SYNOPSIS

• INTRODUCTION:

Emotional Intelligence, or EI, describes an ability or capacity to perceive, assess, and

manage the emotions of one's self, and of others. Our EQ, or Emotional Quotient, is
how one measures Emotional Intelligence.

Emotions have the potential to get in the way of our most important business and
personal relationships. According to John Kotter of Harvard Business School:
“Because of the furious pace of change in business today, difficult to manage
relationships sabotage more business than anything else - it is not a question of
strategy that gets us into trouble; it is a question of emotions.”

Emotional Intelligence is also defined as a set of competencies demonstrating the

ability one has to recognize his or her behaviors, moods, and impulses, and to manage
them best according to the situation. Typically, "emotional intelligence" is considered
to involve emotional empathy; attention to, and discrimination of one's emotions;
accurate recognition of one's own and others' moods; mood management or control
over emotions; response with appropriate (adaptive) emotions and behaviors in
various life situations (especially to stress and difficult situations); and balancing of
honest expression of emotions against courtesy, consideration, and respect (i.e.,
possession of good social skills and communication skills).

Additional, though less often mentioned qualities include selection of work that is
emotionally rewarding to avoid procrastination, self-doubt, and low achievement (i.e.,
good self-motivation and goal management) and a balance between work, home, and
recreational life. In essence, EQ is the pattern of how people's biases in their thinking
leads them to think one thing or choice is better than another, as well as their clarity in
differentiating within those biases to exercise clear and sound judgment.

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 • EQ & RESEARCH:

Is emotional intelligence as important as claimed? Can the concept be successfully

applied to human resource management issues?
"...success at work is 80% dependent on emotional intelligence and only 20%
dependent on IQ," HR magazine, November 1997.
This claim, which is not unique in the popular press on EI, is somewhat of an
overstatement of the potential power of emotional intelligence. This reflects,
perhaps, a desire on the part of HR practitioners to find a construct other than
intelligence that can be used to further understand and predict performance at work.
"At best IQ contributes about 20% to the factors that determine life success, which
leaves 80% to other forces...No one can yet say exactly how much of the variability
from person to person in life's course it accounts for. But what data exist suggest it
can be as powerful, and at times more powerful, than IQ."

"In some ways, interest in Emotional Intelligence has been due in part to a backlash
against claims that general intelligence - IQ - is the key to success. We know that IQ
does predict academic achievement and occupational status, but it still only predicts
about 20% of personal variation in these areas. Psychologists have yet to understand
what predicts the other 80% of success in these areas of life. We believe that
Emotional Intelligence is one of the abilities which are related to life success, but we
are as yet unable to determine just how important Emotional Intelligence is.

So, where does Emotional Intelligence fit in? Despite popular reports to the contrary,
there are few relevant studies on the matter to date. Our best guess is that Emotional
Intelligence will make a unique contribution in the 5% to 10% range. It makes sense
that Emotional Intelligence plays a role in our friendships, parenting, and intimate
relationships. My research, to date, is just beginning to examine these issues in depth
& also its importance in each part of HR."

At a minimum, the emotional intelligence concept is useful for individuals interested

in learning about the role of emotions in work and everyday life and how
interpersonal relationships affect work and organizational performance, and should
prove useful for personal development and insight.

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 • DATA COLLECTION:

• Quantitative data collection methods: These rely on random sampling and

structured data collection instruments. They produce results that are easy to
summarize, compare, and generalize. If the intent is to generalize from the
research participants to a larger population, it will employ probability
sampling to select participants.

Interviews
Questionnaires

• SCOPE OF THE THESIS WORK:

To date, many companies have focused their selection criteria and training programs
on hard skills (e.g., technical expertise, industry knowledge, education) and the
assessment of personality traits. Topics including competencies like stress
management, assertiveness skills, empathy, and political/social acumen were never
measured in the selection process or focused on in training and development
programs.

In reality, these are critical success factors that should not be dismissed, and have a
direct impact on the bottom line. For example, the Hay Group states one study of 44
Fortune 500 companies found that salespeople with high EQ produced twice the
revenue of those with average or below average scores. In another study, technical
programmers demonstrating the top 10 percent of emotional intelligence competency
were developing software three times faster than those with lower competency.

This would help us to understand till what level does emotional intelligence contribute in HR
, does it have any major impact on the entire HR Management and its importance for HR in
the future for the IT industry.

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 INTRODUCTION

Emotional Intelligence, or EI, describes an ability or capacity to perceive, assess, and

manage the emotions of one's self, and of others. Our EQ, or Emotional Quotient, is
how one measures Emotional Intelligence.

Emotions have the potential to get in the way of our most important business and
personal relationships. According to John Kotter of Harvard Business School:
“Because of the furious pace of change in business today, difficult to manage
relationships sabotage more business than anything else - it is not a question of
strategy that gets us into trouble; it is a question of emotions.”

Emotional Intelligence is also defined as a set of competencies demonstrating the

ability one has to recognize his or her behaviors, moods, and impulses, and to manage
them best according to the situation. Typically, "emotional intelligence" is considered
to involve emotional empathy; attention to, and discrimination of one's emotions;
accurate recognition of one's own and others' moods; mood management or control
over emotions; response with appropriate (adaptive) emotions and behaviors in
various life situations (especially to stress and difficult situations); and balancing of
honest expression of emotions against courtesy, consideration, and respect (i.e.,
possession of good social skills and communication skills).

Additional, though less often mentioned qualities include selection of work that is
emotionally rewarding to avoid procrastination, self-doubt, and low achievement (i.e.,
good self-motivation and goal management) and a balance between work, home, and
recreational life. In essence, EQ is the pattern of how people's biases in their thinking
leads them to think one thing or choice is better than another, as well as their clarity in
differentiating within those biases to exercise clear and sound judgment.

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 EMOTIONAL INTELLIGENCE THEORY (EQ - EMOTIONAL
QUOTIENT)

Emotional Intelligence - EQ - is a relatively recent behavioral model, rising to

prominence with Daniel Goldman’s 1995 Book called 'Emotional Intelligence'. The
early Emotional Intelligence theory was originally developed during the 1970s and
80s by the work and writings of psychologists Howard Gardner (Harvard), Peter
Salovey (Yale) and John 'Jack' Mayer (New Hampshire). Emotional Intelligence is
increasingly relevant to organizational development and developing people, because
the EQ principles provide a new way to understand and assess people's behaviors,
management styles, attitudes, interpersonal skills, and potential. Emotional
Intelligence is an important consideration in human resources planning, job profiling,
recruitment interviewing and selection, management development, customer relations
and customer service, and more.

Emotional Intelligence links strongly with concepts of love and spirituality bringing
compassion and humanity to work, and also to 'Multiple Intelligence' theory which
illustrates and measures the range of capabilities people possess, and the fact that
everybody has a value.

The EQ concept argues that IQ, or conventional intelligence, is too narrow; that there
are wider areas of Emotional Intelligence that dictate and enable how successful we
are. Success requires more than IQ (Intelligence Quotient), which has tended to be the
traditional measure of intelligence, ignoring essential behavioral and character
elements. We've all met people who are academically brilliant and yet are socially and
inter-personally inept. And we know that despite possessing a high IQ rating, success
does not automatically follow.

Different approaches and theoretical models have been developed for Emotional
Intelligence. This summary article focuses chiefly on the Goldman
interpretation. The work of Mayer, Salovey and David Caruso (Yale) is also very
significant in the field of Emotional Intelligence, and will in due course be
summarized here too.

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EMOTIONAL INTELLIGENCE - TWO ASPECTS

This is the essential premise of EQ: to be successful requires the effective awareness,
control and management of one's own emotions, and those of other people. EQ
embraces two aspects of intelligence:

1. Understanding yourself, your goals, intentions, responses, behavior and all.

2. Understanding others, and their feelings.

Emotional intelligence - the five domains

Goleman identified the five 'domains' of EQ as:

1. Knowing your emotions.

2. Managing your own emotions.
3. Motivating yourself.
4. Recognizing and understanding other people's emotions.
5. Managing relationships, i.e., managing the emotions of others.

Emotional Intelligence embraces and draws from numerous other branches of

behavioral, emotional and communications theories, such as NLP (Neuro-Linguistic
Programming), Transactional Analysis, and empathy. By developing our Emotional
Intelligence in these areas and the five EQ domains we can become more productive
and successful at what we do, and help others to be more productive and successful
too. The process and outcomes of Emotional Intelligence development also contain
many elements known to reduce stress for individuals and organizations, by
decreasing conflict, improving relationships and understanding, and increasing
stability, continuity and harmony.

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• LITERATURE

Emotional intelligence (EI) is ability, skill or, in the case of the trait EI model, a self-
perceived ability to identify, assesses, and controls 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.

• HISTORY

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 Intelligence 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.

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DEFINITIONS

Substantial disagreement exists regarding the definition of EI, with respect to both
terminology and operationalizations. There has been much confusion about the exact
meaning of this construct. The definitions are so varied, and the field is growing so
rapidly, that researchers are constantly re-evaluating even their own definitions of the
construct. Currently, there are three main models of EI:

1. Ability EI model
2. Mixed models of EI (usually subsumed under trait EI
3. 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.

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.

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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 most unlike standard IQ tests in
that its items do not have objectively correct responses. Among other problems, 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 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.

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MIXED MODELS

The model introduced by Daniel Goleman focuses on EI as a wide array of

competencies and skills that drive leadership performance. Goleman's 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 network
4. Relationship management – the ability to inspire, influences, and develops
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" (Mayer,
Roberts, & Barsade, 2008).

MEASUREMENT OF THE EMOTIONAL COMPETENCIES (GOLEMAN)

MODEL

Two measurement tools are based on the Goleman 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.

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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 (for a discussion, see
Matthews, Zeidner, & Roberts, 2001). The EQ-I has been found to be highly
susceptible to faking (Day & Carroll, 2008; Grubb & McDaniel, 2007).

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TRAIT EI MODEL

Petrides and colleagues (see also Petrides, 2009) 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
(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 some of the Big Five personality traits (extraversion, agreeableness,
openness, conscientiousness) as well as inversely related to others (alexithymia,
neuroticism). 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.

Two recent studies (one a meta-analysis) involving direct comparisons of multiple EI

tests yielded very favorable results for the TEIQue

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ALEXITHYMIA AND EI

Alexithymia from the Greek words "λέξις" (lexis) and "θυμός" (thumos) (literally
"lack of words for emotions") is a term coined by Peter Sifneos in 1973 to describe
people who appeared to have deficiencies in understanding, processing, or describing
their emotions. Viewed as a spectrum between high and low EI, the alexithymia
construct is strongly inversely related to EI, representing its lower range. The
individual's level of alexithymia can be measured with self-scored questionnaires such
as the Toronto Alexithymia Scale (TAS-20) or the Bermond-Vorst Alexithymia
Questionnaire (BVAQ) or by observer rated measures such as the Observer
Alexithymia Scale (OAS).

Criticisms of the theoretical foundation of EI

EI cannot be recognized as a form of intelligence

Goleman's early work has been criticized for assuming from the beginning that EI is a
type of intelligence. Eysenck (2000) writes that Goleman's description of EI contains
unsubstantiated assumptions about intelligence in general, and that it even runs
contrary to what researchers have come to expect when studying types of intelligence:

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

Similarly, Locke (2005) claims that the concept of EI is in it a misinterpretation of the

intelligence constructs, 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
construct utilization, and that before the introduction of the term EI, psychologists had
established theoretical distinctions between factors such as abilities and achievements,
skills and habits, attitudes and values, and personality traits and emotional states.
Thus, some scholars believe that the term EI merges and conflates such accepted
concepts and definitions.

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EI HAS LITTLE PREDICTIVE VALUE

Landy (2005) claimed that the few incremental validity studies conducted on EI have
shown that it adds little or nothing to the explanation or prediction of some common
outcomes (most notably academic and work success). Landy suggested that the reason
why some studies have found a small increase in predictive validity is a
methodological fallacy, namely, that alternative explanations have not been
completely considered:

"EI is compared and contrasted with a measure of abstract intelligence but not with a
personality measure, or with a personality measure but not with a measure of
academic intelligence." Landy (2005)

Similarly, other researchers have raised concerns about the extent to which 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 Big Five that stand out as most related to self-report EI – neuroticism and
extroversion. In particular, neuroticism has been said to relate to negative
emotionality and anxiety. Intuitively, individuals scoring high on neuroticism are
likely to score low on self-report EI measures.

The interpretations of the correlations between EI questionnaires and personality have

been varied. The prominent view in the scientific literature is the Trait EI view, which
re-interprets EI as a collection of personality traits.

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CRITICISMS OF MEASUREMENT ISSUES
ABILITY EI MEASURES MEASURE CONFORMITY, NOT ABILITY

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 One criticism of the works of Mayer and Salovey comes from a study by Roberts et
al. (2001), 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 MEASURE KNOWLEDGE (NOT ACTUAL

ABILITY)

Further criticism has been offered by Brody (2004), who claimed that unlike tests of
cognitive ability, the MSCEIT "tests knowledge of emotions but not necessarily the
ability to perform tasks that are related to the knowledge that is assessed". The main
argument is that even though someone knows how he should behave in an
emotionally laden situation, it doesn't necessarily follow that he could actually carry
out the reported behavior.

ABILITY EI MEASURES MEASURE PERSONALITY AND GENERAL

INTELLIGENCE

New research is surfacing that suggests that ability EI measures might be measuring
personality in addition to general intelligence. These studies examined the
multivariate effects of personality and intelligence on EI and also corrected estimates
for measurement error (which is often not done in some validation studies). For
example, a study by Schulte, Ree, Carretta (2004), showed that general intelligence
(measured with the Wonderlic Personnel Test), agreeableness (measured by the NEO-
PI), as well as gender had a multiple R of .81 with the MSCEIT. This result has been
replicated by Fiori and Antonakis (2011), they found a multiple R of .76 using
Cattell’s “Culture Fair” intelligence test and the Big Five Inventory (BFI); significant
covariates were intelligence (standardized beta = .39), agreeableness (standardized
beta = .54), and openness (standardized beta = .46). Antonakis and Dietz (2011a),
who investigated the Ability Emotional Intelligence Measure found similar results
(Multiple R = .69), with significant predictors being intelligence, standardized beta = .
69 (using the Swaps Test and a Wechsler scales subtest, the 40-item General
Knowledge Task) and empathy, standardized beta = .26 (using the Questionnaire
Measure of Empathic Tendency)--see also Antonakis and Dietz (2011b),who show
how including or excluding important controls variables can fundamentally change
results—thus, it is important to always include important controls like personality and
intelligence when examining the predictive validity of ability and trait EI models.

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SELF-REPORT MEASURES ARE SUSCEPTIBLE TO FAKING

More formally termed socially desirable responding (SDR), faking good is defined as
a response pattern in which test-takers systematically represent themselves with an

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excessive positive bias. This bias has long been known to contaminate responses on
personality inventories acting as a mediator of the relationships between self-report
measures.

It has been suggested that responding in a desirable way is a response set, which is a
situational and temporary response pattern. This is contrasted with a response 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
in high-stakes scenarios become clear.

There are a few methods to prevent socially desirable responding on behavior

inventories. Some researchers believe it is necessary to warn test-takers not to fake
good before taking a personality test. Some inventories use validity scales in order to
determine the likelihood or consistency of the responses across all items.

Claims for the predictive power of EI are too extreme

Landydistinguishes between the "commercial wing" and "the academic wing" of the
EI movement, basing this distinction on the alleged predictive power of EI as seen by
the two currents. 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 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 qua non of leadership". In contrast,
Mayer autions "the popular literature's implication—that highly emotionally
intelligent people possess an unqualified advantage in life—appears overly
enthusiastic 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 be substantiated in a scientific way, unless those
datasets are made public and available for independent analysis.

In an academic exchange, Antonakis and Ashkanasy/Dasborough mostly agreed that

researchers testing whether EI matters for leadership have not done so using robust
research designs; therefore, currently there is no strong evidence showing that EI
predicts leadership outcomes when accounting for personality and IQ.Antonakis
argued that EI might not be needed for leadership effectiveness (he referred to this as
the "curse of emotion" phenomenon, because leaders who are too sensitive to their
and others' emotional states might have difficult to take decisions that would result in
emotional labor for the leader or followers). A recently-published meta-analysis
seems to support the Antonakis position: In fact, Harms and Credé found that overall
(and using data free from problems of common source and common methods), EI
measures correlated only r = .11 with measures of transformational leadership.

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Interestingly, ability-measures of EI fared worst (i.e., r = .04); the WLEIS (Wong-

Law measure) did a bit better (r = .08), and the Bar-On measure better still (r = .18).
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. In a
subsequent paper analyzing the impact of EI on both job performance and leadership,
Harms and Credé found that the meta-analytic validity estimates for EI dropped to
zero when Big Five traits and IQ were controlled for.

Guidelines for Promoting Emotional Intelligence in the Workplace- a paper chiefly

constructed by Cary Cherniss and Daniel Goleman featuring 22 guidelines which
represent the best current knowledge relating to the promotion of EQ in the
workplace, summarized as:

 PAVING THE WAY

1. assess the organization's needs

2. assessing the individual

3. delivering assessments with care

4. maximizing learning choice

5. encouraging participation

6. linking goals and personal values

7. adjusting individual expectations

8. assessing readiness and motivation for EQ development

 DOING THE WORK OF CHANGE

1. foster relationships between EQ trainers and learners

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3. setting goals

4. breaking goals down into achievable steps

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 5. providing opportunities for practice

6. give feedback

7. using experiential methods

8. build in support

9. use models and examples

10. encourage insight and self-awareness

 ENCOURAGE TRANSFER AND MAINTENANCE OF CHANGE

(SUSTAINABLE CHANGE)

1. encourage application of new learning in jobs

2. develop organizational culture that supports learning

 EVALUATING THE CHANGE - DID IT WORK?

1. evaluate individual and organizational effect

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HOW IS EQ DIFFERENT FROM PERSONALITY?

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 In psychology, personality refers to the emotion, thought, and behavior patterns
unique to an individual. Personality influences one's tendencies, such as a preference
for introversion or extroversion.

Like Intelligence Quotient (IQ), personality cannot be used to predict EQ. However,
as EQ can identify both the biases and clarity in one's thinking patterns that allow
them to make good sound decisions, personality only refers to the biases in the
behaviors themselves.

Personality tests typically only distinguish four categories of temperament but do not
distinguish which melancholy person is actually high in ambition.> For example,
business people know that they want an extrovert to fill the sales position, but they
cannot tell from a temperament test which ones will be persistent from those who will
be insistent.

It is desirable for salespeople to have persistence, which allows them to have the
energy, drive, and thick skin to develop and close new business. Less effective,
however are insistent salespeople who 1) turn off prospective buyers because they are
too pushy, and 2) cannot give up on a prospect who is not going to buy when they
could be focusing their efforts on more promising opportunities.

We know we want an extrovert, sensor, thinker, and judger (ESTJ) from the Myers-
Briggs Type Indicator for the vacant leadership role, but we cannot tell which ESTJ
will make sound judgments under stress and which ones will maim everyone in
his/her path when under stress.

An employee with a "good" personality may be fun, social, energetic, and outgoing.
However, having a "good" personality doesn't necessarily equate to success in the
workplace. A "good" personality tells you nothing about the fact that the employee
can also make errors in judgment due to lack of "clarity" when making decisions
within their own biases.

This is why people with varying personality styles can successfully perform the same
job. It boils down to their ability to exercise clear and sound judgment in those
situations their job/role presents on a regular basis.

An employee with high emotional intelligence can manage his or her own impulses,
communicate with others effectively, manage change well, solve problems, and use
humor to build rapport in tense situations. These employees also have empathy,
remain optimistic even in the face of adversity, and are gifted at educating and
persuading in a sales situation and resolving customer complaints in a customer
service role.

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This "clarity" in thinking and "composure" in stressful and chaotic situations is what
separates top performers from weak performers in the workplace.

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 As managers and business executives we have often asked ourselves the following
questions: Why do certain employees get into accidents more often than others? Why
do they violate company ethics and policies? Why do they ignore the rules of the
organization? Why do they use illegal drugs while on the job?

Why do some people cause conflict while others are so gifted at resolving it? Why do
they put self-interest ahead of the organizational values? Why do some salespeople
build large books of new business with ease while others struggle to do so even
though they seem to be putting forth the required effort?

In many cases the answer to the above questions lies in "emotional intelligence"
rather than the individual's "personality type."

"Unmet emotional needs cause the majority of problems at work."—EQI.org

EQ Competencies that Correlate to Workplace Success

The following outlines a set of five emotional intelligence competencies that have
proven to contribute more to workplace achievement than technical skills, cognitive
ability, and standard personality traits combined.

SOCIAL COMPETENCIES—COMPETENCIES THAT

DETERMINE HOW WE HANDLE RELATIONSHIPS

1. INTUITION & EMPATHY. Our awareness of others' feelings, needs, and

concerns. This competency is important in the workplace for the following
reasons.

o Understanding others: an intuitive sense of others' feelings and perspectives,

and showing an active interest in their concerns and interests
o Customer service orientation: the ability to anticipate, recognize, and meet
customers' needs
o People development: ability to sense what others need in order to grow,
develop, and master their strengths
o Leveraging diversity: cultivating opportunities through diverse people

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 2. POLITICAL ACUMEN AND SOCIAL SKILLS. Our adeptness at
inducing desirable responses in others. This competency is important in the
workplace for the following reasons.

o Influencing: using effective tactics and techniques for persuasion and desired
results
o Communication: sending clear and convincing messages that are understood
by others
o Leadership: inspiring and guiding groups of people
o Change catalyst: initiating and/or managing change in the workplace
o Conflict resolution: negotiating and resolving disagreements with people
o Building bonds: nurturing instrumental relationships for business success
o Collaboration and cooperation: working with coworkers and business
partners toward shared goals
o Team capabilities: creating group synergy in pursuing collective goals

Personal Competencies—Competencies that Determine How We

Manage Ourselves

1. SELF AWARENESS. Knowing one's internal states, preferences, resources,

and intuitions. This competency is important in the workplace for the
following reasons.

o Emotional awareness: recognizing one's emotions and their effects and

impact on those around us
o Accurate self-assessment: knowing one's strengths and limits
o Self-confidence: sureness about one's self-worth and capabilities

2. SELF REGULATION. Managing one's internal states, impulses, and

resources. This competency is important in the workplace for the following
reasons.

o Self-control: managing disruptive emotions and impulses

o Trustworthiness: maintaining standards of honesty and integrity
o Conscientiousness: taking responsibility and being accountable for personal
performance
o Adaptability: flexibility in handling change
* Innovation: being comfortable with an openness to novel ideas, approaches,
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3. SELF EXPECTATIONS AND MOTIVATION Emotional tendencies that

guide or facilitate reaching goals. This competency is important in the
workplace for the following reasons.

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 o Achievement drive: striving to improve or meet a standard of excellence we
impose on ourselves
o Commitment: aligning with the goals of the group or organization
o Initiative: readiness to act on opportunities without having to be told
o Optimism: persistence in pursuing goals despite obstacles and setbacks

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• THE AFFECT OF EMOTIONAL INTELLIGENCE ON A

MODERN ORGANIZATIONAL LEADER’S ABILITY TO
MAKE EFFECTIVE

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 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 (Goleman, 1998). Studies have shown that
emotional intelligence impacts a leader’s ability to be effective (Goleman, 1998).
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 (Goleman, 1998).

The following paper is an examination of how emotional intelligence affects a

leader’s ability to make effective decisions. The first part of the essay defines the
parameters of emotional intelligence, leadership and effective decision-making. This
is followed by a discussion of how the aspects of emotional intelligence affect a
leader’s ability to make good decisions and how emotional intelligence is integral to
Stephen Covey’s seven habits of highly successful people and Warren Bennis’ beliefs
on what leadership is. The last section of the paper concludes with the leadership
responsibilities that are implemented through the use of emotional intelligence.

 DEFINITION AND MOTIVE

"When it comes to improving organizational effectiveness, management scholars and

practitioners are beginning to emphasize the importance of a manager’s emotional
intelligence" (Sosik, Megerian, 1999, p. 367). 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.

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• EMOTIONAL INTELLIGENCE

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

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 the emotional state of others and to influence opinions (Caudron, 1999; Goleman,
1998). 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 (Goleman, 1995).
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 setbacks).
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 qualities of a leader are defined.

• LEADERSHIP

What makes a person a leader is still debated, but according to Warren Bennis (1994)
all leaders seem to share some common traits. 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. The second characteristic is
passion or enthusiasm and the ability to communicate that passion to others. 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.
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• 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, and (2) getting the job done

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 through people, requiring their satisfaction and commitment" (Luthans, 1998,). In
short, Bennis is describing transformational leadership qualities (Luthans, 1998).

• MAJOR FINDINGS

What then is the link between emotional intelligence and effective leaders? A
Pennsylvania State University study done by John J. Sosik and Lara E. Megerian
(1999) looked at the self-awareness component of emotional intelligence and
transformational leadership. 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 collected from 63 managers, 192 subordinates, and 63 management
superiors. Managers reported their assessment of their emotional intelligence and
leadership behavior; the subordinates reported their view of their manager’s
transformational leadership behavior and performance outcomes; and each manager’s
superior rated managerial performance. The study tried to answer two questions. The
first question tried to find "what aspects of [emotional intelligence] differentiate those
leaders who are in agreement with others concerning their transformational leadership
qualities from those who are not in agreement". The second question asked "how do
non-military leaders who are in agreement with others regarding their
transformational leadership qualities differ in terms of performance from those who
are not in agreement".

Leaders who underestimated their leadership were positively linked to social self-
confidence while leaders who overestimated their abilities were negatively related to
sensitivity. The results also suggested "self-awareness may provide individuals with
greater perceived control over interpersonal events and consequences in their life…
transformational leaders who are self-aware possess high levels of self-confidence and
self-efficacy and provide orientation for followers". The authors suggest that self-
awareness may enable leaders to understand the emotional implications of their own
feelings and thoughts. For example, before a manager uses a 360-degree feedback
assessment, they must "understand what depositional attributes and leadership
behaviors are associated with managerial effectiveness". Managers who maintain
accurate self-awareness have more attributes of emotional intelligence and appear to
be more effective to their superiors and subordinates. Interviews of three senior
executives revealed that "managers ‘who played the game’ according to established
norms were looked upon favorably by superiors in performance evaluations and
promotion considerations. However, those interviews also revealed that ‘fast-track’
candidates and the ‘darlings’ of senior management are often seen as self-serving,
duplicitous and uncaring by their subordinates". The high public self-consciousness
aspect of emotional intelligence may be useful for managers who are interested in
success (to maximize performance appraisal ratings), but "this does not guarantee
high ratings of transformational leadership and effectiveness by one’s subordinates".

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• A LEADER WITH EMOTIONAL INTELLIGENCE

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 These findings are consistent with Patricia Pitcher’s (1999) description of a company
led by one CEO with high emotional intelligence who was succeeded by a CEO
without emotional intelligence. She began with a description of the high emotional
intelligence CEO (the artist) 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" 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.

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• 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

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 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’ or
technocrats by 1992. 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 you [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
(Goleman, 1998). His openness to new ideas, decentralization of power and his
constant learning (shown by asking questions at board meetings and listening to the
responses), demonstrated empathy.

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 (Goleman, 1998). 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.
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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. Pitcher said
that 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

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 realistically he must be aware of his own influence on the situation and the motives of
others involved. According to Manfred F R Kets de Vries "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)" . Mike Miller’s opinion is that
many managers fail because they are too rigid and have poor relationships. 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" An example of how emotional intelligence is used to
express leadership is in the book "Seven Habits of Highly Effective People".

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 by Daniel Goleman – 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.

Take into account the words used by Warren Bennis to describe a leader. He uses the
words integrity, self-knowledge, enthusiasm, vision, purpose, pursue goals, and
IIPM honesty. These are the same words used to describe various facets of emotional
intelligence. Bennis in his book "On Becoming a Leader" has a list of interesting
differences between a manager and a leader and they are given in the table below.

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 • MANAGER VS. LEADER

A manager A leader

Administers Innovates

Is a copy Is an original

Maintains Develops

Focuses on systems and structure Focuses on people

Relies on control Inspires trust

Has a short-range view Has a long-range perspective

Asks how and when Asks what and why

Has his eye on the bottom line Has his eye on the horizon

Imitates Originates

Accepts the status quo Challenges it

Is the classic good soldier Is his own person

Does things right Does the right thing

The difference between the manager and leader, as described by Bennis, is the same
as described by Patricia Pitcher’s differences between the technocrat (manager) and
the artist (leader). The description of the leader or artist uses characteristics of
emotional intelligence.

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• TALENT MANAGEMENT

 MEANING OF TALENT

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 • Ability, aptitude, bent, capacity, endowment, faculty, flair, forte, genius, gift,
knack.
• Unusual natural ability to do something well that can be developed by
training.
• Person or people with an exceptional ability.

 TALENT OR HUMAN CAPITAL OF AN ORGANIZATION

The pool of people with talent as described under the title "meaning of talent" is the
talent or human capital of any organization.

 WHY TALENT/HUMAN CAPITAL MANAGEMENT?

• Organizations all over the world have realized that the success of their
businesses largely depend upon the talents of people.
• These are those talents or talented people who possesses the talents as required
by a particular organization or those people who have shown promise to
acquire the talents needed by an organization and sharpen them further.
• Therefore, the organizations should manage these talents well.

• They must devise effective plans and processes to identify their talent needs,
locate the talents, attract the talents to work for their organizations, help the
selected people to enhance/upgrade their talents and to obtain their association
to work for the organizations for longer terms.

 FUNCTIONS OF TALENT MANAGEMENT

In order to achieve the above mentioned objectives, various functions that an

organization should institute (through HRM and other departments) are given below:

1. Talent need analysis

2. Locating the talent resources/sources
3. Attracting talents towards the organization
4. Recruiting/appointing the talents (in house or outsourced)
5. Managing competitive salaries/professional fees
6. Training and development of talent pool
7. Performance evaluation of talent
8. Career and growth planning
IIPM 9. Retention management

 COMPETENCY MATRIX AND TALENT MANAGEMENT

1. The talent identification for an organization can best be done by way of

defining competency matrix for the organization. Identification of

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 competencies/skills and their proficiency levels required by the organization in
various processes, functions and hierarchical positions should be identified by
developing an appropriate competency matrix for the organization.
2. The same matrix will be later used by the organization for performance
management/evaluation, training and development, career growth, retention
etc.

 CLASSIFICATION OF PEOPLE ON THE BASIS OF PROFICIENCY

AND USE/APPROPRIATENESS OF TALENTS

1. Fast trackers
2. Averages
3. Misfits

 DEFINITION OF TALENT MANAGEMENT

Talent management or human capital management is a set of business practices that

manage the planning, acquisition, development, retention and growth of talent in
order to achieve business goals with optimized overall performance.

 HRM'S ROLE IN TALENT MANAGEMENT

1. Execution of strategy for talent management.

2. Acting as talent management process owner.
3. Giving creative suggestions to the organization for continual improvement of
talent management functioning as business manager/line manager for talent
management programs.

 ADVANTAGES OF EFFECTIVE TALENT MANAGEMENT

1. Competency gap between required competencies by the organization and

available competencies reduces significantly.
2. Organization's effectiveness and efficiency can improve continuously.
3. Helps in achieving the business goals with superior performance.
4. Improves organization's overall culture and work climate.
5. People are more satisfied.
6. Retention of talent improves. People turnover goes down.
IIPM 7. Better overall growth of people associated with the organization.

 TALENT MOTIVATION AND RETENTION

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 1. Create a professional merit based environment.
2. Provide challenging projects.
3. Environment of excellence.
4. Optimize use of talent.
5. Freedom to work.
6. Dignity and respect in relationships.
7. Effective motivational packages.
8. Open communication and transparency.
9. Learning and growth opportunities.

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EMOTIONAL INTELLIGENCE'S IMPACT ON THE BOTTOM

LINE

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 To date, many companies have focused their selection criteria and training programs
on hard skills (e.g., technical expertise, industry knowledge, education) and the
assessment of personality traits.

Topics including competencies like stress management, assertiveness skills, empathy,

and political/social acumen were never measured in the selection process or focused
on in training and development programs.

In reality, these are critical success factors that should not be dismissed, and have a
direct impact on the bottom line.

For example, the Hay Group states one study of 44 Fortune 500 companies found that
salespeople with high EQ produced twice the revenue of those with average or below
average scores. In another study, technical programmers demonstrating the top 10
percent of emotional intelligence competency were developing software three times
faster than those with lower competency.

Additional research unearthed the following success stories.

A Fortune 500 company in financial services proved that their high EQ salespeople
produced 18 percent more than the lower EQ salespeople. One recent study conducted
by a Dallas corporation measured that the productivity difference between their low
scoring emotional intelligence employees and their high scoring emotional
intelligence employees was 20 times.

A Texas-based Fortune 500 Company had utilized personality assessments for

candidate selection for years with little results in reducing turnover in their high
turnover sales force. After turning to an emotional intelligence-based selection
assessment and EQ training and development program, they increased retention by 67
percent in the first year, which they calculated added $32 million to their bottom line
in reduced turnover costs and increased sales revenues.

A large metropolitan hospital reduced their critical care nursing turnover from 65
percent to 15 percent within 18 months of implementing an emotional intelligence
screening assessment. A community bank that reduced staff by 30 percent due to the
sluggish economy assessed the remaining workforce for their emotional intelligence
competencies, placed them in the right role for those competencies, and the bank is
now producing more with less people.

Lastly, through a series of recent studies conducted by ZERORISK HR, Inc., a

correlation was found between low emotional intelligence and theft and shrinkage.
One other study in the construction industry yielded results showing workers with low
emotional intelligence had a higher likelihood of getting injured while on the job.
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All of these cases are starting to prove the value of having highly emotionally
intelligent employees make up your workforce if you want a competitive advantage
in this highly competitive business world.

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IIPM

RESEARCH OBJECTIVE

To find out the importance of emotional intelligence for HR in IT industry

• RESEARCH METHODOLOGY

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 Quantitative Data collection methods

The Quantitative data collection methods rely on random sampling and structured
data collection instruments that fit diverse experiences into predetermined response
categories. They produce results that are easy to summarize, compare, and generalize.

Quantitative research is concerned with testing hypotheses derived from theory and/or
being able to estimate the size of a phenomenon of interest. Depending on the
research question, participants may be randomly assigned to different treatments. If
this is not feasible, the researcher may collect data on participant and situational
characteristics in order to statistically control for their influence on the dependent, or
outcome, variable. If the intent is to generalize from the research participants to a
larger population, the researcher will employ probability sampling to select
participants.

Typical quantitative data gathering strategies include:

• Experiments/clinical trials.
• Observing and recording well-defined events (e.g., counting the number of
patients waiting in emergency at specified times of the day).
• Obtaining relevant data from management information systems.
• Administering surveys with closed-ended questions (e.g., face-to face and
telephone interviews, questionnaires etc).
(http://www.achrn.org/quantitative_methods.htm)

Questionnaires

Paper-pencil-questionnaires can be sent to a large number of people and saves the

researcher time and money. People are more truthful while responding to the
questionnaires regarding controversial issues in particular due to the fact that their
responses are anonymous. But they also have drawbacks. Majority of the people who
receive questionnaires don't return them and those who do might not be representative
of the originally selected sample.

Web based questionnaires: A new and inevitably growing methodology is the use of
Internet based research. This would mean receiving an e-mail on which you would
click on an address that would take you to a secure web-site to fill in a questionnaire.
This type of research is often quicker and less detailed.
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 TARGET AUDIENCE: HR DEPARTMENT

 METHOD USED: QUESTIONNAIRE

 SAMPLE SIZE: 50-60 company

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 • QUESTIONNAIRE

EI can be divided under 5 groups: intra personal, interpersonal, adaptability, stress

management, general mood.

1. INTRA PERSONAL:
For each statement listed below answer on a scale

1. When I mess up, I say self-depreciating things such as "I am such a loser,"
"Stupid, stupid, stupid," or "I can't do anything right."..?

2. Do I run into obstacles that keep me from reaching my goals..?

3. Even when I do my best, do I feel guilty about the things that were not done
perfectly..?

4. Am I able to stop thinking about my problems..?

5. Am bored most of the time..?

6. Do I feel like I worry about things that other people don't even think about..?

7. When someone I care about is sad, I feel sad too..?

8. Do some people make me feel bad about myself, no matter what I do..?

9. Everything I try to do ultimately end in failure..?

10. Am I not satisfied with my work unless someone else praises it..?

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2. INTER PERSONAL:

For each statement listed below, rate yourself on a scale of 1 to 10 for each of the
items. A rating of 10 would indicate that the statement is always true and a rating of 1
would indicate that it is never true.

1. I always say please and thank you when I ask someone for something.
2. The clothes I wear would never offend another person.
3. If something bad happens to someone I don't like, I tell my friends and laugh
about it when that person is not around.
4. I never curse or use offensive language in public places.
5. My hair is clean and well groomed.
6. People who know me would describe me as cheerful and friendly.
7. I always have good posture.
8. When I talk with someone, I look them in the eyes.
9. I keep my fingernails clean and nicely trimmed.
10. I usually become angry and lose my temper when things don't go the way I
want them to.
11. When other people do something different from the way I would do it, I avoid
being critical of them.
12. I don't bite my fingernails.
13. When I sneeze or cough, I always cover my mouth.
14. My table manners are very good.
15. If someone gives me a gift or does me a favor, I send them a thank you note.

3. ADAPTABILITY:
Almost never applies 0 points
Sometimes applies 1 point
usually applies 2 points
Almost always applies 3 points

1. When I am first confronted with a problem and have no idea how it can be
solved, I take the attitude that the right answer will emerge.
2. Events in my life happen with their own right timing.
3. I feel optimistic about my future.
4. When someone rejects me, I feel hurt, but I accept that the decision was

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 theirs to make.
5. I feel the loss of family and friends, who have died, but the grief resolves
itself and I move on-I don't try to bring back what cannot be brought back.
6. I feel committed to ideals larger than myself.
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7. When I'm arguing with someone, I defend my position, but I also find it
easy to acknowledge the rightness in the other side.
8. I vote the man, not the party.
9. I donate time to worthwhile causes, even if they are unpopular.
10. I am considered a good listener. I don't interrupt others when they talk.
11. If someone has a lot emotion at stake in something, I will hear them out
without expressing my views.
12. Given a choice between a high-salaried job that is fairly boring and a job I
like doing at half the pay, I'll take the job I love to do.
13. My style of managing other people is to allow them to do what they want
rather than try to control them. I interfere as little as possible.
14. I find it easy to trust others.
15. I am not prone to worry; the ups and downs of difficult situations affect
me less than most people.
16. In a competitive situation, I am a good loser-I will say, "Good game," not,
"I wasn't at my best."
17. Being right in every situation isn't all that important to me.
18. I feel comfortable playing with young children; I enter their world easily.
19. I don't think about my moods very much.
20. I can easily feel what someone else is feeling.
21. Quiet people make me feel comfortable. Nervous people don't make me
nervous.
Total score:

Evaluating your score:

50 points or over:
You are an exceptionally adaptable person who has spent a long time on
priority on defending your point of view. Working on personal growth has not
been a high priority in your life so far. You are likely to be well organized and
decidedly goal oriented. If you find yourself in a situation of conflict or
competition, you really want to be on the winning side.

Under 20 points:
your sense of self needs considerable work. Dominated by one or both parents
as a child, you fear rejection and become upset or critical when others disagree
with you. You have your way of doing things and do not like surprises. You
are likely to be obsessively orderly, with lots of hidden worry, or else very
disorganized, reacting strongly to one external event after another minority on

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 defending your point of view. Working on personal growth has not been a
high priority in your life so far. You are likely to be well organized and
decidedly goal oriented. If you find yourself in a situation of conflict or
competition, you really want to be on the winning side.

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4. STRESS MANAGEMENT:

1. How do you handle an excessive workload?

a) I prioritize my work and go ahead to meet my goals

b) I slowly begin to tackle my work
c) I become frustrated and irritable

2. When you are faced with financial challenges, how do you react?

a) I come up with ways to overcome my financial challenges

b) I take time to recover from the financial challenges
c) I stay home and worry endlessly

3. How would you describe your life in general?

a) Interesting
b) Challenging
c) Miserable

4. How do you handle problems?

a) I try my best to sort them out

b) I enjoy the challenge that problems present
c) I get angry and find someone to blame

5. When a person makes you wait for too long, what do you do?

a) Try to keep busy while I wait

b) Find something else to do
c) Become angry and leave

6. What is your perception of change?

a) I do not like change in my life

b) I accommodate change
c) I am unwilling to change my life for anything or anyone

Please answer yes or no to the following.

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 A. When I am stressed I feel

Pain

Anger
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Embarrassment

Exhausted

Headaches

Tense

5. GENERAL MOOD:

1. I stay relaxed and composed under pressure.

2. I can identify negative feelings without becoming distressed.
3. I stay focused (not lost in unimportant details or procrastination) in getting a
job done.
4. I freely admit to making mistakes.
5. I am sensitive to other people's emotions and moods.
6. I can receive feedback or criticism without becoming defensive.
7. I calm myself quickly when I get angry or upset.
8. I communicate my needs and feelings honestly.
9. I can pull myself together quickly after a setback.
10. I am aware of how my behavior impacts others.
11. I pay attention & listen without jumping to conclusions.
12. I take regular time out (once a month/quarter) to reflect on my core purpose
and vision for how I want to live my life.
13. I find about 10% of my job more difficult than the rest of everything I do.
14. I avoid about 10% of my job because I find it difficult. \
15. If I didn’t have to do about 10% of my job, I would really enjoy my job
16. While I might not enjoy doing the more difficult parts of my job
(approximately 10%), when I finish I feel proud and more confident.

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• ANALYSIS

1. INTRA PERSONAL:

i. Increase in self confidence, which leads to forming friendships easier, working

with people more effectively and taking more responsibility.
ii. Generally an increase in intrapersonal skills will increase productivity as you
maximize working conditions and environments to work with you not against
you.

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 iii. As you learn to understand yourself you begin to understand others, which
give you more tools to handle conflict. Remember conflict always involves
two people.
iv. People with high Intrapersonal skills initiate in new situations more quickly
and with more ease.
v. Such people are more resilient against negative behavior that is aimed at them.
vi. Research shows that Intrapersonal skills are connected to academic
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achievement
2. INTER PERSONAL:

i. Understand and adopt the principles of effective interpersonal communication

ii. Network and build rapport and trust
iii. Handle difficult situations with professionalism
iv. Be a more effective communicator in a wide range of work-related scenarios
and contexts
v. Increases confidence when interacting with colleagues and clients
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 vi. Helps in Building relationships
vii. Helps in Delivering difficult messages
viii. Effective influencing

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3. ADAPTABILITY:

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4. STRESS MANAGEMENT:

• Better immune function

• · Less illnesses and physical complaints
• · More energy
•
•
• · Feeling more relaxed

i. Sleeping better
ii. Better digestion
iii. Calmer mood
iv. More focused, more positive
v. Controlling information overload
vi. The tool for staying calm and in focus despite uncertainty

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 vii. Saving time and reducing stress with improved listening
viii. More stability & happiness from areas you can control
ix. Reduced negative organizational stress
x. Increased individual productivity and responsibility
xi. Better team communications and morale
xii. Retention of valued employees
xiii. Improved customer satisfaction
xiv. Reduced personal stress
xv. Improved decision making
xvi. Increased productivity
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xvii. Connecting better to family & friends

5. GENERAL MOOD:

Profits go up

i. Bridges of trust and respect are built and reinforced

ii. Communication enables dreams to take flight
iii. Morale takes a boost and teamwork soars
iv. Your company winds up leading the pack

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 v. Attitudes create positive action in spite of fear of the unknown
vi. Enthusiasm is found in common tasks
vii. Professional image is polished with the gold of good deeds
done
viii. Others’ moods are lifted in optimistic confidence
ix. Safety is secured
x. Productivity peaks
xi. Customer satisfaction scores rate you as an “A” player
xii. Reputation is appreciated
xiii. Personal values are solid and can’t be bought out for a quick fix
xiv. Decision-making is seamless
xv. You are driving under the influence of a positive attitude
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xvii. Relationships deepen

xviii. All team members focus like a hawk on the target goal
xix. Quality is priceless
xx. Opportunity seeks you out
xxi. Others are connected heart-mind to your mission

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• LIMITATIONS

1. Multiple responses for one question.

2. Many people were hesitant to respond.

3. Did not have response back from 25-30 people.

4. Many companies did not allow to do survey with their employees.

5. Less recourse to Cross verify the data collected.

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• RECOMMENDATIONS:

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• CONCLUSION:

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• REFERENCES:

 WEBSITES:

1. Importance of Emotional Intelligence

2. Emotional Intelligence Wikipedia
3. Emotional Intelligence Daniel Goleman’s Concepts
4. Emotional Intelligence Challenge for Leadership
5. Emotional Intelligence is the HR Revolution
6. Importance of Emotional Intelligence at Workplace
7. New Trends in HR
8. Emotional Intelligence affects on the ability of a Leader to make decisions in
the Modern Organization
9. 5 Steps to develop Emotional Intelligence
10. Data Collection Methods

 BOOKS:

1. Working with Emotional Intelligence.

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