Project Report on Emotional Inteligence

Executive Summary

Emotional intelligence is 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. It is a form of social intelligence that involves 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.

In other words EI is about:

Ø  Knowing how you and others feel and what to do about it

Ø  Knowing what feels good and what feels bad and how to get

Ø  from bad to good

Ø  Possessing emotional awareness, sensitivity and the management skills that will help us to maximize our long-term happiness and survival

The reasons for EI being considered nowadays as of great importance are :

Ø Changing nature of work: flatter structures, fewer tiers of management, greater responsibility

Ø  Increasing complexity: impact of technology and reshaping of jobs

Ø  Rise in competition: shorter product life-cycles and more demanding customers

Ø  Globalization of markets: organizations now need to think global, yet act local

Ø  Rapid pace of change: change is now a constant feature of organizational life

Ø  Rising stress levels: The World Health Organization predicts that depression will be the second highest cause of death in the next 10 years (stress is a mild form of depression) 

Ø  Emergence of the self-managed career: no more jobs for life

Ø  Recognition of the need to maximize individual performance: not just know how and the ability to do, but know how you feel about what you know and do

Emotional Intelligence (EI) often measured as an Emotional Intelligence Quotient (EQ) describes ability, capacity, skill or a self-perceived ability, to identify, assess, and manage the emotions of one's self, of others, and of groups. It is a relatively new area of psychological research and its definition is constantly changing.

Initial definition of EI:

"The ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth

Ø  Emotional Intelligence as intelligence - provides core emotional aptitude, and thus, could be viewed as an "IQ" equivalent.

Ø  Emotional Intelligence as traits - offers insights into how one filters and directs their emotional aptitude.

Ø  Emotional Intelligence as a set of learned competencies - allows examining how a person has adapted to their environment, which can be seen as an outcome measure.

Ø   Emotions matter and that emotional competence is as important as intelligence to help people do well -- has become a culture-wide "paradigm shift" readying people to confront the long neglected emotional realm.

Ø  Emotional Intelligence competencies entail emotional capacities in addition to purely cognitive abilities, modes of learning that work well for academic subjects or technical skills and hence, it is well suited for helping people improve an emotional competence.

Ø  Given the value of the personal and organizational effectiveness of Emotional Intelligence based capabilities, there is a clear need to integrate that valuation into the organizations' functions.

Organizations need to hire for Emotional Intelligence along with whatever other technical skills or business expertise they are seeking. When it comes to promotions and succession planning, Emotional Intelligence should be a major criterion, particularly to the extent that a position requires leadership

Introduction

The concept of emotional intelligence has been on the radar screens of many leaders and managers over the last several decades. There has been at least some acknowledgement that individual and, ultimately, organizational performance is influenced either positively or negatively by the emotional content of leadership behavior.

In an ongoing effort to drive organizational performance to higher and higher levels, managers have continuously searched for the best practice or management style that will give their organizations a competitive edge.

Some of the elements and issues that have developed around emotional intelligence, provides a synopsis of the research which offers an example of how knowledge of emotional intelligence can be applied.

Emotional intelligence is generally accepted to be a combination of emotional and interpersonal competencies that influence our behavior, thinking, and interaction with others.

Emotional intelligence as no cognitive intelligence, something that exists outside our skills and knowledge. Means the ability to understand oneself and others as we relate to people and adapt and cope with our surroundings.

Emotional intelligence reflects how knowledge is applied and developed throughout life. Well developed emotional intelligence distinguishes individual “star performance” and plays an important role in determining which organizations will outperform the competition, due in part to higher retention rates, better morale, and heightened results

Our work in organization effectiveness and development has shown us that competencies (in contrast to emotional intelligence) are generally cognitive—knowledge, skills, talents, and characteristics that are learned and that distinguish  one individual from another..

Organizations are relying increasingly on teams to promote critical objectives, including learning and development. The values of leader have traditionally been thought to have powerful effects on individual performance but few studies have examined their impact on teamwork among employees.

"When it comes to improving organizational effectiveness, management scholars and practitioners are beginning to emphasize the importance of a manager’s emotional intelligence". What influence does emotional intelligence have on the effectiveness of decisions made by a modern organizational leader? To answer this question, three concepts need to be defined: emotional intelligence, qualities of a leader, and effective decision-making. Emotional Intelligence” (EI) refers to a distinct combination of emotional, personal and interpersonal skills and competencies that influence ability to perceive, identify and manage emotion.

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 traditional definitions 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 the term social intelligence to describe the skill of understanding and managing other people.

Similarly, in  1940  David  Wechsler  described  the  influence  of  non-intellective  factors  on  intelligent  behavior,  and  further  argued  that  our  models  of  intelligence  would  not  be  complete  until  we  can  adequately  describe  these  factors.  In  1983, Howard  Gardner's Frames of Mind: The Theory of Multiple Intelligences introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability. Thus, even though the names given to the concept varied,there was a common belief that traditional definitions of intelligence are lacking in ability to fully explain performance outcomes.

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

Emotional intelligence (EI) is an ability, skill or, in the case of the trait EI model, a self-perceived ability to identify, assesses, and control the emotions of oneself, of others, and of groups. Various models and definitions have been proposed of which the ability and trait EI models are the most widely accepted in the scientific literature. Criticisms have centered on whether the construct is a real intelligence and whether it has incremental validity over IQ and the Big Five personality dimensions.

“Emotional Intelligence is the ability to identify, use, understanding and manage our emotions in positive and construction ways. It is all about recognizing our own emotional state and the emotional states of others. Emotional Intelligence is also about engaging with others in ways that draw people to you.”

Emotional  intelligence  is  a  combination  of  competencies.  These  skills  contribute   to  a  person’s  ability  to  manage and monitor his or her own emotions, to correctly gauge the emotional state of others and to influence opinions .Goleman describes a model of five dimensions. Each area has its own set of behavioral attributes as follows.

1.    Self-awareness is the ability to recognize a feeling as it happens, to accurately perform self-assessments and have self-confidence. It is the keystone of emotional intelligence .

2.      Self-management or self-regulation is the ability to keep disruptive emotions and impulses in check (self-control), maintain standards of honesty and integrity (trustworthiness), take responsibility for one’s performance (conscientiousness), handle change (adaptability), and be comfortable with novel ideas and approaches (innovation).

3.      Motivation is the emotional tendency guiding or facilitating the attainment of goals. It consists of achievement drive (meeting a standard of excellence), commitment (alignment of goals with the group or organization), initiative (acting on opportunities), and optimism (persistence reaching goals despite set backs).

4.      Empathy is the understanding of others by being aware of their needs, perspectives, feelings, concerns, sensing the developmental needs of others.

5.      Social skills are fundamental to emotional intelligence. They include the ability to induce desirable responses in others by using effective diplomacy to persuade (influence); listen openly and send convincing messages (communicate); inspire and guide groups and individuals (leadership); nurture instrumental relationships (building bonds); work with others toward a shared goal (collaboration, cooperation); and create group synergy in pursuing collective goals.

These five characteristics will be shown to apply to a leader’s ability to make effective decisions. Next, the four major skills that together make up EI are as follows:-.

The four skills that together make up emotional intelligence are:

Ø  Self – Awareness – Leaders high in emotional self-awareness are attuned to their inner signals, recognizing how their feelings affect them and their performance. They are attuned to guiding values and the best course of action, being able to see the big picture. Emotionally self-aware leaders can be candid and authentic, able to speak openly about their emotions or with conviction about their guiding vision.

Ø  Self-Management – Leaders that self-manage are able to stay calm and clear headed under high stress or during a trying situation. They live their values with an authentic openness toward others. They are able to juggle multiple demands without losing their focus or energy and have what it takes to control their own destiny.

Ø  Social Awareness – Leaders with social awareness are high in empathy and are attune to the emotional signals in a person or a group. They are organizationally aware, detecting crucial social networks and read key power relationships.

Ø  Relationship Management – Leaders inspire others and embody what they ask of others. They show a genuine interest in developing others and are skilled at generating an atmosphere of friendly congeniality and are themselves models of respect, helpfulness, and corporation. They spend time forging relationships beyond the work component

Objectives of study

·         To find out the different interpersonal factors affecting leadership.

·         To analysis role of emotional intelligence In leadership

·         To find out interrelation between emotional and interpersonal elements of a human being

·         To analyses the different steps of development of emotional intelligence as an interpersonal process

·         To describe the different challenges can be faced during development of emotional intelligence into interpersonal process

·         To analysis the impact  of emotional intelligence on leadership

·         To find out motivational factors which can be helpful for development of emotional intelligence

·         To analysis the different factors which can affect the directly or indirectly leadership 

Scope of study

Emotional intelligence is an ability to understanding to problem-solve that involves:

·         managing emotional responses

·         understanding emotions and emotional meanings

·         appraising emotions from situations

·         using emotion for reasoning

·         identifying emotions in faces, voices, postures, and other content

Emotions are coordinated responses to changes in the environment that involves:

·         invoking specific subjective experiences

·         activating relevant cognitions, especially related to taking action in relation to the

self and environment

·         coordinating bodily states so as to prepare

·         appraising the ongoing situation for perceptual channels changes

Intelligences are abilities to understand and problem-solve about information that involve:

·         reasoning about abstract relationships (fluid intelligence)

·         storing material in an organized fashion in memory (crystallized intelligence)

·         learning targeted material for certain reactions (e.g., fight or flight)

·         inputting material through sensory and

·         processing information quickly

In short:

Emotional Intelligence is closely related to two other scientific concepts:

Intelligence and emotion have consensual meanings for most psychologists.

For example, intelligences involve abilities to understand information; emotions are coordinated responses to the environment.

EI is the ability to reason about emotions as well as the capacity to use emotions and emotional information to assist reasoning. Specific-Ability approaches to El study such matters as how well a person identifies emotions in faces or how well a person understands emotional meanings. Integrative Model approaches to EI concern the study of specific abilities together.

Mixed-Model approaches are less related to EI and to the other two approaches. Although they typically study some relevant emotion-specific abilities,they also add in motives, social styles, self-related qualities, and other traits that do not concern a primary focus on emotion or emotional reasoning.

Review of literature

“Communicating and relating effectively with others is an important life skill and one of the most important forms of Human Intelligence.”(Article by ‘Roy Childs’)

“We need to relate to others in a way that acknowledge their humanity and individuality and preserves or promotes their self-esteem; we should strive to bring out the best in others by being helpful friends, positive role models, and effective leaders.”

“Emotional Intelligence has now become a vital part of how today’s leaders meet the significant challenges they face.”

Leadership is a dynamic interpersonal process incorporating a wide array of cognitive as well as emotional competencies and operating in a gendered social context. This empirical study extends research on the emotional intelligence competencies and styles underlying successful leadership by investigating the repertoire of competencies and leadership styles demonstrated by female and male leaders resulting in their success. A traditional definition of success is used, involving assessments of performance and potential leading to advancement in the organization.

Emotional intelligence is defined as a person’s self-awareness, self-confidence, self-control, commitment and integrity, and a person’s ability to communicate, influence, initiate change and accept change. Studies have shown that emotional intelligence impacts a leader’s ability to be effective. Three of the most important aspects of emotional intelligence for a leader’s ability to make effective decisions are self-awareness, communication and influence, and commitment and integrity. Managers who do not develop their emotional intelligence have difficulty in building good relationships with peers, subordinates, superiors and clients

Emotional Intelligence (EI) in leadership success demonstrated that EI is often the distinguishing factor between great leaders and average leaders. Goleman posits that the foundation of emotional competency is Self-Awareness, the knowledge of ones own abilities and limitations as well as a solid understanding of factors and situations that evoke emotion in one’s self and others. Equipped with this awareness, an individual can better manage his own emotions and behaviors and better understand and relate to other individuals and systems.

  An emotionally intelligent individual is capable to control her/his emotions in order to achieve the desired ends. According to Goleman (1998), s/he could vary these emotions to improve self awareness, self management, social awareness and relationship management skills. This has led to the introduction of a new concept called Emotional Intelligence (EI), a set of traits that define the character of an individual’s personal or social competitiveness. EI is considered twice as much important than cognitive abilities such as IQ and technical expertise. Unlike IQ, EI can be learned and developed at any point in time. In order to determine pathways for EI education and learning, the individual EI levels should be first assessed. Modern research collates these individual skills to that of an organisation, in order to develop an emotionally intelligent organisation.

   Several organisations, in particular those of the ‘corporate’, are increasingly exploring at new methods to develop these competencies for improving organisational leadership. The major objectives of the study were:

i)             to determine EI levels in terms of competencies, group companies and the total ‘concern’

ii)             to develop a conceptual EI model

iii)                  to formulate policy recommendations for improving EI

Research Methodology

Descriptive Research:

Descriptive studies as their name implies are designed to describe something for example the characteristics of users of a given product, the degree to which product use varies with income, age or other characteristics. It is relatively easy to start a descriptive study with the vague thought that the data collected will be interesting. As a result, many descriptive studies are made with only hazy objectives and with inadequate planning. Much of the data collected in such studies turns out to be useless.

 There are two types of data:

Primary Data: Primary data may be described as those data that have been observed and recorded by the researchers for the first time to their knowledge.

Secondary Data: Secondary data are statistics not gathered for the immediate study at hand but for some other purpose.

The data for the study will be collected by using secondary sources. The data will be collected by using various techniques and sources which are briefly described below. This study will be primarily focused on comparative study of service quality and its impact on retail customer,   The data for the study will be collected by using secondary sources.

Secondary sources, the data will be collected by using various techniques and sources which are as follows:

Ø  Published data regarding emotional intelligence.

Ø  Data regarding changing leadership styles.

Ø  Data regarding its challenges and opportunities.

Secondary data will be collected through extensive literature and sources will include newspaper, internet, magazines, book, reports and other publications.

CORE STUDY

Currently, there are three main models of EI:

• Ability EI model
• Mixed models of EI (usually subsumed under trait EI)
• Trait EI model

Different models of EI have led to the development of various instruments for the assessment of the construct. While some of these measures may overlap, most researchers agree that they tap different constructs.

1.   Ability model                                                                                   

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

The ability-based model views emotions as useful sources of information that help one to make sense of and navigate the social environment. The model proposes that individuals vary in their 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:

1. 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.
2. Using emotions – the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in order to best fit the task at hand.
3. Understanding emotions – the ability to comprehend emotion language and to appreciate complicated relationships among emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations between emotions, and the ability to recognize and describe how emotions evolve over time.
4. Managing emotions – the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent person can harness emotions, even negative ones, and manage them to achieve intended goals.

The ability EI model has been criticized in the research for lacking face and predictive validity in the workplace.

Measurement of the ability model

The current measure of Mayer and Salovey'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 each of the four branches of emotional intelligence, it generates scores for each of the branches as well as 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.

Although promoted as an ability test, the MSCEIT is unlike standard IQ tests in that its items do not have objectively correct responses. Among other challenges, the consensus scoring criterion means that it is impossible to create items (questions) that only a minority of respondents can solve, because, by definition, responses are deemed emotionally "intelligent" only if the majority of the sample has endorsed them. This and other similar problems have led some cognitive ability experts to question the definition of EI as a genuine intelligence.

In a study by Føllesdal, the MSCEIT test results of 111 business leaders were compared with 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 to empathy, ability to motivate, and leader effectiveness. Føllesdal also criticized the Canadian company Multi-Health Systems, which administers the MSCEIT test. The test contains 141 questions but it was found after publishing the test that 19 of these did not give the expected answers. This has led Multi-Health Systems to remove answers to these 19 questions before scoring, but without stating this officially.

2.   Mixed models

The model focuses on EI as a wide array of competencies and skills that drive leadership performance. Model outlines four main EI constructs:

1. Self-awareness – The ability to read one's emotions and recognize their impact while using gut feelings to guide decisions.
2. Self-management – Involves controlling one's emotions and impulses and adapting to changing circumstances.
3. Social awareness – The ability to sense, understand, and react to others' emotions while comprehending social networks.
4. Relationship management – The ability to inspire, influence, and develop others while managing conflict.

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

Measurement of the Emotional Competencies model

Two measurement tools are based on model:

1. The Emotional Competency Inventory (ECI), which was created in 1999, and the Emotional and Social Competency Inventory (ESCI), which was created in 2007.
2. The Emotional Intelligence Appraisal, which was created in 2001 and which can be taken as a self-report or 360-degree assessment.

Bar-On model of emotional-social intelligence (ESI)

Bar-On defines emotional intelligence as being concerned with effectively understanding oneself and others, relating well to people, and adapting to and coping with the immediate surroundings to be more successful in dealing with environmental demands. Bar-On posits that EI 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 general more successful in meeting environmental demands and pressures. He also notes that a deficiency in EI can mean a lack of success and the existence of emotional problems. Problems in coping with one's environment are thought, by Bar-On, to be especially common among those individuals lacking in the subscales of reality testing, problem solving, stress tolerance, and impulse control. In general, Bar-On considers emotional intelligence and cognitive intelligence to contribute 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 the research literature (in particular about the validity of self-report as an index of emotional intelligence) and in scientific settings it is being replaced by the trait emotional intelligence (trait EI) model discussed below.

Measurement of the ESI model

The Bar-On Emotional Quotient Inventory (EQ-i), is a self-report measure of EI developed as a measure of emotionally and socially competent behavior that provides an estimate of one's emotional 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 environmental demands and pressures. One hundred and thirty three items (questions or factors) are used to obtain 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 is that it claims to measure some kind of ability through self-report items. The EQ-i has been found to be highly susceptible to faking.

3.   Trait EI model

Petrides and colleagues proposed a conceptual distinction between the ability based model and a trait based model of EI. Trait EI is "a constellation of emotional self-perceptions located at the 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 which refers to actual abilities, which have proven highly resistant to scientific measurement. Trait EI should be investigated within a personality framework. An alternative label for the same construct is trait emotional self-efficacy.

The trait EI model is general and subsumes the Goleman and Bar-On models discussed above. 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 distinction in as much as it bears directly on the operationalization of the construct and the theories and hypotheses that are formulated about it.

Measurement of the trait EI model

There are many self-report measures of EI, including the EQ-i, the Swinburne University Emotional Intelligence Test (SUEIT), and the Schutte EI model. None of these assess intelligence, abilities, or skills (as their authors often claim), 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 Emotional Intelligence Questionnaire (TEIQue), which was specifically designed to measure the construct comprehensively and is available in many languages.

The TEIQue provides an operationalization for the model of Petrides and colleagues that conceptualizes EI in terms of personality. The test encompasses 15 subscales organized under four factors: Well-Being, Self-Control, Emotionality, and Sociability. The psychometric properties of the TEIQue were investigated in a study on a French-speaking population, where it was reported that TEIQue scores were globally normally distributed and reliable.

The researchers also found TEIQue scores were unrelated to nonverbal reasoning, 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 some of the Big Five personality traits (extraversion, agreeableness, openness, conscientiousness) as well as inversely related to others . A number of quantitative genetic studies have been carried out within the trait EI model, which have revealed significant genetic effects and heritability’s for all trait EI scores.

Advantage of Emotional Intelligence in Leadership

Increasing Emotional Intelligence will help to  improve in all areas of leadership; in all aspects of communication, negotiation, and objection handling as well as the important motivational abilities. A combination of classroom training and exercises will ensure that we will not just pick up skills; we will also practice what we have learned; to start turning skills into competencies. Everybody wants leadership development - and fully understands how important it is to grow their emotional intelligence to help improve in all areas of leadership. And these advantages were explain through following points:

Ø Recognizing emotions - the ability to detect and decode emotions in faces, voices, movements, etc. - including the ability to identify one’s own emotions. Recognizing other people’s emotions presents a basic aspect of emotional intelligence, as it facilitates all other aspects of emotional intelligence.

Ø  Understanding emotions - the ability to comprehend emotion language and to grasp complicated connections between emotions. For example, understanding emotions encompasses the ability to be sensitive to slight variations in emotions, and the ability to recognize and describe how emotions progress over time.

Ø  Using emotions - the ability to exploit emotions to facilitate various cognitive activities, such as thinking and problem solving. The emotionally intelligent person can get the most out of his or her changing moods in order to best fit the task or challenge at hand.

Ø  Managing emotions - the ability to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent manager or executive can control emotions, even negative ones, and use them constructively to achieve his goals.

Leadership

What makes a person a leader is still debated, but all leaders seem to share some common traits.

Ø  The first 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.

Ø  The second characteristic is passion or enthusiasm and the ability to communicate that passion to others.

Ø  Third, is integrity, consisting of three ingredients: self-knowledge, candor, and maturity? Self-knowledge is knowing one’s strengths and weaknesses.

Candor is being honest with yourself and is the key to knowing yourself. Maturity is the result of the lessons learned through following, while observing others, learning to be dedicated, and working with others. It is being truthful and never servile. The last two traits go hand in hand: curiosity and daring. A leader wants to learn as much as possible and is willing to take risks.

Effective Leadership

The term effective in this essay can be defined as

 (1) "Getting the job done through high quantity and quality standards of performance,

(2) Getting the job done through people, requiring their satisfaction and commitment"

The factors that Makes a Leader:

1.    Effective Leaders are distinguished by a high degree of EI

2.    Identifying individuals with the “right stuff” is more an art or a science

3.    Without EI, a person can have the best training, an incisive, analytical mind, and an endless supply of smarts but still won’t make an effective leader.

4.    The list of ingredients for highly effective leaders ranged in length from 7 to 15.

Ø  Intellect was a driver of outstanding performance

Ø  Cognitive skills such as big picture thinking and LT vision were important

5.    Star performers compared to average ones had 90% more attributes of EI.

6.    EI increases with age and experience; sincere desire and concerted effort

These are the some advantages and factors of emotional intelligence in leadership. Next, is the qualities of leadership are defined

A Leader With Emotional Intelligence

The findings of Emotional Intelligence are consistent with Patricia Pitcher’s description of a company led by one CEO with high emotional intelligence who was succeeded by a CEO without emotional intelligence. She/he began with a description of the high emotional intelligence CEO who took over a medium-sized company. He had a vision to build the company into a global corporation "operating in general and life insurance, banking, trust and investments services” were spanning the world. This dream of his was during the time when most people believed banking and insurance would never meet. After 15 years, the company was worth $20 billion dollars and was an integrated service company in Europe, Asia and North America. The CEO’s colleagues described him as a warm, generous, people-oriented, imaginative, daring and funny person.

Patricia Pitcher explains the generous, people-oriented attributes helped him attract and keep great colleagues and investors. His emotional and inspiring traits allowed his enthusiasm to spread. The visionary, daring, intuitive and unpredictable qualities helped him to keep focused on the goal, avoid short-term gratifications and achieve his goal. His open-mindedness helped the company and himself to develop and retain different kinds of people. This ensured new ideas and fresh approaches to problem solving. The CEO surrounded himself with the best talent he could find. He decentralized the power structure allowing his talented staff to express themselves in their own way. He sat on the independent boards and asked questions, but did not interfere with his staff. The other executives included artists and six craftsmen.

The craftsmen were described as being well-balanced, trustworthy, reasonable, sensible and realistic. They were complementary to the artists. These craftsmen knew what worked and what did not. They understood that people made mistakes, but they learned from them, and if you drove out error, you drove out innovation. These people dealt with the day-to-day operations.

There were six other people in the company whom Pitcher calls the technocrats. These people were described as being "intense, determined, uncompromising, hardheaded, cerebral and analytical." They were often called "brilliant, stiff and distant." Their interpersonal relationships lacked depth, and they misread the people around them. She described the technocrats as people who thought they were "realistic and sensible, even imaginative, but no one else did" . Technocrats erred in their judgments of others, markets and situations. They did not learn from the mistakes because they thought others were at fault. Those who made errors would be fired. The article goes on to describe what happened when the CEO felt it was time for him to leave and let ‘fresh air’ into the company.

A Leader without Emotional Intelligence

In 1980 the company leadership was given to the second-in-command, a technocrat. This leader was analytical, uncompromising and brilliant. Patricia Pitcher believes such a person would find decentralization a sloppy way of doing business. So, the new CEO started to centralize the decision-making processes. He created a new head office that replaced the subsidiaries’ authority. All of the craftsmen and artists running the subsidiaries were gradually fired and replaced by ‘competent professionals’. Within three years the "organization was dead." If the ‘professionals’ where so brilliant, what caused the company to fail?

Pitcher suggests that the company failed because if u do not have respect for the emotional qualities that come in the imaginative package, you drive out the peculiar vision of an Artist. If you equate experienced with outmoded or old-fashioned, you drive out the Craftsman, who inspires the loyalty and the dedication, and who knows what making widgets is all about. If you fire people for making one mistake, nobody’s going to go out on a limb to make any. Innovation stops. An organization without loyalty, dedication, skill, and dreams can go downhill very fast" . She points out that running a modern company requires "all kinds of perspectives – even the cerebral, analytical and uncompromising. The Artists and Craftsmen can live with those different perspectives, but the Technocrat cannot" .What does this perspective reveal about the relationship between emotional intelligence and leadership effectiveness?

To answer the question, an examination of the influence of emotional intelligence on the two leaders is required. The first chief executive officer demonstrated most of the attributes associated with emotional intelligence. Accurate self-assessment (self-awareness) was demonstrated by his ability to know his limits and his strengths. He surrounded himself with people who had abilities he did not, e.g. the craftsmen, other artists and technocrats. Daring to follow his dream demonstrated self-confidence (self-awareness) and innovation (self-regulation), aspects of emotional intelligence. Empathy is being aware of the feelings of others, their concerns and needs. It can be broken down into seeking understanding, development of others’ abilities, leveraging diversity to allow new ideas and opportunities to be heard, and being politically aware of a team’s needs and power structure. The CEO’s social skill, another aspect of emotional intelligence, was demonstrated by cultivating relationships with investors, colleagues, and his employees. These aspects lead to trust which is the second most important characteristic of emotional intelligence.

Trustworthiness is an important element in a leader’s makeup as shown in the previously described study. Without trust, much time and effort is spent on non-productive activities because leaders feel compelled to draw up procedures in great detail, even for simple transactions. Innovation will stop when subordinates do not trust the leaders. Creativity will vanish if the sense of trust in an organization is lost and if people are preoccupied with protecting their backs. The second CEO probably lost the trust of his employees as a result of his lack of emotional intelligence.

Because the new CEO was not aware of how his actions and emotions were affecting others, he could be considered to be lacking in emotional intelligence. He blamed others for problems and did not look at the situational forces people were reacting to. In order for the technocratic leader to be able to see the situation realistically he must be aware of his own influence on the situation and the motives of others involved. Accordingly "to be able to decipher these deeper motives-to tease out the emotional, cognitive, and experiential components…requires the capacity to "listen with the third ear… an awareness about our own feelings, the knowledge and skill to handle those feelings, and an appreciation of emotions in other people (empathy)".. As a consequence they are unable to adapt to changes in the business environment, organization, culture, work processes, and technology. Managers unable to receive or respond to feedback are unable to determine how they need to change their approach to leading others. This will alienate the people they work with by "being overly harsh in their criticisms, manipulative, insensitive, unethical, and untrustworthy. They cling to autocratic, outdated methods of direction and control. These managers demonstrate clearly that being technically talented is not enough to drive success" It is apparent the second CEO was ignoring how his emotions influenced his actions in favor of an analytical or autocratic approach to management. Without emotional intelligence, the technocrat CEO was limited in his ability to influence people in a positive way, e.g. he did not help people to develop their potential. Being able to influence people is an important part of being an effective leader. It is easy to assign a project. It is another matter to persuade a colleague or superior to change his or her mind about a policy decision. Clearly the major difference between the first and second CEOs was the level of emotional intelligence shown by each. While IQ serves as the entry-level requirement for executive positions, "emotional intelligence is the sine qua non of leadership

According to Covey the effect of developing the first three habits significantly increases self-confidence. You will come to know yourself in a deeper, more meaningful way. Understanding of one’s nature, deepest set of values and unique contribution capacity becomes clearer. This is the foundation of emotional intelligence as defined– self-awareness. It is also the building of motivational ability. Covey continues, saying that as the first three habits continue to be developed, one’s sense of identity, integrity, control and inner-directedness will increase. There will be an increase in caring about what others think of themselves and their relationship to you. This is the development of the self-regulation and empathy aspects of emotional intelligence. The next three habits describe the social skills of emotional intelligence. They help a person to heal and rebuild important relationships. Good relationships will improve, becoming more solid, more creative and more adventuresome. The seventh habit is developing one’s self through the use of the first six habits. It is taking the time to reflect or further develop self-awareness.

Conclusion of leadership with EI and without EI

A leader has to have emotional intelligence to align personal and subordinate goals to accomplish company goals. There are four responsibilities a leader must implement at all levels of an organization.

Ø  First, transfer ownership for work to the people who do the work.

Ø  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 is necessary for great performance; engaging each individual’s heart, mind and hands in the business of the business; and energizing people around the business focus.

Ø  Third, develop individual capability and competence.

Ø  Fourth, create conditions in the organization that challenge every person to continually learn, including him or herself.

 These four principals align personal and company goals through emotional intelligence.

Emotional Intelligence and Leadership

The skills of emotional intelligence are crucial to the success of any organization. Emotional intelligence creates effective teamwork, communication and emotional management skills. It can help facilitate decision making, empathizing with co-workers, communicating the company or department vision to staff, and responding in a resilient fashion to emotionally challenging situations.

Emotional intelligence is at the root of our ability to sharpen thinking and unravel social complexities by perceiving, generating and managing emotions in ourselves and others. People with emotional or “social” intelligence communicate effectively, form strong relationships and create powerful coping strategies to drive higher workplace performance.
In today’s constantly changing world, business leaders need more than just task competencies or technical know-how to be a success. Emotional intelligence drives workplace performance like no other determinant and can be measured with reliable valid instruments.

Importance of Emotional Intelligence (EQ) in leadership

Leaders have got a lot of myths attached to them. Leadership in itself is redefined every then and now. There have been a lot of debates on different leadership styles and a lot of characteristics that the leader should or should not posses. There is however, an important and hidden ingredient missing in a leader's personality. This particular component has neither been discussed nor talked about significantly. Let's see what it is and how much significant it is in determining the overall personality of a leader. This particular characteristic is known as Emotional Intelligence. Emotional Intelligence in simple words means the ability to manipulate one's emotions during the key role of managing leadership roles. Problems come in business in droves and solving each needs human involvement. However human involvement does also have to have the involvement of emotions. Some of the management gurus argue that Emotional Intelligence is much more important then your old styled traditional leadership skills.

Iron fist control of affairs was the popular slogan of the past leaders. However, new era leaders don't advocate this approach for a number of reasons. Firstly, emotional bosses result in higher turnover for the business. Second most important thing is the inability of the bosses to get closer to their subordinates. This not only hinders the subordinates to clearly communicate with the upper bosses, there is another serious implication. The implication is that subordinates listen to bossy bosses with a pinch of salt and a prejudice in mind. They might be claiming to obey their bosses, but their commitment from inside is dubious at the best. In past, this kind of leadership has not only resulted in major losses for the organizations, but has also camouflaged the real problems lying in between the hierarchical levels. The management thinks everything is fine and there is no need to worry about anything. This also results into unsatisfied customers, and seriously limits the productivity of the organization.

These are some of the major problems causing disruption for the organizations due to lack of Emotional Intelligence by the top ups. If an organization has realized this problem and can successfully relate that to its own condition, then realization needs serious think over. Immediately after realization, each top executive should be given a paper and asked to write on it his views. Then a collaborative brainstorming session should be conducted. Issues should be discussed in a more generalized approach. Individual victimization should be avoided and each executive should be asked to play his her role in the process. Continuous monitoring should assist the realization and self actualization process. Individual psychiatrist or coach should be hired to approach each executive individually and guide them on brighter side of the affairs. This would not only sort out a lot of problems, and promote open communication but will also lead to a more interactive and democratic leadership for the people.

Findings

This section first, presents a brief description of the corelational analysis, the study had adapted, followed by the EI analysis, presented from two directions: related to competencies and related to group companies.

 Correlation – Qualitative Descriptive Analysis

In order to qualitatively analyse the findings of the study, it is essential to construct explanations to understand the various temperaments of EI. The role of EI in organisational leadership will emerge through a qualitative descriptive analysis. The four competencies for the total concern is qualitatively analysed for relations are self awareness, social awareness, self management and relationship awareness. This is related to the thematic constructs, in order to explain the various variables involved in the role of EI. The  data classified on the basis of the group companies. Here, relations are sought for EI between the group companies.

Correlation Analysis – ‘in terms of competencies’

A correlation (qualitative descriptive) analysis lead to the following findings:

  i.    Self-awareness skills of the respondents in this study are high.

ii.    Self-management skills of the respondents in this study are low.

iii.    Social-awareness skills of the respondents in this study are low.

iv.    Relationship management skills of the respondents in this study are high

These findings justified in terms of competencies and it was clarified that awareness/management skills, especially of self-management and of social awareness is comparatively lower when compared to that of other competencies. The findings also suggested that the EI levels were inversely proportional to the size of the company.

Conclusion

The findings indicate with clarity that in this study emotional intelligence that it has become one of the buzzwords in corporate world. Many business leaders have found compelling the basic idea that success is strongly influenced by personal qualities such as perseverance, self-control, and skill in getting along with others. Many studies have confirmed that the so-called ‘soft skills’ are critical for a vital economy. For instance, the influential report has a high-performance workplace requires workers who have a solid foundation not only in literacy and computation, but also in personal qualities such as responsibility, self-esteem, sociability, self-management, integrity, and honesty. Emotional intelligence is the basis for these competencies. And EI plays an important role in leadership in an organization because:

EI provides the bedrock for many competencies that are critical for effective performance in the workplace. So, a leader should have that much of skills and emotions through which it can be able to take correct decisions for the organization and also for the workers. EQ describes the ability, capacity & skill to identify, assess, manage and control the emotions of one’s self, of others, and of groups. Which results in an employee who is emotionally intelligent can recognise the feelings of fellow workers and so improve teamwork. An executive who is emotionally intelligent has a knack for motivating staff.

Leadership is at least a two-fold concept combining personal abilities and perceptions and is related to the perception of others.  Thus, if a leader is viewed as possessing a high level of emotional intelligence he/she may be viewed in a more positive light by those with whom the leader works and they may be more likely to follow. The leader might be seen as capable of recognizing and acting appropriately upon the emotional underpinnings of the employees .

Ø  Organizations need to hire for Emotional Intelligence along with whatever other technical skills or business expertise they are seeking. When it comes to promotions and succession planning, Emotional Intelligence should be a major criterion, particularly to the extent that a position requires leadership.

Ø  No great successes in life, business or personal, have been accomplished without the power of emotions behind them. Emotions are a leader's greatest source of energy, connection and influence.

o   The conclusion must be that when choosing leaders we must focus more strongly on finding persons with conscious and constructive values and high Emotional Intelligence.

Ø  Given the new understanding of the crucial role emotional competence plays in individual, group, and organizational success, the implication for education is clear: We should be helping young people master these competencies as essential life skills. There are already numerous school-based programs in the basics of Emotional Intelligence, programs that deliver social and emotional learning (SEL). But when it comes to preparing young people in the essential Emotional Intelligence skills that matter most for their success in the workplace, for piloting their careers, and for leadership, there is a serious gap.

o   The SEL programs cover the early school years but not higher education. Only a scattered handful of pioneering SEL courses exists at the college or professional level. And yet the data showing the crucial role Emotional Intelligence skills play in career success make a compelling case for envisioning higher education in order to give these capabilities their place in a well-roundd curriculum.

Ø  Given that employers themselves are looking for Emotional Intelligence capacities in those they hire, colleges and professional schools that offered appropriate SEL training would benefit both their graduates and the organizations they work for.

Ø   The future, I hope, will recognize the importance of Emotional Intelligence not just for the students, not just for the students' employers, but for the vitality of an economy as a whole.

               

RECOMMENDATIONS & SUGGESTIONS

Ø  When high potential are being selected and groomed, Emotional Intelligence should be central. And in training and development, Emotional Intelligence should again be a major focus.

Ø  In these dynamic times, leaders need all three: energy to create vision and execute brilliant strategy, connection to build sustainable client relationships, and influence to inspire those around them.

Ø  the crucial role emotional competence plays in individual, group, and organizational success, the implication for education is clear

Ø  Emotional Intelligence skills that matter most for the success in the workplace of leaders. So, these skills should be developed through training and motivation programme

Ø  Through the help of emotional intelligence the leaders are able to examining how a person has adapted to their environment, which can be seen as an outcome measure.

Ø  Emotions matter and that emotional competence is as important as intelligence to help people do well -- has become a culture-wide "paradigm shift" readying people to confront the long neglected emotional realm.

Ø  Emotional Intelligence competencies entail emotional capacities in addition to purely cognitive abilities, modes of learning that work well for academic subjects or technical skills and hence, it is well suited for helping people improve an emotional competence

LIMITATIONS OF THE STUDY:

It is to find & collect secondary data. However, we need to aware of the limitation the data may have and the problems that could arise if these limitations are ignored.

Since we collect the secondary data which has many limitations such as:

Ø  Secondary data can be general & vague and may not really help companies with decision making.

Ø  The information & data may not be accurate source of the data must always be checked.

Ø  The data may be old and out of date.

Ø  Company publishing the data may not be reputable.

Ø   As the study is based on secondary data so its application can be limited with time

Ø  As primary data was not collected so area of applicability of study is limited

Ø  Time constructions was another limitation of the study

Ø  as emotional intelligence is regarded as interpersonal elements to differ from person to person which affect leadership skill

Ø  there are so many other interpersonal factors whose impact can be more than emotional intelligence on leadership

Ø  A persons EI could be changed according to changing in its internal and external environment

Ø  The information related to study was also limited

Bibliography:-

Books & Journals

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·         Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3-31). New York: Basic Books.

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·          Antonakis, J., & Dietz, J. (2011a). Looking for Validity or Testing It? The Perils of Stepwise Regression, Extreme-Scores Analysis, Heteroscedasticity, and Measurement Error. Personality and Individual Differences, 50(3), 409-415, http://dx.doi.org/10.1016/j.paid.2010.09.014

·          Antonakis, J., & Dietz, J. (2011b). More on Testing for Validity Instead of Looking for It. Personality and Individual Differences, 50(3), 418-421, http://dx.doi.org/10.1016/j.paid.2010.10.008

·          Antonakis, J.; Ashkanasy, N. M.; Dasborough, M. (2009). "Does leadership need emotional intelligence?". The Leadership Quarterly 20: 247–261. doi:10.1016/j.leaqua.2009.01.006.

·          Harms, P. D.; Credé, M. (2010). "Emotional Intelligence and Transformational and Transactional Leadership: A Meta-Analysis". Journal of Leadership & Organizational Studies 17 (1): 5–17. doi:10.1177/1548051809350894.

Websites

·         www.citeHR.com

·         www.Humanresource.about.com/ad/interpersonal_communication/

·         www.artical911.com/communication/interpersonal_communication/