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Term paper On MANAGEMEN T PRACTICES AND

oRGANISATIONAL BEHAVIOUR

TOPIC; - EMOTIONAL INTELLIGENCE

Batch 2010-12

SUBMITTED TO SUBMITTED BY

MR.Vikram KATYAL Afifa NAZIM YASMEEN

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Rs1002, A68

INDEX

1.Preface

2.Acknowledgement

3.Introduction

4.Objectives of study

5.Different models of emotional intelligence

6.Literature review

7.Methodology :-sources of data

8.Analysis

9.Conclusion

10.Research and Bibliography

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PREFACE

AS MBA Degree requires equal attention practical as well as theoretical aspect of the business,various problems are to be dealt with in these courses, that is why research programs are there togive deep as well as through knowledge of the subjects.

WE have attempted to live up these requisites while preparing this term paper. It is part of professional courses. With the help of term paper we can able to understand the deep knowledgeabout the specific topic assign to us.

During our project work I observed some of the behind the DUMPING-BOON OR BANE.

It is hoped that this report meets the given expectations and various requirement of the research

ACKNOWLEDGEMENT

I take this opportunity to present my votes of thanks to all those guidepost who really acted aslightening pillars to enlighten our way throughout this project to

successful and satisfactory completion of this study.

We are really grateful to our HOD for providing us with an opportunity to undertake this project in this university and providing us with all the facilities. We are highly thankful toMR. VIKRAM KATYAL SIR for his active support, valuable time and advice, whole-hearted guidance, sincere cooperation and pains-taking involvement during the study and incompleting the assignment of preparing the said project within the time stipulated.

Lastly, We are thankful to all those, particularly the various friends , who have beeninstrumental in creating proper, healthy and conductive environment and including new andfresh innovative ideas for us during the project, their help, it would have been extremelydifficult for us to prepare the project in a time bound framework.

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INTRODUCTION

Emotional intelligence (EI) describes the ability, capacity, skill or, in the case of the trait EI

model, a self-perceived ability to identify, assesses, and controls the emotions of one's self, of others, and of groups. Different models have been proposed for the definition of EI anddisagreement exists as to how the term should be used. Despite these disagreements, which areoften highly technical, the ability EI and trait EI models (but not the mixed models) enjoy supportin the literature and have successful applications in different domains.

The earliest roots of emotional intelligence can be traced to Darwin's work on the importance of emotional expression for survival and second adaptation. In the 1900s, even though traditionaldefinitions of intelligence emphasized cognitive aspects such as memory and problem-solving,several influential researchers in the intelligence field of study had begun to recognize the

importance of the non-cognitive aspects. For instance, as early as 1920, E.L. Thorndike used theterm social intelligence to describe the skill of understanding and managing other people.

Similarly, in 1940 David Wechsler described the influence of non-intellective factors onintelligent behavior, and further argued that our models of intelligence would not be completeuntil we can adequately describe these factors. In 1983, Howard Gardner's Frames of Mind: TheTheory of Multiple Intelligences introduced the idea of multiple intelligences which included

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both Interpersonal intelligence (the capacity to understand the intentions, motivations and desiresof other people) and Intrapersonal intelligence (the capacity to understand oneself, to appreciateone's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such asIQ, fail to fully explain cognitive ability. Thus, even though the names given to the conceptvaried, there was a common belief that traditional definitions of intelligence are lacking in abilityto fully explain performance outcomes.

The first use of the term "emotional intelligence" is usually attributed to Wayne Payne's doctoralthesis, A Study of Emotion: Developing Emotional Intelligence from 1985. However, prior tothis, the term "emotional intelligence" had appeared in Leuner (1966). Greenspan (1989) also putforward an EI model, followed by Salovey and Mayer (1990), and Goleman (1995). Thedistinction between trait emotional intelligence and ability emotional intelligence was introducedin 2000

As a result of the growing acknowledgement by professionals of the importance and relevance of

emotions to work outcomes. the research on the topic continued to gain momentum, but it wasn'tuntil the publication of Daniel Goleman's best seller Emotional Intelligence: Why It Can Matter More Than IQ that the term became widely popularized Nancy Gibbs' 1995 Time magazinearticle highlighted Goleman's book and was the first in a string of mainstream media interest inEI

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OBJECTIVES OF STUDY

Main objectives of studying about Emotional Intelligence is to study about the following

Emotional Intelligence

Models of Emotional Intelligence

Measurement of models of Emotional Intelligence

What Is Emotional Intelligence?

People vary in their ability to understand and control their feelings and the emotions of others.Those who are able to do this well are said to have high levels of Emotional Intelligence (EQ).For leaders, the benefits of developing EQ are numerous. They include reduced stress levels,increased political skills and greater personal influence.

• Understanding the theory of EQ, will help you become a better leader. Emotionalintelligence determines how you handle yourself and others.

• If you have high emotional intelligence, you can accurately read the facial, verbal and physical cues that reveal how others feel. You can also detect shifts in your own state – andchange it if you need to.

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• The term "emotional intelligence" was first coined by John Mayer and Peter Salovey in1990. However, the person most commonly associated with the term emotional intelligence is the

New York writer, Daniel Goleman. Around 1994 and early 1995 he was planning to write a book about "emotional literacy." In his reading, he came upon the work of Mayer and Salovey. Henamed his book 'Emotional Intelligence' and brought the term into popular speech.

• Daniel Goleman estimates that EQ underpins to 85% of your success in life and business.That's why you need to develop it. Essentially, EQ consists of four elements. These define your ability to monitor and manage emotions in both yourself and others. They are:

1. Awareness of others

This is the ability to identify emotions in faces, music, and stories. It is an essential component of the skills underlying empathy and rapport-building. Having certainty about your feelings givesyou more control of your life.

2. Awareness of self

This involves relating emotions to other mental sensations like self-talk and internal pictures. It isused to recognize links between our feelings and processes such as reasoning and problemsolving. People with this skill are more productive and effective.

3. Relationship Management

This helps us understand the implications of social acts for emotions. It is essential if we are to

regulate emotion in ourselves and in others.

4. Self-Management

This is the ability to solve emotional problems and to know which emotions are similar, or opposites. Doing this helps us link emotional reactions to external triggers and then to removeun-resourceful "anchors." This is an essential skill for leaders and managers.

DEFINING EMOTIONAL INTELLIGENCE MODEL

Substantial disagreement exists regarding the definition of EI, with respect to both terminologyand operationalizations. There has been much confusion regarding the exact meaning of thisconstruct. The definitions are so varied, and the field is growing so rapidly, that researchers areconstantly re-evaluating even their own definitions of the construct. At the present time, there arethree main models of EI.

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MODELS OF EMOTIONAL INTELLIGENCE

THE ABILITY INTELLIGENCE MODEL

• Salovey and Mayer's conception of EI strives to define EI within the confines of thestandard criteria for a new intelligence. Following their continuing research, their initialdefinition of EI was revised to "The ability to perceive emotion, integrate emotion to facilitatethought, understand emotions and to regulate emotions to promote personal growth."

• The ability-based model views emotions as useful sources of information that help one tomake sense of and navigate the social environment. The model proposes that individuals vary intheir ability to process information of an emotional nature and in their ability to relate emotional

processing to a wider cognition. This ability is seen to manifest itself in certain adaptive behaviors. The model claims that EI includes four types of abilities:

• Perceiving emotions – the ability to detect and decipher emotions in faces, pictures,voices, and cultural artifacts—including the ability to identify one's own emotions. Perceiving

emotions represents a basic aspect of emotional intelligence, as it makes all other processing of emotional information possible.

• Using emotions – the ability to harness emotions to facilitate various cognitive activities,such as thinking and problem solving. The emotionally intelligent person can capitalize fullyupon his or her changing moods in order to best fit the task at hand.

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• Understanding emotions – the ability to comprehend emotion language and to appreciatecomplicated relationships among emotions. For example, understanding emotions encompassesthe ability to be sensitive to slight variations between emotions, and the ability to recognize anddescribe how emotions evolve over time.

• Managing emotions – the ability to regulate emotions in both ourselves and in others.Therefore, the emotionally intelligent person can harness emotions, even negative ones, andmanage them to achieve intended goals.

• The ability EI model has been criticized in the research for lacking face and predictivevalidity in the workplace

MEASURMENT OF THE ABILITY EMOTIONAL INTELLIGENCE MODEL

• Different models of EI have led to the development of various instruments for theassessment of the construct. While some of these measures may overlap, most researchers agreethat they tap slightly different constructs. The current measure of Mayer and Shalvey’s model of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is based on a series of emotion-based problem-solving items Consistent with the model's claim of EI as a type of intelligence, the test is modeled on ability-based IQ tests. By testing a person's abilities on eachof the four branches of emotional intelligence, it generates scores for each of the branches as wellas a total score.

• Central to the four-branch model is the idea that EI requires attunement to social norms.Therefore, the MSCEIT is scored in a consensus fashion, with higher scores indicating higher overlap between an individual's answers and those provided by a worldwide sample of respondents. The MSCEIT can also be expert-scored, so that the amount of overlap is calculated

between an individual's answers and those provided by a group of 21 emotion researchers

• In a study by Follesdal, the MSCEIT test results of 111 business leaders were comparedwith how their employees described their leader. It was found that there were no correlations

between a leader's test results and how he or she was rated by the employees, with regard toempathy, ability to motivate, and leader effectiveness. Follesdal also criticized the Canadiancompany Multi-Health Systems, which administers the MSCEIT test. The test contains 141questions but it was found after publishing the test that 19 of these did not give the expectedanswers. This has led Multi-Health Systems to remove answers to these 19 questions beforescoring, but without stating this officially.

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MIXED MODEL OF EMOTIONAL INTELLIGENCE

• The model introduced by Daniel Goleman focuses on EI as a wide array of competenciesand skills that drive leadership performance. Goleman's model outlines four main EI constructs:

• Self-awareness – the ability to read one's emotions and recognize their impact while usinggut feelings to guide decisions.

• Self-management – involves controlling one's emotions and impulses and adapting tochanging circumstances.

• Social awareness – the ability to sense, understand, and react to others' emotions whilecomprehending social networks.

• Relationship management – the ability to inspire, influence, and develop others whilemanaging conflict.

• Goleman includes a set of emotional competencies within each construct of EI. Emotionalcompetencies are not innate talents, but rather learned capabilities that must be worked on andcan be developed to achieve outstanding performance. Goleman posits that individuals are bornwith a general emotional intelligence that determines their potential for learning emotionalcompetencies. Goleman's model of EI has been criticized in the research literature as mere "pop

psychology".

MEASURMENT OF MIXED EI MODEL

Two measurement tools are based on the Goleman model:

• The Emotional Competency Inventory (ECI), which was created in 1999, and theEmotional and Social Competency Inventory (ESCI), which was created in 2007.

The Emotional Intelligence Appraisal, which was created in 2001 and which can be taken as aself-report or 360-degree assessment

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THE BAR-ON MODEL OF EMOTIONAL SOCIAL INTELLIGENCE (ESI)

• Bar-On defines emotional intelligence as being concerned with effectively understandingoneself and others, relating well to people, and adapting to and coping with the immediatesurroundings to be more successful in dealing with environmental demands. Bar-On posits thatEI develops over time and that it can be improved through training, programming, and therapy.

• Bar-On hypothesizes that those individuals with higher than average EQs are in generalmore successful in meeting environmental demands and pressures. He also notes that a deficiencyin EI can mean a lack of success and the existence of emotional problems. Problems in copingwith one's environment are thought, by Bar-On, to be especially common among thoseindividuals lacking in the subscales of reality testing, problem solving, stress tolerance, andimpulse control.

• In general, Bar-On considers emotional intelligence and cognitive intelligence tocontribute equally to a person's general intelligence, which then offers an indication of one's

potential to succeed in life. However, doubts have been expressed about this model in theresearch literature (in particular about the validity of self-report as an index of emotionalintelligence) and in scientific settings it is being replaced by the trait emotional intelligencemodel discussed below

MEASURMENT OF EMOTIONAL SOCIAL INTELLIGENCE MODEL (ESI)

• The Bar-On Emotional Quotient Inventory is a self-report measure of EI developed as ameasure of emotionally and socially competent behavior that provides an estimate of one'semotional and social intelligence. The EQ-I is not meant to measure personality traits or cognitive capacity, but rather the mental ability to be successful in dealing with environmentaldemands and pressures. One hundred and thirty three items (questions or factors) are used toobtain a Total EQ (Total Emotional Quotient) and to produce five composite scale scores,corresponding to the five main components of the Bar-On model. A limitation of this model isthat it claims to measure some kind of ability through self-report items (for a discussion, seeMatthews, Zeidner, & Roberts, 2001). The EQ-I has been found to be highly susceptible tofaking.11 | P a g e



. THE TRAIT EMOTIONAL INTELLIGENCE MODEL

• Petrides et al proposed a conceptual distinction between the ability based model and atrait based model of EI. Trait EI is "a constellation of emotion-related self-perceptions located atthe lower levels of personality". In lay terms, trait EI refers to an individual's self-perceptions of their emotional abilities. This definition of EI encompasses behavioral dispositions and self

perceived abilities and is measured by self report, as opposed to the ability based model whichrefers to actual abilities, which have proven highly resistant to scientific measurement. Trait EIshould be investigated within a personality framework. An alternative label for the sameconstruct is trait emotional self-efficacy.

• The trait EI model is general and subsumes the Goleman and Bar-On models discussedabove. Petrides et al. are major critics of the ability-based model and the MSCEIT arguing thatthey are based on "psychometrically meaningless" scoring procedures.

• The conceptualization of EI as a personality trait leads to a construct

• That lies outside the taxonomy of human cognitive ability. This is an important distinctionin as much as it bears directly on the operationalization of the construct and the theories andhypotheses that are formulated about.

MEASURMENT OF TRAIT EI MODEL

• There are many self-report measures of EI, including the EQ-i, the Swinburne UniversityEmotional Intelligence Test (SUEIT),the Schulte EI model, none of these assess intelligence,abilities, or skills but rather, they are limited measures of trait emotional intelligence One of the

more comprehensive and widely researched measures of this construct is the Trait EmotionalIntelligence Questionnaire which is an open-access measure that was specifically designed tomeasure the construct comprehensively and is currently available in many languages.

• The TEIQue provides an operationalization for Petridis and colleagues' model thatconceptualizes EI in terms of personality. The test encompasses 15 subscales organized under four factors: Well-Being, Self-Control, Emotionality, and Sociability. The psychometric

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properties of the TEIQue were investigated in a study on a French-speaking population, where itwas reported that TEIQue scores were globally normally distributed and reliable.

• The researchers also found TEIQue scores were unrelated to nonverbal reasoning(Raven's matrices), which they interpreted as support for the personality trait view of EI (as

opposed to a form of intelligence). As expected, TEIQue scores were positively related to someof the Big Five personality traits (extraversion, agreeableness, openness, conscientiousness) aswell as inversely related to others (alexithymia, neuroticism). A number of quantitative geneticstudies have been carried out within the trait EI model, which have revealed significant geneticeffects and heritability’s for all trait EI scores.

• Two recent studies (one a meta-analysis) involving direct comparisons of multiple EI testsyielded very favorable results for the TEIQue.

EMOTIONAL INTELLIGENCE CAN NOT BE RECOGNIZED AS A FORM OFINTELLIGENCE

Goleman's early work has been criticized for assuming from the beginning that EI is a type of intelligence. Eysenck writes that Goleman's description of EI contains assumptions aboutintelligence in general, and that it even runs contrary to what researchers have come to expectwhen studying types of intelligence:

"[Goleman] exemplifies more clearly than most the fundamental absurdity of the tendency toclass almost any type of behavior as’ intelligence’... If these five 'abilities' define 'emotionalintelligence', we would expect some evidence that they are highly correlated; Goleman admitsthat they might be quite uncorrelated, and in any case if we cannot measure them, how do weknow they are related? So the whole theory is built on quicksand: there is no sound scientific

basis."

Similarly, Locke claims that the concept of EI is in itself a misinterpretation of the intelligenceconstruct, and he offers an alternative interpretation: it is not another form or type of intelligence,

but intelligence—the ability to grasp abstractions—applied to a particular life domain: emotions.He suggests the concept should be re-labeled and referred to as a skill.

The essence of this criticism is that scientific inquiry depends on valid and consistent constructutilization, and that in advance of the introduction of the term EI, psychologists had establishedtheoretical distinctions between factors such as abilities and achievements, skills and habits,attitudes and values, and personality traits and emotional states The term EI is viewed by some ashaving merged and conflated accepted concepts and definitions.

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EMOTIONAL INTELLIGENCE HAS NO SUBSTANTIAL PREDICTIVE VALUE

Landy has claimed that the few incremental validity studies conducted on EI have demonstratedthat it adds little or nothing to the explanation or prediction of some common outcomes (mostnotably academic and work success). Landy proposes that the reason some studies have found asmall increase in predictive validity is in fact a methodological fallacy—incomplete considerationof alternative explanations:

"EI is compared and contrasted with a measure of abstract intelligence but not with a personalitymeasure, or with a personality measure but not with a measure of academic intelligence." Landy

In accordance with this suggestion, other researchers have raised concerns about the extent towhich self-report EI measures correlate with established personality dimensions. Generally, self-report EI measures and personality measures have been said to converge because they both

purport to measure personality traits. Specifically, there appear to be two dimensions of the BigFive that stand out as most related to self-report EI – neuroticism and extraversion. In particular,neuroticism has been said to relate to negative emotionality and anxiety. Intuitively, individualsscoring high on neuroticism are likely to score low on self-report EI measures.

The interpretations of the correlations between EI questionnaires and personality have beenvaried, with the trait EI view that re-interprets EI as a collection of personality traits being

prominent in the scientific literature.

ABILIYY EMOTIONAL INTELLIGENCE MEASURES ARE MEASURINGCONFORMITY, NOT ABILITY 1

• One criticism of the works of Mayer and Salovey comes from a study by Roberts et al.which suggests that the EI, as measured by the MSCEIT, may only be measuring conformity.This argument is rooted in the MSCEIT's use of consensus-based assessment, and in the fact that

scores on the MSCEIT are negatively distributed (meaning that its scores differentiate between people with low EI better than people with high EI).

Ability EI measures are measuring knowledge (not actual ability)

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Further criticism has been offered by Brody who claimed that unlike tests of cognitive ability, theMSCEIT "tests knowledge of emotions but not necessarily the ability to perform tasks that arerelated to the knowledge that is assessed". The main argument is that even though someoneknows how he should behave in an emotionally laden situation, it doesn't necessarily follow thathe could actually carry out the reported behavior.

Self-report measures are susceptible to faking good

More formally termed socially desirable responding (SDR), faking good is defined as a response pattern in which test-takers systematically represent themselves with an excessive positive bias(Paulhus, 2002). This bias has long been known to contaminate responses on personalityinventories (Holtgraves, 2004; McFarland & Ryan, 2000; Peebles & Moore, 1998; Nichols &Greene, 1997; Zerbe & Paulhus, 1987), acting as a mediator of the relationships between self-report measures (Nichols & Greene, 1997; Gangster et al., 1983).

It has been suggested that responding in a desirable way is a response set, which is a situationaland temporary response pattern (Pauls & Crost, 2004; Paulhus, 1991). This is contrasted with aresponse style, which is a more long-term trait-like quality. Considering the contexts some self-report EI inventories are used in (e.g., employment settings), the problems of response sets inhigh-stakes scenarios become clear (Paulhus & Reid, 2001).

There are a few methods to prevent socially desirable responding on behavior inventories. Someresearchers believe it is necessary to warn test-takers not to fake good before taking a personalitytest (e.g., McFarland, 2003). Some inventories use validity scales in order to determine thelikelihood or consistency of the responses across all items.

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CLAIMS FOR THE PREDICTIVE POWER OF EMOTIONAL INTELLIGENCE ARETOO EXTREME

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• Landy distinguishes between the "commercial wing" and "the academic wing" of the EImovement, basing this distinction on the alleged predictive power of EI as seen by the twocurrents. According to Landy, the former makes expansive claims on the applied value of EI,while the latter is trying to warn users against these claims. As an example, Goleman (1998)asserts that "the most effective leaders are alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. ...emotional intelligence is the sine quanon of leadership". In contrast, Mayer (1999) cautions "the popular literature's implication—thathighly emotionally intelligent people possess an unqualified advantage in life—appears overlyenthusiastic at present and unsubstantiated by reasonable scientific standards." Landy further reinforces this argument by noting that the data upon which these claims are based are held in"proprietary databases", which means they are unavailable to independent researchers for reanalysis, replication, or verification. Thus, the credibility of the findings cannot besubstantiated in a scientific manner, unless those datasets are made public and available for independent analysis.

• In an academic exchange, Antonakis and Ashkanasy/Dasborough mostly agreed thatresearchers testing whether EI matters for leadership have not done so using robust researchdesigns; therefore, currently there is no strong evidence showing that EI predicts leadershipoutcomes when accounting for personality and IQ. Antonakis argued that EI might not be neededfor leadership effectiveness (he referred to this as the "curse of emotion" phenomenon, becauseleaders who are too sensitive to their and others' emotional states might have difficult to takedecisions that would result in emotional labor for the leader or followers). A recently-publishedmeta-analysis seems to support the Antonakis position: In fact, Harms and Credé found thatoverall (and using data not having common-source, common-methods variance problems), EI

measures correlated only r = .11 with measures of transformational leadership. Interestingly,ability-measures fared worst the WLEIS (Wong-Law measure) did a bit better and the Bar-Onmeasure better still, However, the validity of these estimates does not include the effects of IQ or the big five personality, which correlate both with EI measures and leadership; thus, had Harmsand Credé meta-analytically controlled for IQ and the big five personality factors, thesecorrelations would probably be substantially lower, as recent research suggests.

Intelligence: a Conscious Solution

• By enhancing the Emotional Intelligence (EI) of its employees, an organization cansuccessfully leverage two key trends identified in Patricia Aburdene's Megatrends 2010: "The

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Wave of Conscious Solutions"and "Spirituality in Business." Aswe enter this new era welcomingthe widespread application of conscious techniques in business,ensure that your organization is an early adopter, reaping the benefits over your competitors wholag behind bogged down with traditional business beliefs.

• Emotional Intelligence, a conscious solution to knee-jerk reactionary emotional habits, isthe ability to acquire and apply knowledge from your emotions and the emotions of others. Theinformation about what you're feeling helps you make effective decisions about what to say or do(or not say or do). It enables you to use your emotions to help you make better choices in-the-moment and have more effective control over yourself and your impact on others.

•

The concept of Emotional Intelligence is based on brain research showing that these skills aredifferent from technical and purely cognitive abilities because they involve a different part of the

brain - the emotional center, the limbic system, rather than the neo cortex. Emotional Intelligenceis comprised of five basic competencies. The first knows what you're feeling. The second ismanaging your feelings, especially distressing feelings. The third is self-motivation, the fourth isempathy, and the fifth is managing relationships.

REVIEW OF LITRATURE

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1 . What makes a person a leader is still debated ,

According to Warren Bennis (1994) all leaders seem to share some common traits. Thefirst is a guiding vision or purpose. A leader has a clear idea of what she or he wants to do

professionally and personally, and will pursue the goal regardless of the setbacks. Thesecond characteristic is passion or enthusiasm and the ability to communicate that passionto others. Third, is integrity, consisting of three ingredients: self-knowledge, candor, andmaturity. Self-knowledge is knowing one’s strengths and weaknesses. Candor is beinghonest with yourself and is the key to knowing yourself.

2.What then is the link between emotional intelligence and effectiveleaders J. Sosik and Lara E. Megerian (1999)

What then is the link between emotional intelligence and effective leaders ? APennsylvania State University study done by John J. Sosik and Lara E. Megerian (1999)looked at the self-awareness component of emotional intelligence and transformationalleadership. The results of the study provided empirical support for emotional intelligence

being the foundation of other aspects of leadership. The data for the study were collectedfrom 63 managers, 192 subordinates, and 63 management superiors.

3.Do We Know Emotional Intelligence When We See it? the Propertiesand Promise of Observer

Hillary Anger Elfenbein 11 DECEMBER 2009

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According to author we examine the social perception of emotional intelligence (EI)through the use of observer ratings. If there are meaningful individual differences in EI,close observers in the environment should be able to recognize these differences. We testthis proposition in two studies with real colleagues drawing on 2,518 participants. Resultsindicate significant consensus across observers about the EI skills of targets, moderate butsignificant self-observer agreement, relatively consistent divergent validity across thecomponents of EI, limited convergent validity of these ratings with respect to ability tests,and excellent predictive validity of observer ratings in work and task performancedomains, even after controlling for cognitive intelligence and personality traits. Further,observer-rated EI overlapped significantly less with conventional personality traits thandid self-rated EI. These data suggest that the social perception of EI via observer ratings isa reliable and valid way of conceptualizing EI, and provides a useful complementary

perspective to other EI approaches. Limitations, future directions, and practicalimplications are discussed.

4. A Model of Emotional Intelligence and ConflictManagement Strategies: A Study in Seven Countries

M. Afzalur Rahim 2002

On the study investigated by the author the relationships of the five dimensions of emotional intelligence: self-awareness, self-regulation, motivation, empa-thy, and social skills of supervisors to subordinates' strategies of handling conflict: problem solving and bargaining. Data(N = 1,395) for this study were collected with questionnaires from MBA students in sevencountries (U.S., Greece, China, Bangladesh, Hong Kong and Macau, South Africa, and Portugal).Psychometric properties of the measures were tested and improved with exploratory andconfirmatory factor analysis and analysis of indicator and internal consistency reliabilities, andthe hypotheses were tested with a structural equations model for each country. Results in the U.S.and in the combined sample provided support for the model which suggests that self-awareness is

positively associated with self-regulation, empathy, and social skills; self regulation is positivelyassociated with empathy and social skills; empathy and social skills are positively associated withmotivation; which in turn, is positively associated with problem solving strategy and negativelyassociated with bargaining strategy. Differences among countries in these relationships are notedand implications for organizations discussed.5.A First Step Toward Introducing Emotional Intelligence intothe Law School Curriculum: The 'Emotional Intelligence andthe Clinic Students

Paul J. Cain 2004In this article the author describes an externship class offered at the University of Denver focusing on emotional intelligence. It describes emotional intelligence and its importance to thelaw school curriculum; the goals and preconceptions of the author in offer the class; and theorganization, methodology and materials used in teaching the class. Further, it discussed thestudents' reaction to the class and how the students scored on an emotional intelligenceinstrument. Finally, the article discusses what modifications the author would make to the course.

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http://papers.ssrn.com/sol3/cf_dev/AbsByAuth.cfm?per_id=331882






6.Organizational Management: A Study on Middle Managers, Gender, andEmotional Intelligence

Belal A. Kaif 21 st june 2010

In this article author tries to says that as organizations continuously evolve, itis important to know who can lead and manage an organization to beeffective, efficient, and productive. Managers with uman skills are needed tohelp an organization mature and develop; just like a toddler needs a parent tohelp him or her mature and develop into an independent, sustainable, andself-sufficient adult. This study on 200 middle managers shows that femalemiddle managers have higher emotional intelligence kills when compared tomale middle managers, and that those who have more managerial experiencehave had more time to enhance their emotional intelligence skills.

Implications for researchers, managers, and human resource professionalsare considered.

7.Human Abilities: Emotional Intelligence John D. Mayer January 2008

Emotional intelligence (EI) involves the ability to carry out accurate reasoning aboutemotions and the ability to use emotions and emotional knowledge to enhance thought. Wediscuss the origins of the EI concept, define EI, and describe the scope of the field today. Wereview three approaches taken to date from both a theoretical and methodological perspective.We find that Specific-Ability and Integrative-Model approaches adequately conceptualize andmeasure EI. Pivotal in this review are those studies that address the relation between EI measures

and meaningful criteria including social outcomes, performance, and psychological and physicalwell-being. The Discussion section is followed by a list of summary points and recommendedissues for future research.

8.Emotional Intelligence in Practice

Alessandro Cavelzani MARCH 2004

In this article the author attempt to examine the concept of Emotional Intelligence and itsapplication to the professional environment, as much as the further focus on its applicability tothe tourist industry, but more specifically to the Hospitality.

The scope for this study is to determine the advantages of the knowledge and applicationof Emotional Intelligence within the Hospitality realm, both towards the internal workgroup thantowards the relation to guests.9.Learning to Display Emotional Intelligence March 2004

In this article Serge Sardo argues that recent research in Australia demonstratesthat emotional intelligence is not simply an ingrained trait but can be taught.21 | P a g e



http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1141960#%23




http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1141960#%23




Published in 1995, Daniel Goleman's Emotional Intelligence: Why It Can Matter More Than IQ' remains one of the most widely read social science books in the world. Thecontinued fascination with Emotional Intelligence(EI) goes beyond the fact that if wehave only an average IQ we can at least claim that our EI is high. Today, not only

can we measure EI we can enhance it as well.

10.Leadership and Intelligence James G. Clawson 2008

In this article the author introduces the notion of EMOTIO NAL INTELLIGENCE asdescribed in Daniel Goleman's book by the same name and extends that concept toinclude Social Quotient or Intelligence and Change Quotient or Intelligence. Thegeneral thrust is that IQ alone does not a good leader make, but that EQ, SQ, and

CQ are also necessary to be an effective leader.

ANALYSIS:-

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In this paper, I will try to explore the various models of emotional intelligence. In thecourse of my research for this case study, I came across many articles that discuses theeffect of emotional intelligence and also its various models.

On the basis of my study I analyse that the EI i.e emotional intelligence is the ability to

understand our own emotions and those of people around us. The concept of emotionalintelligence means we must have a self-awareness that enables us to recognize feelingsand manage our emotions. It has become popular after the immense success of DanielGoleman's book in 1995, Emotional Intelligence, 'Why It Can Matter More Than IQ'.

Emotions: Emotion refers to a feeling state or felt-tendency. It is similar to waves of thesea, no stop it may come again as like wave one after another, totally unpredictable of its

power and strength, some time it may take us along. That come to us with rush, we wipeour tear that threatening to fall on to our cheeks in a little while. Negative emotions wouldaffect our normal life and emotional decisions would lack fairness of judgment and

affect others.

The Four Branch Model of Emotional Intelligence: The four branch model of emotionalintelligence describes four areas of capacities or skills that collectively describe many of areas of emotional intelligence (Mayer & Salovey, 1997).

Emotional Intelligence and Quality Assurance in Higher EducationQuality is the catchy word today. Is quality is important for customer or client

satisfaction: Is educational services different from other services? Emotional health of staff working in educational institution is key for its quality delivery. Positive Emotionsof teacher would leave positive impact on students.

CONCLUSION

• In some ways, emotional intelligence really is not new. In fact, it is based on a longhistory of research and theory in personality and social. Furthermore, Goleman has never claimedotherwise. In fact, one of his main points was that the abilities associated with emotionalintelligence have been studied by psychologists for many years, and there is an impressive, andgrowing, body of research suggesting that these abilities are important for success in many areasof life.

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• It is useful and interesting to consider how important it is for effective performance atwork. There is a considerable body of research suggesting that a person’s ability to perceive,identify and manage emotion provides the basis for the kinds of social and emotionalcompetencies that are important for success in almost any job. Furthermore, as the pace of changeincreases and the world of work make ever greater demands on a person’s cognitive, emotional,and physical resources, this particular set of abilities will become increasingly important.

psychologists are best situated to help clients to use emotional intelligence to improve both productivity and psychological well-being in the workplace of tomorrow

• A leader has to have emotional intelligence to align personal and subordinate goals toaccomplish company goals. James A. Belasco and Ralph C Stayer (1993) suggest four responsibilities a leader must implement at all levels of an organization. First, transfer ownershipfor work to the people who do the work. Second, create the environment where the transfer of ownership can take place, where each person wants to be responsible for his or her own

performance. This entails painting a clear picture of what the company believes great performance is, for the company and each person; focusing individuals on the few great performance factors; developing in each person the desire to be responsible for his or her performance; aligning organization systems and structures to send a clear message as to what isnecessary for great performance; engaging each individual’s heart, mind and hands in the

business of the business; and energizing people around the business focus. Third, developindividual capability and competence. Fourth, create conditions in the organization that challengeevery person to continually learn, including him or herself. These four principals align personaland company goals through emotional intelligence.

.

METHODOLOGY

The word “Methodology” spells the meaning itself i.e. the method used by the researches

in obtaining information. The data (Information can be collected from the Primary sources and

Secondary sources.)

Data collection method-

There are two types of data collocation method-

1. Primary

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2. Secondary

Primary data-

Primary data are those which are collected a fresh and for the first time, and thus happen to be

original in character.

Method of Primary data collection

1. Observation method

2. Interview method

3. Questionnaire method

Secondary Data

Secondary data means data that are already available, they refer to the data which have

already been collected and analyzed by someone else. In this case he is certainly not

conformed to the problems that are usually associated with the collection of originals data.

Secondary data may either be published data or unpublished data.

My data collection in primary source was questionnaire and schedule. In secondary source of

data collection I have use internet, magazine, books, and Indian journal of marketing.

Researcher must be very careful in using secondary data. He must make a minute scrutiny

because it is just possible that the secondary data may be unsuitable or may be inadequate

in the context of the problem which the researcher wants to study.

Source of Secondary data

The secondary source of data collection is the Books, Internet, News paper, etc. These are

the secondary source of data collocation.

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Research methodology:-

My research work is EXPLORATORY RESEARCH as it focuses on the exploration of the facts.It will collect secondary data and my study will be based on that

REFERENCE

1. http://www.psykologi.uio.no/studier/drpsych

2 fromhttp://www. infed. Org/thinkers/gardner. Htm

3 Handbook of emotional intelligence (pp. 343-362). San Francisco: Jossey-Bass.

4Brad berry, Travis and Greaves, Jean. (2009). Emotional Intelligence5.www.baatschools.com/emotional_intelligence.php

6.http://www.peoplesmithglobal.com/emotion/index.asp

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