization; thus, it behooves employers to understand the variables associated with the effective management of the work-family conflict. The primary purpose of this study was to gain further insight into the effect that work-family conflict has on one's well-being, by introducing a dispositional variable, Emotional Intelligence, into the equation. The results provide an avenue to explore that attempts to shed some light on the opposing views in the work-family conflict literature, namely the depletion and the enrichment hypotheses. The results of this study support the finding that possession of Emotional Intelligence will act as a protector variable of one's well-being in the face of work-family conflict. In other words, Emotional Intelligence interacts with work-family conflict to predict one's well-being. (Lenaghan, A. Buda and B.)

Zahra et.al.(2012) found the relationship between emotional intelligence and job self-efficacy in research courses among 200 Tehran physical education teachers. Bar-On, Emotional and Self efficacy job questionnaires were used to evaluate the teachers attitudes. The results demonstrated a significant relationship between emotional awareness, empathy and self-efficacy. (Abdolvahabi and Bagheri Sara) Emotional Intelligence is very important for language students. Communication is not a dry field but, a very electrifying field full of emotions and feelings.

Greg feels that: The art of conversation, of listening attentively and weighing each response, is not a universal gift, any more than any

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other skill. If it becomes possible to hone ones conversational skills with a computerdiscovering your strengths and weaknesses while enjoying a chat with a character that is no less interesting for failing to existthat might well lead to better conversations with fellow humans. (Greg) ******

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Chapter IV Significance and Status of the Study

International Status: Zahra et.al.(2012) found the relationship between emotional intelligence and job self-efficacy in research courses among 200 Tehran physical education teachers. Bar-On, Emotional and Self efficacy job questionnaires were used to evaluate the teachers attitudes. The results demonstrated a significant relationship between emotional awareness, empathy and self-efficacy.

National Status : Review of literature was done to report the studies related to Level of Emotional Intelligence among teachers of Private educational institutions. Following studies examined the underlying phenomena of Emotional Intelligence in various professions, organizations and sectors. Review provided a foundation to identify the research gap for the present study. Mondal, N.K., Paul, P.K and Bandopadhyay.A (2012) analyzed the nature and extent of emotional intelligence among secondary level schools teachers of Burdwan district in west Bengal (India). 300 teachers in urban and rural areas encompassing different gender, age, teaching experience, qualification and training were taken for the study. The results revealed that few demographic factors positively impacted on the level of teachers emotional intelligence while some were not significant. Akomolafe (2011) made an attempt to study the interactive and relative effect of Emotional Intelligence and locus of control on burnout among the secondary school teachers and has suggested that secondary school teachers should be managed by capable and qualified counselors for the desired results to be achieved. Krishnamurthy and Varalakshmi (2011) conducted a study to know the emotional intelligence of employees working in

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educational institution. A sample size of 200 teaching and non-teaching staff was taken for study on the basis of demographic factors. Questionnaires were designed in five segments consists of personal information, adaptability, assertiveness, emotional management, self-esteem and relationship of respondents. The result revealed that the improvement in emotional intelligence would increase the motivation and effectiveness of the employee. A similar study was conducted to identify the level of emotional intelligence among the teachers Edannur, S (2010) assessed the emotional intelligence level of teachers educators of Barak valley region in the Indian state of Assam(India). The result showed that the group under study possessed average emotional intelligence. The gender and locality of the teacher educators did not make any differential influence on their emotional intelligence.

Focus of the Study :The study will focus on identifying the phenomena related to emotional intelligence among teachers at private educational institutions in Maharashtra. It helps to establish social relationships and managing emotions in others. The teachers who have high emotional intelligence communicate with constructive goal in mind and control his or her emotions carefully more than reacting to situation on the basis of impulse generated by emotion generated event. This may help the private educational institutions to initiate some change in work environment so as to increase the level of emotional intelligence among the teachers at work place.

******

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Chapter V

Why is Emotional Intelligence Important?

Emotional Intelligence is very important since working with people does not mean working with machines but with emotions.

Language students are required to be aware of the finer nuances of language more than the technicalities of the language. Finer nuances can only be developed through proper implementation of right Emotional Intelligence. The dual combination of EI and ELT helps develop better social skills by enhancing empathy for other person. One has to interact and communicate at various levels with family, friends, colleagues, neighbours, superiors, juniors, business associates, and strangers. Communication can make or mar relationship or a business deal. Use of right expression in communication comes only through proper use of Emotional Intelligence. A person who is charged with appropriate EQ is expressive, enthusiastic, socially convivial and has empathy for others. EI is an integral part of ones life.

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Fig 4 : Emotional Intelligence is caring for others. (Deutschendorf)

No one cares how much you know, until they know how much you care Theodore Roosevelt

When people collaborate on work front to work on any project they work not only on dry soil but moist full of emotions. Emotions determine the ambience at workplace and success of any project.

Daniel Goleman has shown that organizations and employees who respect emotional intelligence and practice Emotional Quotient are better in decision making , are more productive in work and get better results. For example a survey by Hay group found that 44 of Fortune 500 companies had salespeople with high EQ who produced double the revenue of others performing at or below average. In another study, technical programmers who were in the top 10% of emotional intelligence competency developed software 3 times faster than those with lower EQ.

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EQ Competencies that Correlate to Workplace Success Mike Poskey outlines a set of five emotional Intelligence competencies which help to achieve target more than technical skills, cognitive ability, and standard personality traits combined.

Social Competencies:

Competencies that Determine How We Handle Relationships

Intuition & Empathy: Our awareness of others feelings, needs, and concerns. This competency is important in the workplace for the following reasons.

-Understanding others: an intuitive sense of others feelings and perspectives, and showing an active interest in their concerns and interests

-Customer service orientation: the ability to anticipate, recognize, and meet customers needs

-People development: ability to sense what others need in order to grow, develop, and master their strengths

-Leveraging diversity: cultivating opportunities through diverse people

Political Acumen & Social Skills: Our adeptness at inducing desirable responses in others. This competency is important in the workplace for the following reasons.

- Influencing: using effective tactics and techniques for persuasion and desired results - Communication: sending clear and convincing messages that are understood by others - Leadership: inspiring and guiding groups of people - Change catalyst: initiating and/or managing change in

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the workplace - Conflict resolution: negotiating and resolving disagreements with people - Building bonds: nurturing instrumental relationships for business success - Collaboration and cooperation: working with coworkers and business partners toward shared goals - Team capabilities: creating group synergy in pursuing collective goals

Personal Competencies-Competencies that Determine How We Manage Ourselves

Self Awareness: Knowing ones internal states, preferences, resources, and intuitions. This competency is important in the workplace for the following reasons.

Emotional awareness: recognizing ones emotions and their effects and impact on those around us Accurate self-assessment: knowing ones strengths and limits Self-confidence: sureness about ones self-worth and capabilities Self-Regulation: Managing ones internal states, impulses, and resources. This competency is important in the workplace for the following reasons.

Self-control: managing disruptive emotions and impulses Trustworthiness: maintaining standards of honesty and integrity Conscientiousness: taking responsibility and being accountable for personal performance Adaptability: flexibility in handling change Innovation: being comfortable with an openness to novel ideas, approaches, and new information

Self -Expectations & Motivation: Emotional tendencies that guide or facilitate reaching goals. This competency is important in the workplace for the following reasons.

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Achievement drive: striving to improve or meet a standard of excellence we impose on ourselves Commitment: aligning with the goals of the group or organization

Initiative: readiness to act on opportunities without having to be told

Optimism: persistence in pursuing goals despite obstacles and setbacks

He further gives example of the following success stories:

A Fortune 500 company in financial services proved that their high EQ salespeople produced 18 percent more than the lower EQ salespeople. One recent study conducted by a Dallas corporation measured that the productivity difference between their low scoring emotional intelligence employees and their high scoring emotional intelligence employees was 20 times. A Texas-based Fortune 500 Company had utilized personality assessments for candidate selection for years with little results in reducing turnover in their high turnover sales force. After turning to an emotional intelligence-based selection assessment and EQ training and development program, they increased retention by 67 percent in the first year, which they calculated added $32 million to their bottom line in reduced turnover costs and increased sales revenues. A large metropolitan hospital reduced their critical care nursing turnover from 65 percent to 15 percent within 18 months of implementing an emotional intelligence screening assessment. A community bank that reduced staff by 30 percent due to the sluggish economy assessed the remaining workforce for their emotional intelligence competencies, placed them in the right role for those competencies, and the bank is now producing more with less people. (Poskey)

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Fig 4: Job Performance and EQ (Poskey)

It is observed that organizations with High Emotional Quotient have lesser attrition rate. Employees and companies who exercise higher Emotional Quotient are more successful and productive. They are more dedicated and involved individuals and better teams and are more fruitful and passionate towards their organization.

Employees with low IQ are a source of problem and Unmet emotional needs cause the majority of problems at work.-EQI.org

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It is rightly said that: People see what they want to see.-Red Barber

Increasing emotional intelligence helps great deal in making companies and employees more successful and inspired. A low level of Emotional Quotient reduces work potential and has adverse effect. Organizations with lower levels of EQ leaders and employees do not encourage each other and are not good at building confidence or inspiring. They promote failure of their teams and hamper relationships with others, and lack ability to properly handle incongruity, destroying relationship, generating negative emotions building constant fear and a lack of veneration both of which are seriously injurious buzz kills to motivation and productivity.

Methods to become aware of Emotional Intelligence Quotient

Goleman has suggested a questionnaire to evaluate emotional intelligence. The Yes or No will provide a clue to ones Emotional Intelligence Quotient .

a. Do you know both your strengths and weaknesses? b. Professionally, can you be depended on to take care

of details? c. Do you hate letting things slide? d. Are you motivated by the satisfaction of meeting

your own standards of excellence? e. Do you often act or feel optimistic, even when

things go wrong? f. Can you see things from another persons point of

view easily and seem to get a sense of what matters to them?

g. Do you often find win-win solutions in negotiations and conflicts?

h. Do you enjoy collaborating with others? i. Are you persuasive when you feel passionate or

motivated about something? (Goleman)

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Methods to improve Emotional Intelligence Quotient :

1. Socializing is a part of it. Businesses and employees in the workplace spend an incredible amount of time in meetings, or group-like forums. Be motivated and productive in your approach to these functions.

2. Plan things. Even a simple mental plan is better than doing something without thinking it through. Identify the skills and time needed to get results. Plan ahead, plan in detail, and proceed with confidence.

3. Encourage others. Part of being enthusiastic is encouraging those you work with. Get fellow employees to share information and contribute to team decision-making.

4. Up your awareness. Goleman wrote that the key to understanding others is having an awareness of the emotional components at work in professional relationships and teams.

5. Be a great listener. If your EQ could use some improvement, try listening more. Think of things you can do to be a better listener. In essence, practicing higher emotional intelligence involves recognizing patterns in the thinking and decisions of others, as well as your own. (Poskey)

Employees with higher EQ have higher empathy and are better communicators. They build better relationship and create positive ambience. They are able to resolve conflicts and are flexible. They are able to handle conflicts successfully. They generate positive vibes and create healthy work environment based on love and respect for each other. They are team workers and are able to handle change easily. It is highly essential for employees to become in the words of Dr. Goleman, emotional matured.

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It is essential for organizations to recognize the importance of Emotional Intelligence.

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CHAPTER VI Conclusion

The sample size selected was 35 for each category. The total sample size was 595 ( Appendix 1). Teachers from 10 different categories were taken and their Emotional Intelligence was measured through the use of Schuttle EI scale ( Appendix 2).

Sr. No Category Sample Size

9 Insurance Bank Manager

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10 Bank Manager 35 11 Law 35 12 Researcher 35 13 M A Students 35 14 B. Tech Students 35 15 MBA Students 35 16 MSW Students 35 17 Engineering Students 35

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The questionnaire had 33 questions to measure Emotional Intelligence.

Graph showing the answers given by the respondents

Teachers: The interpretation of questionnaire showed that teachers from Arts faculty in Bengal a few exceptional arts teachers have high Emotional quotient which reaches up to 140, which is the highest as compared to all categories, but, the rest of Bengal arts teachers are close to 76. Maharashtra Arts Teachers Emotional quotient is at 124 followed by Management teachers which are at 102. Bengal science teachers Emotional Intelligence lies between 75 and 94. The lowest is for Andhra Arts teachers which are at 42 .The average value for European teachers work out around 86 points which happens to be the same as that of B. Tech teachers from India which is around 86. Engineering college teacher reaches up to 82.

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Graph Showing EQ Level in Teachers Category

Other: The other category bar graph reflects that highest EQ is for Insurance Managers which reaches up to 117 though the lowest is 38 . Bank managers falls in the range of 57 to 90 Lawyers have shown the EQ in the range of 60 to 85. Researchers range is between 48 and 81. This proves that even other sector category needs training in EQ since their EQ is also below the prisoners.

Graph Showing EQ level in other category

Students : The graph shows that the EQ range for MSW students is 83 to 130 , whereas for MA students is 55 to 122. Further B.Tech students EQ lies in the range of 53 to 109. MBA student reflected the EQ in the range of 58 to 102. Engineering students EQ was also very poor which was between 59 and 92. This shows that the students of all category are poor in EQ levels and need training to improve since their EQ lies even below that of prisoners. Students scoring 130 and 122 are exceptions as most of them have low EQ levels.

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Graph Showing EQ level in Students category

In fine, as per the measurement from Schuttle scale a couple of Bengal arts teachers are an exception and thus proves the hypothesis that trends in Emotional Intelligence is declining in India Bangladesh and Europe For categories like Maharashtra Arts teachers it is close to the prisoners as shown by Schuttle and for all other categories it is even shockingly lower.

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