IPC

[RESEARCH PAPER:
EMOTIONAL
INTELLIGENCE]
“Without the guidance of emotions, reasoning has neither principles nor power.”-
Robert C. Solomon
TABLE OF CONTENTS

Abstract....................................................................................................................................................................... 4

Purpose........................................................................................................................................................................ 5

INTRODUCTION..................................................................................................................................................... 6

Why Emotional Intelligence................................................................................................................................ 7

Emotional intelligence and decision-making............................................................................................... 9

Emotional intelligence........................................................................................................................................ 10

Definition............................................................................................................................................................ 10

Components of emotional intelligence................................................................................................... 11

Personal competence................................................................................................................................ 11

Social Competence..................................................................................................................................... 11

Emotional Intelligence in the Workplace.................................................................................................... 15

Rationale for EQ............................................................................................................................................... 15

Character and EQ............................................................................................................................................. 15

Leadership and EQ.......................................................................................................................................... 15

Workplace and EQ........................................................................................................................................... 16

Promoting EQ in the Workplace................................................................................................................ 17

Preparing....................................................................................................................................................... 18

Training.......................................................................................................................................................... 18

Encouraging Transfer and Maintenance........................................................................................... 19

Evaluating Change...................................................................................................................................... 19

Survey study on EI.......................................................................................................................................... 19

Two Types of Learning-cognitive and emotional...............................................................................22

Guidelines for Effective Social and Emotional Learning..................................................................23

Phase One: Preparation for Change.................................................................................................... 25

Phase Two: Training................................................................................................................................. 27

 Phase Three: Transfer and Maintenance.......................................................................................... 31

Phase Four: Evaluating Change............................................................................................................ 32

Conclusion............................................................................................................................................................... 34

Summary and reflections................................................................................................................................... 34

ABSTRACT

What is that concept that embraces theories from numerous domains of knowledge such as
psychology, communication, physiology, organizational management, which has captured
interest among both lay people and professionals? What term has been a focus of debate in
recent years, but when utilized appropriately seem to transform a workplace? What
distinguishes star performers from mediocre or low performers at work? What enables one
to be more effective in one’s personal life and work? The answer to all these questions is
emotional intelligence.

Emotional intelligence is a concept which originated relatively recently, and which has held
the focus of the research community up until today. Most useful in the workplace
environment, EQ can explain why some leaders prosper and others do not. EQ can be
developed, and this study links it to character, as well as success. Individuals with high EQ
do not necessarily function as a group with high EQ without practice. Men and women
appear to have equal amounts of EQ, and older individuals learn it better than younger
ones, though the peak appears to be in the 40s.
PURPOSE

Purpose of this report is to research the topic of Emotional intelligence, and establish its
importance at workplaces.

Emotional Intelligence enables managers to take better decisions and enjoy better social
relations in organizations. The research question posed in this artifact is-

how are managers with high EQ better managers as compared to managers with low
EQ?

Research has suggested that there is a relationship between low Emotional Intelligence (EI)
and low performance of managers. In this artifact I'll present research in the field of
Emotional Intelligence and understanding its importance in organizations.
INTRODUCTION

Emotional Intelligence, more commonly called EI or EQ, is a relatively new model based on
behavioral psychology, popularized in 1995 with Daniel Goleman’s book called
Emotional Intelligence: Why It can Matter More than IQ. In his book Goleman argues
that (IQ), the traditional measure of intelligence is too narrow. Capturing public interest and
stirring controversy at professional levels, Goleman presented his claim that people with
emotional skill excel in life, perhaps more than people with a high IQ. Three years later, in
1998, Goleman published another book, Working with Emotional Intelligence, in which he
points out the need for EQ especially in the workplace. The success of Goleman’s books has
resulted in a surge of academic research as well as the commercialization of EQ in recent
years.

Is IQ destiny? D A N I E L G O L E M A N (1997) says, “Well, not really. There is more to success

than having a high IQ. Studies have shown that people who are intellectually the brightest
are not often most successful, either in business or in their personal lives”.

STEVEN COVEY says that when we are looking at verbal and reasoning capacities (the
typical IQ approach), we look at a very small spectrum of human intelligence (The
competitive paradox, 1996). Traditionally, an individual’s smartness or success is measured
in terms of his or her IQ. We almost immediately assume that experts and professionals
have a high IQ. However, IQ serves as only an index of numerical or analytical ability. It has
little or no significance with success in professionals or personal life. So, the question is,
“What is the component that makes Jack Welch, Bill Gates, Gandhi, and Einstein better
leaders, experts or professional in their field?” It has been suggested by experts like
Goleman that it is not IQ but Emotional Intelligence (EI) that makes these individuals
pioneer in their respective fields. Emotional intelligence is measured as Emotional Quotient
or EQ. Compelling evidence recently has surfaced leading scientists to believe that Einstein’s
superior intellectual ability may have been related to the region of his brain that supports
psychological or emotional functions (Kemper, 1999).
WHY EMOTIONAL INTELLIGENCE

Emotional intelligence is a topic of growing interest in organizations and research. Modern

technology and globalization has led the human race into a zooming life where the risks
involved are high. Most people in organizations today undergo motions of crumbling trust,
jarring uncertainty, stifled creativity, distance between managers and co-workers, and
vanishing loyalty and commitment. Either organizations are ignorant of these symptoms or
do not want to recognize them (majority of the times), as they would have to do something
about it. Emotional intelligence calls for recognizing and understanding of these issues in
organizations. It calls upon the employees to increase their emotional self-awareness,
emotional expression, creativity, increase tolerance, increase trust and integrity, improve
relations within and across the organization and thereby increase the performance of each
employee and the organization as a whole.

“Emotional intelligence is one of the few key characteristics that gives rise to strategic leaders
in organizations” (Hill, Cand Jones, G, 2001).

At a microcosmic level, EI will produce an employee who will know his capabilities, his job,
has an outlook in the future, and is confident of a well-thought action. This will be more
valuable than the action of an employee with high IQ and good knowledge, but low EI. This
is where emotional intelligence plays a significant role in the organization and becomes an
important criterion of evaluation for judgment of an ‘effective’ employee. At a macrocosmic
level, EI increases productivity and trust within and across the organization.

The impact that EI has on organizations can be understood by the case of leading credit card
and finance company, American Express. American Express Financial Advisors (AEFA) in
1992 researched why only 28 percent of customers the company advised had purchased life
insurance. The official answer appeared to be the correlation between the EI of the
company’s financial advisors and business success. Intensive training and coaching given to
these advisors resulted in a significant increase in sales revenue, increase in job
performance and employee relations. Pam Smith, Emotional Competence program manager
at AEFA says, “Our leaders are trained first on emotional competence- so that they can be
more effective in relationships that benefit everyone- employer, employee and client”.
Finally, Researchers today are interested in finding the effects of emotional intelligence on
employees and thereby, organizations, and analyzing the various other facets of EQ.
Corporate interest appears to be strongly related to the continuing search for a way of
securing sustainable competitive advantage which can be developed through attention to
“people issues” (Higgs, 1997; Kay, 1993; Senge, 1990; Ulrich and Lake, 1990)

Emotional intelligence improves individual and organizational performance. It plays a

significant role in the kind of work an employee produces, and the relationship he or she
enjoys in the organization (Goleman, 1997; Cooper & Sawaf, 1997). I am interested in
exploring the impact of EI on manager’s daily organizational functions, like- making
decisions and social interaction within the organization. Thus, the research question is- how
are managers with high EQ better managers as compared to managers with low EQ? It is
suggested that there will be a difference in the way individuals with low EI and individuals
with high EI make decisions and interact within the organization. It is based on the belief
that individuals with high EQ will make better decisions (owing to the fact that they are well
connected with themselves and the environment), and will also manage better social
relations (as they are more empathetic and express their emotions well).
EMOTIONAL INTELLIGENCE AND DECISION-MAKING

George R. McGrail (1978) explains that decision-making is generally done in six-steps,

which are as follows- 1. Identify the problem. 2. Define alternative solutions. 3. Gather all
pertinent information. 4. Weigh the alternatives. 5. Make the decision. 6. Follow up the
decision. C.K.Prahald (1997) criticizes managers and says, “One of the biggest impediments
to effective decision making today is that all the literature and all the consultants have
recommended that emotion and passion be taken out of management. They think that
strategy is purely analytical exercise”. An emotionally competent person is more aware of
himself or herself and that of his or her self (Cooper & Sawaf, 1997;Goleman, 1998; Kemper,
1999). Managers with a high EQ make better decisions, as they are better connected with
themselves, the environment; and also because- they act the way they should. Creativity,
resilience, constructive discontent, rational and stretched thinking are the other
characteristics endowed by an EI person. Since such a person is better equipped to make
good decisions (which also work), it is hypothesized that managers with high EQ will make
better decisions as compared to a person with a low EQ.
EMOTIONAL INTELLIGENCE

The concept of EQ has been formed developmentally in the recent past. In the academic
realm, three main models of EQ exist: ability based, competency based, and the social or
non-cognitive based. J O H N M A Y E R , a University of New Hampshire psychologist, was one of
the first to coin the term during his study on intelligence. In 1990, he and P E T E R S A L O V Y
(from Yale) used the ability model to define EQ in the traditional sense as “an ability to
recognize emotions and their relationships and the ability to reason and solve problems on
their basis”

Then came Goleman’s competency-based model which considers the personal and social
capabilities of people. Based on Gardner’s theory of multiple intelligences as presented in
the book Frames of Mind (1983), Goleman drew a model highlighting the two social
intelligences of intrapersonal and interpersonal intelligences. He defined EQ as, “the
capacity for recognizing our own feelings and those of others, for motivating ourselves, and
for managing emotions well in ourselves and in our relationships” (1998, p. 375). Originally,
he identified five domains of emotional intelligence and twenty-five emotional
competencies. Later these were streamlined to four domains and eighteen competencies.

DEFINITION

DR. DANIEL GOLEMAN , pioneer in study of EI, says “Emotional Intelligence refers to the
capacity for recognizing our own feelings and those of others, for motivating ourselves, and
for managing emotions well in ourselves and in our relationships” (Goleman, 1999; Kemper,
1999). He emphasizes the importance of feeling, understanding our emotions and that of
others, and using them astutely in our professional and personal relations.

Similarly, C O O P E R A N D S A W A F (1997) define EI as, “the ability to sense, understand, and

effectively apply the power and acumen of emotion as a source of human energy,
information, connection and influence.” Unlike Goleman who emphasized the thinking and
feeling part of EI, these authors lay more emphasis on the application part of EI in
organizations. In simple words emotional intelligence is- using your emotions intelligently.

EXAMPLE: The first step to this would be recognizing and understanding your emotions. If
your boss screams at you in office today because you came in late, coming home and
screaming at your kids would not be the best thing to do. It will just keep the negative
feeling floating from one person’s head to another. An emotionally intelligent person in this
situation would first recognize that he is angry because his boss yelled at him.

Dr. Goleman asserts that awareness of our feelings also enables us to perceive the feelings
of others accurately—to be empathetic, to feel with another person. In this case,
understanding that your boss yelled because you came late will make you realize that being
on time will make things better. Thus, dealing with our emotions rationally and intelligently
will make events better for us.
COMPONENTS OF EMOTIONAL INTELLIGENCE

DANIEL GOLEMAN (1998), in his book “Working with Emotional intelligence” suggests that
emotional intelligence mainly has two components to it:

1. personal competency
2. social competence (refer table 2).

PERSONAL COMPETENCE

Personal competence determines how we manage ourselves.

It consists of the following characteristics:

1. Self-awareness- knowing one’s internal states, preferences, resources and Intuition.

2. Self-management- managing one’s internal states, impulses, and resource

3. Motivation- guiding ourselves or facilitating reaching goals.

SOCIAL COMPETENCE

Social Competence, on the other hand determines how we handle relationships.

It consists of the following characteristics-

1. Empathy- awareness of others feelings, needs, and concerns

2. Social skills- adeptness at including desirable responses in others.

AYMAN & SAWAF (1997), in their book Executive EQ, say that emotional intelligence rests
on four pillars or cornerstones. In this model (refer appendix, Table 3), they explain
emotional intelligence out of the realm of psychological analysis and philosophical theories,
into the realm of direct knowing, exploration and application. The four cornerstones are:

Emotional Literacy- that builds a locus of self-confidence through emotional honesty,

energy, emotional feedback, intuition, responsibility, and connection.

Emotional Fitness- strengthens authenticity, believability, resilience, expanding your

circle of trust and capacity for listening, managing, and making the most constructive
fdiscontent.

Emotional Depth- explores ways to align life and work with a unique potential and
purpose and to back this with integrity, commitment and accountability, which in turn,
increase influence without authority.
Emotional Alchemy- extends creative instincts and capacity to flow with problems and
pressures and to compete for the future by building capacity to sense more readily – and
access- the widest range of hidden solutions and untapped opportunities.

STEVEN COVEY (1996), author of Seven habits of highly successful people, writes that the
material on emotional intelligence is something we know intuitively. According to him,
emotional intelligence deals with another range of capacities, such as interpersonal
relations, kinesthetic capacity, conceptual and creative thinking, perspective, proportion,
and correlation. Though these authors define and explain emotional intelligence differently,
they all speak around the same fundamentals of recognizing our emotions, understanding
them and use them effectively in our lives.

According to Goleman (1998), emotional intelligence determines the capacity for learning
the practical skills that are based on the domains, while emotional competence determines
how much of that capacity has been put into International Forum

Research studies have quantified the characteristics of EQ which were earlier “void of such
measurement and definition”. Earlier, called “soft skills,” these competencies are found in
high performers in the workplace. Explaining the nature of these competencies, Goleman
(1998) says that they are

1) Independent—each makes a unique contribution to job performance,

2) Interdependent—each draws to some extent on certain others,

3) Hierarchical—they build on each other,

4) Necessary, but not sufficient—having EQ does not guarantee display of the competencies,
and

5) Generic—the list is applicable to all jobs, though different jobs make differing
competency demands.
THE EMOTIONAL COMPETENCE
FRAMEWORK

Personal Competence – Managing Social Competence – Managing

Ourselves Relationships

Self Awareness Social Awareness

• Emotional self-awareness • Empathy

• Accurate self-assessment • Organizational awareness

• Self-confidence • Service

Relationship Management

Self-Management • Inspirational leadership

• Emotional self-control • Developing others

• Transparency • Change catalyst

• Adaptability • Conflict management

• Achievement • Teamwork and collaboration

• Initiative

• Optimism

The third and the broadest concept of EQ comes from B A R O N , who takes a non-cognitive
approach to EQ. For him, EQ is “an array of non-cognitive abilities, competencies and skills
that influence the ability to succeed in coping with environmental demands”

The above discussions of EQ are among the most widely accepted ones, but one should not
be surprised if a search of the literature will bring more viewpoints on the issue. According
to Orme and BarOn , the interest in the subject is indicated by the almost 500% increase in
the number of publications and in the sheer number of scientific publications alone, of
which 3,500 were published between 1970 to the end of the 1990s. The past decade, since
the publishing of Goleman’s books, has seen the greatest interest in the concept. One
growing theme, related to EQ, is improving key emotional competencies in order to help
people and organizations become more effective and successful.
EMOTIONAL INTELLIGENCE IN THE WORKPLACE

RATIONALE FOR EQ

This revolutionary value of EQ comes partly from the new perspective on emotions. This
scientific view, according to Freedman is that emotions are “understandable, measurable,
and practical”. Supporting this view, Caruso and Salovey (as cited in Hughes, Patterson &
Terrell, 2005) say that “emotional skills can also be measured in an objective way through
the use of ability, performance, or knowledge tests. Such tests would ask a series of
questions like these: What is the cause of sadness? What is an effective strategy for calming
an angry customer?”. A research study conducted in 2003 by Damasio (as cited in Hughes,
Patterson, & Terrell, 2005) has found that human beings need to process emotional
information before making any cognitive decisions and that EQ is that factor which weaves
“together thought and feeling into the marvelously rich fabric of human experience”. In the
same line, Freedman (2005) compares thinking and feeling to two notes of the same chord.
He says, “Emotions are part of intelligence—part of cognition. Both are biological processes
and inseparable from our physical selves”. Emotions influence every aspect of our lives.
They help us survive and are the basis for relationships. As Freedman further points out,
“To be intelligent with our emotions, we must recognize and attend to them respectfully
and intentionally”

The good news, as Goleman (1998) expresses, is that “emotional competencies can be
cultivated with the right practice”. Since patterns of EQ are not fixed, people can improve
their overall EQ by improving areas where they lack skills. This aspect of EQ is unlike IQ,
which is considered relatively stable throughout life.

CHARACTER AND EQ

Another important and interesting aspect of EQ is its association with character. Though not
all proponents of EQ agree, there are those who suggest a clear connection between
character and EQ. Goleman (1998), for example, equated EQ with character when he said:
There is an old-fashioned word for the body of skills that emotional intelligence represents:
character… The bedrock of character is self discipline; the virtuous life, as philosophers
since Aristotle have observed, is based on self-control.

In the above context, Goleman refers to self-control as a critical component of character or

EQ. All good human relation skills are essential components of character. One may find
ample opportunities to develop these skills, whether at home or in the workplace. Most
often, an observer uses the relationship skills of another individual as the benchmark for
evaluating that person’s character. Of course, moral character goes beyond such observable
traits, but people often “judge the book based on its cover,” as the saying goes.

LEADERSHIP AND EQ
The most effective leaders, as Cherniss and Goleman (2001) describe, are “those who have
the ability to sense how their employees feel about their work situation and intervene
effectively when those employees begin to feel discouraged or dissatisfied”. They are “also
able to manage their own emotions, with the result that employees trust them and feel good
about working with them”. Thus, bosses and administrators whom employees enjoy
working with are those who manage with EQ. Leaders and administrators, in particular,
need high EQ (Goleman, 1998). One reason is that they represent the group or the
organization to the public and interact with the most number of people inside and outside
the group or organization. “The artful leader is attuned to the subtle undercurrents of
emotion that pervade a group. . .”, and is “the key source of the organization’s emotional
tone”.

Leaders with empathy understand their employees’ needs and provide them with
constructive feedback. Besides this, extremely successful leaders give off a high level of
positive energy to the group. This emotional charisma has much to do with being an
emotional sender rather than a receiver. Literature is replete with studies on leadership and
EQ. Being sincere about their emotions sets apart the charismatic leaders from
manipulative ones (Goleman, 1998).

One study conducted in Canada by Stone, Parker, and Wood (2005) identified similar
emotional components that distinguished school administrators as superior or below
average in leadership abilities. A research study conducted by Leslie (2000) shows that key
leadership capabilities and perspectives are related to EQ, and that the absence of EQ was
related to career derailment.

In their recent concept of leadership, known as “primal leadership,” Goleman, Boyatzis, and
McKee point out that “the emotional task of the leader is primal in two senses: It is both
original and the most important art of leadership”. According to them, leader has much
power to sway the emotions of everyone. Positive use of emotions results in resonance
while negative drive causes dissonance.

Primal leadership can be developed by working on the social competence domain of EQ.
This domain involves empathic listening and resonating to others’ thinking to develop one’s
thought and actions. This enables a leader to provide both a “unified and individual sense of
direction for his or her group”. This theory suggests that advanced listening techniques are
essential skills for effective leadership. Practical steps for training in this area are also
explained by Goleman, Boyatzis, and McKee (2002).

WORKPLACE AND EQ

Emotional intelligence plays an important role in the workplace. Research studies during
the past 25 years about factors that contribute to success in workplace have resulted in
identifying factors that are related to workplace intelligence. These studies used quantified
data on performance from myriad organizations and industries and have contributed to the
knowledge base in EQ.
Emotions contain vital information that help us “to be better at what we do”. Analyses of
studies of about 500 organizations worldwide, reviewed by Goleman (1998) “point to the
paramount place of emotional intelligence in excellence on the job—in virtually any job”. He
points out that those with the highest EQ measure rise to the top in the organizations and
become leaders. Another important finding from these studies is about star employees. Star
employees possess more EQ than other employees. Interestingly, EQ mattered twice as
much as technical and analytic skill for them.

Different jobs call for different types of EQ. For example, success in sales requires the
empathic ability to identify the mood of the customer and the interpersonal skill to decide
when to pitch a product and when to keep quiet. By comparison, success in painting or
professional tennis requires a more individual form of self-discipline and motivation. Thus
EQ affects just about everything you do at work.

“Even when you work in a solitary setting, how well you work has a lot to do with how well
you discipline and motivate yourself” (Goleman, as cited in Murray, 199).

Studies of gender differences in acquiring EQ have found interesting results. Goleman

(1998) says that “men and women seem equally able to increase their emotional
intelligence”. In a study by Stein, 4,500 men and 3,200 women were assessed for their EQ.
He found that women scored higher than men on empathy and social responsibility while
men outdid women on stress tolerance and self-confidence. He concluded that women and
men are equally intelligent emotionally, but they are strong in different areas.

Another consideration in EQ acquisition has been age. Studies show that, “maturity remains
an advantage; it may be slightly harder to ‘teach young dogs new tricks,’” says Goleman. In
their study comparing several hundred adults and adolescents, Mayer and Salovy (as cited
in Goleman, 1998), found that EQ increases with age with a peak occurring in the forties.

EQ in the workplace can mean many things. For example, Cherniss (2005) refers to a school
set-up as an example. Here, the students’ workplace intelligence is one of the
considerations. Teaching EQ-related skills to students will improve their quality of life both
at present and in the future. On the other hand, schools are also workplaces for teachers.
Success in teaching students depends “on the skill and sensitivity of the teacher who
delivers it in the classroom, and supports it and reinforces it” (p. 2). However, these skills
have much to do with the EQ of the teachers which, in turn, is influenced by the climate of
the school, which is influenced by the EQ of the principal. Similar levels of interaction
relating to EQ can be identified in other organizations as well.

PROMOTING EQ IN THE WORKPLACE

A starting point in improving EQ is the recognition of its importance. Research supports the
idea that adding EQ to an organization begins with the leader. The process involves a self-
assessment of one’s strengths and weaknesses in various aspects of EQ. Training or
coaching helps strengthen the EQ of that person. The next step is to work on the group’s EQ.
Among the various groups of the organization, the very top would be the starting point.
Since a group with individuals with high EQ may not necessarily function as an emotionally
intelligent group, learning to work together is important. The third step is to train the front
line–the individuals in the organization—for example, the teachers in a school.

According to Cherniss (2005), an emotionally intelligent workplace differs from a not-so-

emotionally-intelligent organization.

The common traits typically identified are commitment, trust, and emotional atmosphere.
Commitment is when employees do “extra tasks that are not part of their job description
just because it’s important to them that the organization functions”. Trust is seen when at
all levels people feel that if someone makes a mistake, it was an honest mistake, rather than
an act of self-interest. Emotional atmosphere is evidenced where positive emotion
permeates the place instead of hurt feelings, depression, lethargy, and lack of energy.

A more elaborate model for training in EQ is suggested by Goleman, Cherniss, Cowan,

Emmerling, and Adler (2005). They have identified four phases in promoting EQ in the
workplace, based on an exhaustive review of the research literature. These four phases
include 22 guidelines for practice as shown in Table 2.

Trainers and coaches in the field of human resources have developed programs that
educate people on the relevance of EQ in the workplace, assess their strengths and
weaknesses and provide support for enhancing their EQ. Studies on effectiveness of EQ
training and coaching provide insights for future directions in this area.

Table 2
G U I D E L I N E S F O R B E S T P R AC T I C E

PREPARING

• Assess the organization’s needs

• Assess the individual

• Deliver assessments with care

• Maximize learner choice

• Encourage people to participate

• Link learning goals to personal values

• Adjust expectations

• Gauge readiness

TRAINING

• Foster a positive relationship between the trainers and learners

• Make change self-directed

• Set clear goals

• Break goals into manageable steps

• Provide opportunities to practice

• Give performance feedback

• Rely on experiential methods

• Build in support

• Use models

• Enhance insight

• Prevent relapse

ENCOURAGING TRANSFER AND MAINTENANCE

• Encourage use of skills on the job

• Develop an organizational culture that supports learning

EVALUATING CHANGE

• Evaluate

NEW RELEASE

EMOTIONAL INTELLIGENCE, A KEY FACTOR FOR WORKPLACE

SUCCESS, GOES UNRECOGNIZED BY MOST AMERICAN
WORKERS

New study shows stressed-out workers’ emotional intelligence may be hindered,potentially

creating roadblocks for career advancement

Buffalo, NY – July 30, 2007 – The ability of employees to identify, interpret and react to their
own emotions and those of their colleagues – also known as emotional intelligence – is a key
factor in professional success, even more so than IQ. However, the majority of American
workers are unfamiliar with emotional intelligence, according to national research released
today by Multi-Health Systems (MHS) Inc.

Emotional intelligence involves a range of factors that allow a person to evaluate and cope
with his or her environment and emotional well-being, including elements such as
independence, problem solving, flexibility, mood and self-awareness, among others. The
effectiveness of these skills can be inhibited by stress, potentially resulting in problems in
the workplace. The majority of working Americans (55 percent) report a lack of familiarity
with emotional intelligence and its impact on their professional success.While four in five
workers experience stress in the workplace as a result of work or personal issues, the poll
also shows that nearly half (48 percent) are not familiar with the negative effect stress has
on their emotional intelligence.

“Research has demonstrated that that emotional intelligence can actually be more important
in predicting success in the workplace than IQ, or cognitive intelligence,” says Dr. Steven Stein,
president and CEO of Multi-Health Systems, Inc. “However, emotional intelligence can suffer
when stress takes a toll, preventing workers from controlling their emotions, collaborating
with others, adapting to change and maintaining a positive mood.”

One in three workers (32 percent) reported that stress prevented them from being
recognized for theircontributions at work, while one in four (27 percent) said that stress
prevented them from advancing in their career. Perhaps contributing to these results:

 53 percent of American workers said stress reduces their productivity in the

workplace
 53 percent said stress hurts their relationships with co-workers
 47 percent said stress inhibits their workplace decision-making

“The good news is that employees can learn or improve their emotional skills at any point in
their lives –even in the presence of stress,” Dr. Stein says. “Unlike IQ, a person’s emotional
intelligence is not set in stone. Through learning more about emotional intelligence and
applying emotional skills to better deal with their environment, employees will improve their
likelihood of experiencing workplace success.”

A study conducted in 2002 demonstrates that managers who had higher levels of emotional
intelligence reported less subjective stress and demonstrated better management
performance. It also suggests that emotional intelligence may play an important role in
mitigating the impact of stress.

SURVEY STUDY ON EI

A survey study conducted in Mumbai, India (Almad, 2000) suggested that there is a
relationship between the low Emotional Intelligence (EI) and low performance of managers.
(Refer table1). Goleman (1997) and Cooper & Sawaf (1997) suggest that emotional
intelligence improves our ability to understand our own emotions and that of others, and
also enhances our social radar. The purpose my report is to explore how emotional
intelligence contributes to a manager’s ability to make decisions and manage social
relations. Comparisons of the decision-making ability and ability to manage social relations
(within the organization) of managers with low EQ and high EQ will be made using 360-
degree feedback method.

It is believed that the results will show that managers with high EQ will be better decision-
makers than managers with low EQ, and managers with high EQ will manage better social
relations than managers with low EQ. This study emphasizes the importance of EI at
workplaces, and encourages individuals towards developing emotional intelligence (which
is possible, unlike IQ that gets stunned after a particular age).

The Impact of Emotional Intelligence on Workplace: How are managers with high EQ
better than managers with low EQ?

A survey study conducted in Mumbai, India (Almad, 2000) suggested that there is a
relationship between the low Emotional Intelligence (EI) and low performance of
managers. Cooper & Sawaf (1997) suggested that Emotional Intelligence enhances the
ability to sense, understand, and effectively apply the power and acumen of emotions as a
source of human energy, information, connection and influence. The purpose of this study is
to explore how emotional intelligence impacts the ability to make decisions and manage
social relations in the organization. Comparisons will be made between middle-level
managers with low EI and high EI. Weclsler Adult Intelligence Scale (WAIS) and Emotional
Competency Inventory (ECI) will be administered. Results will focus on the impact
emotional intelligence has on the ability of the managers to make better decisions and enjoy
better social relations in the organization.

BRINGING EMOTIONAL INTELLIGENCE TO THE WORKPLACE

A TECHNICAL REPORT ISSUED BY

THE CONSORTIUM FOR RESEARCH ON EMOTIONAL INTELLIGENCE IN

ORGANIZATIONS

October 7, 1998
Written by:

Cary Cherniss, Ph.D.

Graduate School of Applied and Professional Psychology, Rutgers University

Daniel Goleman, Ph.D.

Author, Working with Emotional Intelligence

Robert Emmerling, Kimberly Cowan, and Mitchel Adler

Graduate School of Applied and Professional Psychology, Rutgers University

The Consortium for Research on Emotional Intelligence in Organizations

( www.eiconsortium.org )

Preface

Current interest in "emotional intelligence" has raised the question of whether it is possible
to improve the social and emotional competence of adult workers. Research in training and
development, sports psychology, and behavior change suggests that it is possible, but the
typical approach used in corporate training programs usually is flawed. Social and
emotional learning is different from cognitive and technical learning, and it requires a
different approach to training and development. This report presents 22 guidelines for
developing emotional intelligence in organizations, based on the best knowledge available
on how to promote social and emotional learning. We have estimated that American
business each year loses between 5.6 and 16.8 billion dollars by not consistently following
these guidelines. The basis for this estimate can be found in the last section of the report.
Research for this report was conducted under the auspices of the Consortium for Research
on Emotional Intelligence in Organizations. The Consortium is made up of nine individuals
from academia, government, and the corporate sector. All of the individuals are recognized
experts with considerable experience in both research and consulting. The Consortium has
been funded by the Fetzer Institute, a private foundation located in Kalamazoo, Michigan.

Bringing Emotional Intelligence to the Workplace

When the book, Emotional Intelligence, appeared in 1995, many business leaders agreed
with the basic message that success is strongly influenced by personal qualities such as
perseverance, self-control, and skill in getting along with others. They could point to "super
sales persons" who had an uncanny ability to sense what was most important to the
customers and to develop a trusting relationship with them. They could point to customer
service employees who excelled when it came to helping angry customers to calm down and
be more reasonable about their problems with the product or service. And they also could
point to brilliant executives who did everything well except get along with people, or to
managers who were technically brilliant but could not handle stress, and whose careers
stalled because of these deficiencies. Business leaders well understood how valuable these
"emotionally intelligent" employees are to an enterprise.

BUT WHAT ABOUT THE MANY WORKERS WHO LACK THESE IMPORTANT EMOTIONAL
COMPETENCIES? IS IT POSSIBLE FOR ADULTS TO BECOME MORE SOCIALLY AND
EMOTIONALLY COMPETENT?

Many business leaders are less certain about this question. For instance, the dean of a major
business school, when asked about the importance of emotional intelligence at work,
enthusiastically agreed that it was crucial. But when we asked him how his school
attempted to improve the emotional intelligence of MBA students, he said, "We don’t do
anything. I don’t think that our students’ emotional intelligence can be improved by the
time they come here. They’re already adults, and these qualities are developed early in life."

On the other hand, there are those who seem to claim that they can raise the emotional
intelligence of a whole group of employees in a day or less. Scores of consultants now are
selling workshops and seminars designed to help people become more emotionally
competent and socially skilled. Some of these programs are quite good, but others make
unrealistic claims. The worst ones are those that involve a heavy reliance on inspirational
lectures or intense, short-lived experiences. So who is right? The skeptics who believe that
nothing can be done to improve emotional competence after the age of 15, or the hucksters
who claim that they can turn emotional dunces into emotional Einsteins in an afternoon? As
usual, the answer lies somewhere in between. A growing body of research on emotional
learning and behavior change suggests that it is possible to help people of any age to
become more emotionally intelligent at work. However, many programs designed to do so
fail to recognize the difference between two types of learning.

TWO TYPES OF LEARNING-COGNITIVE AND EMOTIONAL

Training and development efforts in industry have not always distinguished between
cognitive learning and emotional learning, but such a distinction is important for effective
practice. For instance, consider the example of the engineer whose career was stymied
because he was shy, introverted, and totally absorbed in the technical aspects of his job.
Through cognitive learning, he might come to understand that it would be better for him to
consult other people more, make connections, and build relationships. But just knowing he
should do these things would not enable him to do them. The ability to do these things
depends on emotional competence, which requires emotional learning as well as cognitive
learning. Emotional incompetence often results from habits deeply learned early in life.

These automatic habits are set in place as a normal part of living, as experience shapes the
brain. As people acquire their habitual repertoire of thought, feeling, and action, the neural
connections that support these are strengthened, becoming dominant pathways for nerve
impulses. Connections that are unused become weakened, while those that people use over
and over grow increasingly strong. When these habits have been so heavily learned, the
underlying neural circuitry becomes the brain’s default option at any moment. What a
person does automatically and spontaneously, often with little awareness of choosing to do
so. Thus, for the shy engineer, diffidence is a habit that must be overcome and replaced with
a new habit, self-confidence. Emotional capacities like empathy or flexibility differ from
cognitive abilities because they draw on different brain areas. Purely cognitive abilities are
based in the neocortex. But with social and emotional competencies, additional brain areas
are involved, mainly the circuitry that runs from the emotional centers, particularly the
amygdala deep in the center of the brain up to the prefrontal lobes, the brain’s executive
center. Effective learning for emotional competence has to re-tune these circuits.

Cognitive learning involves fitting new data and insights into existing frameworks of
association and understanding, extending and enriching the corresponding neural circuitry.
But emotional learning involves that and more . it requires that we also engage the neural
circuitry where our social and emotional habit repertoire is stored. Changing habits such as
learning to approach people positively instead of avoiding them, to listen better, or to give
feedback skillfully, is a more challenging task than simply adding new information to old.

Motivational factors also make social and emotional learning more difficult and complex
than purely cognitive learning. Emotional learning often involves ways of thinking and
acting that are more central to a person.s identity. A person who is told, for instance, that he
should learn a new word processing program usually will become less upset and defensive
than if he is told that he should learn how to better control his temper or become a better
listener. The prospect of needing to develop greater emotional competence is a bitter pill
for many of us to swallow. It thus is much more likely to generate resistance to change.
What this means for social and emotional learning is that one must first unlearn old habits
and then develop new ones. For the learner, this usually means a long and sometimes
difficult process involving much practice. One-day seminars just won.t do it. Those who
study training "have tended to consider all training the same, without regard to the purpose
of the training or the type of learning involved."6 Some of the previous thinking about
training, based largely on cognitive learning, is valid for social and emotional learning as
well. However, the principles for social and emotional learning differ greatly from those that
apply to purely cognitive abilities. A better source of guidance comes from research that
examines social and emotional change processes more directly. Such research comes from
many different fields, including sports psychology, psychotherapy and behavior change, and
personal development. This research suggests a set of guidelines for the design of effective
social and emotional learning. These guidelines point to components that are additive and
synergistic; to be effective, social and emotional learning experiences need not adhere to all
of these guidelines, but the chances for success increase with each one that is followed.

GUIDELINES FOR EFFECTIVE SOCIAL AND EMOTIONAL LEARNING

An Overview
The guidelines for social and emotional training are presented schematically in Figure 1.
They are arranged in the form of a flow chart that describes the optimal process for helping
individuals to increase their emotional competence in personal and interpersonal contexts.

FIGURE 1 The Optimal Process for Developing Emotional Intelligence in Organizations

The flow chart suggests that there are four basic phases to the training process. The first
occurs even before the individual begins formal training. This initial phase, which is
crucial for effective social and emotional learning, involves preparation for change. This
preparation occurs at both the organizational and individual levels. The second phase,
training, covers the change process itself. It includes the processes that help people
change the way in which they view the world and deal with its social and emotional
demands. The third phase, transfer and maintenance, addresses what happens following
the formal training experience. The final phase involves evaluation. Given the current
state of knowledge about social and emotional learning, the complexity of programs
designed to promote such learning and the great unevenness in the effectiveness of
existing programs, evaluation always should be part of the process.

PHASE ONE: PREPARATION FOR CHANGE

Motivation is especially important in social and emotional learning.8 Such learning can be
challenging for adults who already have established a way of relating to themselves and
others, and people need to be strongly committed to the change process for an extended
period of time. So what can managers and trainers do to increase learners. motivation prior
to the start of the change process? The first set of guidelines addresses this question.

Assess the Organization’s Needs.

Good training begins with a needs assessment. For social and emotional training, there are
two particular challenges that must be addressed at this point in the process. First, many
people in the organization will be skeptical about the link between emotional intelligence
and the bottom line. A systematic and rigorous study can help show that such a link exists.
For instance, in one large financial services company, there was considerable skepticism
about the value of training in "emotional competence" until top executives saw the results
of a study showing that financial advisors who coped better with the emotional aspects of
work with clients sold more life insurance policies. Once they saw the connection between
this particular type of emotional competence and the bottom line, the executives
encouraged advisors to participate in an emotional competence training program. The
second challenge in applying this guideline to social and emotional training efforts is to
identify all of the particular competencies that are important for success. Sometimes it is
easy to miss crucial ones. For instance, an initial needs assessment in one airline began with
a consideration of the airline.s business strategy. Because airlines are similar in price
structure, a competitive advantage depends particularly on how well passengers are treated
by airline personnel. As a result, the way in which flight attendants handled passengers
became the focus for training efforts. Research then indicated that superior performers had
two types of competencies: self-management (resilience, efficiency, adaptability) and
interpersonal (caring for and managing customers well, and teamwork). However, two
other competencies, self-awareness and empathy, help support the self-management and
interpersonal competencies. So the training program also needed to include these. Only a
careful assessment of the work situation, informed by an understanding of the nature of
emotional competence, enabled the consultant to identify both the surface-level and deeper
competencies that affected performance.

Assess Personal Strengths and Limits.

Two challenges confront those who wish to assess the social and emotional competence of
individuals. First, people usually are less aware of skill weaknesses in the social and
emotional domains.10 They may realize, for example, that the interpersonal aspects of
leading a work group are difficult and frustrating. But they may not be able to pinpoint the
emotional skills they need in order to improve their functioning in this area. They are
probably even less aware of the underlying attitudes and ways of thinking that get them
into trouble, or how those ways of thinking trigger complex emotional response patterns
that impede their effectiveness in dealing with difficult employees, customers, or
coworkers. Second, these competencies are manifested primarily in social interaction.
Therefore, the best approach usually involves ratings by those who interact with the
person. However, the beliefs, motives, and feelings of the rater influence ratings of social
and emotional competence. The boss.s view of a manager.s self-awareness or ability to
empathize may be very different from the perspective of the manager.s peers and
subordinates. The best assessment approach for initiating social and emotional learning
thus is usually based on multiple ratings conducted from multiple perspectives, such as
360-degree assessments that include boss, peer, and subordinate ratings.11 "Three-sixty
feedback" now is used regularly in industry for a variety of purposes, and organizations
vary in how well they use this tool. When not managed well, it can create resistance rather
than readiness. In the most effective development programs, the participants are helped to
review these ratings and then use them to identify the competencies that should be the
focus of training efforts. Ultimately, however, the motivating power of an assessment is
affected by how credible it is to the learners. The trainees need to have faith in the
assessment method.
3. Provide Feedback with Care.
Motivation for change can be enhanced when people are given feedback on the assessment
results. However, there are many pitfalls in giving people feedback on their social
competence. These competencies are closely linked to a person.s identity and self-esteem. It
is one thing, for example, to be told that you need to work on the back-swing of your chip
shot in golf, but it is quite another to be told that you need to handle stress better. If the
feedback is not provided with sensitivity and skill, people often become defensive. People
are more likely to respond positively to feedback when they trust and respect the person
who gives it. People also are more likely to be motivated to change when they believe that
the feedback is constructive and accurate, and they are helped to identify the specific steps
they can take to improve. People also need sufficient time to think about the information
and its implications. And in social and emotional development efforts, it is especially
important that the feedback occur in an atmosphere of safety. The understood purpose of
the feedback also affects its motivational and emotional impact. When, for instance, it is
used for appraisal purposes, and one.s supervisor gives the feedback, the impact often is
negative. On the other hand, when it is used for development purposes and the person
giving the feedback is viewed as a disinterested individual whose motivation is to help, then
the consequences tend to be much more positive. For instance, in a large computer software
company, an executive development specialist provides the individual with the results of a
360-degree assessment strictly in confidence, one-to-one. No copies of the results are kept.
The feedback is used only as a development tool.

4. Maximize Learner Choice.

People generally are more motivated to change when they freely choose to do so. In social
and emotional training, however, choice is particularly important. Because these
competencies are so close to the essence of what makes us the people we are, it is better if
we are free to choose whether or not to engage in such training. It also is better if the choice
is real. If trainees are given a choice but not assigned to the training they initially chose,
they will be less motivated to learn than those who were given no choice.

5. Encourage Participation.
Because social and emotional learning is viewed as "soft" and thus somewhat suspect,
employees will tend not to choose to participate in it unless they believe that the
organization.s management strongly endorses it. The words and actions of supervisors are
especially important. Trainees are more willing to participate in development activity if
their supervisors indicate that they support it. In a large financial services company, a
training program in emotional competence was popular in part because several regional
vice presidents encouraged their management groups to participate and then attended the
program with them. The same has been true for "crew resource management training," a
program that teaches airline crews the social and emotional skills that help them to work
better as a team. When senior management has demonstrated a real commitment to this
program by providing intensive and recurrent training, there has been greater acceptance
of it among the crews. Acceptance also has increased when check airmen and instructors
emphasize concepts from the training during other training and checking.

6. Link Learning Goals to Personal Values.

People will be most motivated to learn and change if they believe that doing so will help
them achieve goals that they value. For instance, in teaching airline crews how to work
better in the cockpit as a team, it usually is more effective to teach them "how to get a team
off to a good start," and "how to address conflicts among members constructively," rather
than to teach them about "behavioral styles." Often the most salient personal values will be
work-related, but they need not be. Trying to motivate learners by showing them that
training will contribute to career success will be difficult if success is unimportant to them.
Fortunately, other incentives for social and emotional learning are not difficult to find. In
one popular emotional competence program, many participants reported that the skills
they learned were as valuable in managing relationships at home as they were at work.

7. Adjust Expectations.
Expectations about performance can become self-fulfilling prophecies. People who are
confident that they can succeed in a training program will tend to be more motivated and,
not surprisingly, more successful. Unfortunately, in the case of social and emotional
learning, many people are skeptical that emotional intelligence can be improved. And
people who find social and emotional problems challenging will be particularly dubious
about their ability to improve. To maximize motivation, learners need to believe not only
that greater emotional competence will lead to valued outcomes, but also that it can be
improved. Furthermore, they need to have a realistic expectation of what the training
process will involve. Trainers can help enhance learners. self-efficacy in various ways. For
instance, in the JOBS program, an award-winning program designed to help unemployed
workers to overcome discouragement and find new jobs, the participants observe the
trainers engage in a role-play of a job interview. The trainers intentionally make several
mistakes during the role-play. The participants then provide suggestions for improving
performance, and the trainers do the role-play again, incorporating the participants.
suggestions. The participants see how useful the suggestions are, and the trainers point out
that the participants have demonstrated that they already know most of what the experts
know about how to do a job interview well.

8. Gauge Readiness.
Research on a wide variety of behavior change programs suggests that people go through
several stages of readiness for change before they are ready to make a true commitment. In
the first stage, they deny that they have any need for change. In the next stage, people begin
to see that they need to improve, but they are not sure that anything can be done about
their problems and they put off making a decision. In the third stage, the individual
recognizes that there is a problem and also that there are ways of dealing with it, but the
person has not made a concrete plan to act. It is not until the fourth stage that the person is
ready to act. People at this stage have a concrete plan, and they put it into action. Before
training begins (or toward the beginning), the training staff should, ideally, assess the
readiness stage of each potential participant. They then would design an appropriate
intervention based on that assessment, which will differ for people at each stage of
readiness.

PHASE TWO: TRAINING

In social and emotional learning, motivation continues to be an important issue during the
training phase. The amount of time, effort, and potential threats to one.s self-esteem that
occur during social and emotional learning suggest that trainers continue to monitor the
individual.s motivation and intervene to bolster it. One of the most important factors
influencing motivation during the training phase is the relationship between the trainer and
the learner.
9. Foster a Positive Relationship Between the Trainer and Learner.
In social and emotional learning, the relationship between the trainer and learner is
critically important. For instance, in a program designed to teach people to be more
assertive, the participants were less likely to drop out and showed more positive change at
the end of the program if they had a positive relationship with the trainer. Several studies
have suggested that trainers who are empathic, warm, and genuine, which are, of course,
attributes of emotional intelligence, develop more positive relationships with participants
in behavior change programs, and they are more likely to be successful. Trainers who use a
directive-confrontational style only succeed in making participants more resistant. In the
JOBS program, the trainers work to develop a trusting relationship with the participants by
engaging in a moderate degree of self-disclosure. For instance, the trainers talk about their
own experiences in coping with job loss, emphasizing the normal experiences of self-doubt,
encounters with barriers and setbacks, persistence in the face of these barriers, and
ultimate success. This self-disclosure encourages the participants to identify with and
admire the trainers, which facilitates social and emotional learning.

10. Maximize Self-Directed Change.

People are more likely to develop emotional competence when they decide which
competencies to work on and set their own goals. Training for emotional competence also
benefits when the trainer adapts the training to match the person.s needs, goals, and
learning style preferences. For instance, in one stress management program, the
participants were taught a variety of approaches to relaxation. Then they were encouraged
to try each one and select the best one for them. And if none worked well, they were
encouraged to try other approaches to managing stress, such as improving their time
management skills. The basic message of the program was that people differ, and no one
approach to managing stress will work well for everyone.

11. Set clear goals.

Social and emotional learning benefits from specific, clear goals. A goal such as "learn how
to listen better to subordinates" is less effective than "use active listening with at least three
times each day for three weeks." Specific and challenging goals help support social and
emotional learning because they maximize self-efficacy, mastery, and motivation. The most
effective trainers are able to help the learners set clear and challenging goals without
infringing on the learners. sense of ownership for the goals.

12. Break Goals into Manageable Steps.

For many people, trying to bring about even modest improvements in emotional
competence can be frustrating. Although challenging goals are more motivating than simple
ones, it also helps if the goals are attainable. When people reach a goal, their self-efficacy
increases, which leads to the setting of new, more challenging goals.34 For instance, one
MBA student lacked the self-confidence necessary to approach people about part-time jobs.
The larger goal of developing self-confidence was overwhelming (and also vague), but he
was helped to break it into smaller, more realistic action steps. The first was to update his
resume, which was easy; there was no need to approach anyone. The next steps, which were
increasingly difficult, were to call the chairman of the Finance Department by the next
month to request a meeting, then meet with the chairman to discuss opportunities, then do
the same with his mentor, a local executive. Finally, he would search the local want ads and
call to apply for promising jobs. In this way, the goal of increasing self-confidence became
attainable, and steady progress and success rather than frustration and failure
characterized the process.

13. Maximize Opportunities to Practice.

The relationship between practice and learning is one of the oldest and best-established
principles in psychology. In social and emotional learning, there often must be more
practice than in other types of learning because old, ineffective neural connections need to
be weakened and new, more effective ones established. Such a process requires repetition
over a prolonged period of time. And learners need to practice on the job, not just in the
training situation, for transfer to occur. Relying on a single seminar or workshop is one of
the most common errors made in social and emotional learning programs. Even an intense
workshop lasting several days usually is not sufficient to help people unlearn old,
entrenched habits and develop new ones that will persist. The most effective training
programs include repeated sessions of practice and feedback.

14. Provide Frequent Feedback on Practice.

Feedback is important during the change process as a way of indicating whether the learner
is on track. It also can help sustain motivation, for feedback can be highly reinforcing.
Feedback is especially useful in social and emotional learning because the learners often
have trouble recognizing how their social and emotional behavior manifests itself. In fact,
because self-awareness is a core competence, those who need the most help in emotional
competence programs may be particularly weak in this area. Thus, they need even more
focused and sustained feedback as they practice new behaviors.

15. Rely on Experiential Methods.

More active, concrete, experiential methods, such as role plays, group discussions, and
simulations, usually work better than lecturing or assigned reading for social and emotional
learning. In order to reprogram neural circuits connecting the amygdala and neocortex,
people need to actually engage in the desired pattern of thought, feeling, and action. A
lecture is fine for increasing understanding of emotional intelligence, but experiential
methods usually are necessary for real behavior change. A study of managerial and sales
training programs offered in a large corporation demonstrated the superiority of
experiential methods for social and emotional learning. The programs that used
experiential methods produced twice as much improvement in performance, as rated by
supervisors and peers, as did the other programs. Furthermore, the return on investment
for the experiential programs was seven times greater. A particularly good example of
experiential learning is the teaching approach used in Cockpit Resource Management. Much
of the training involves "flying missions" in a highly realistic flight simulator. To learn more
about how they interact with one another and the effects it has on their performance, the
crew is videotaped while they perform the mission, and then they view the tape with an
instructor and focus on their interactions.

16. Build in Support.

Change is enhanced through ongoing support from individuals and small groups. Such
support is especially valuable for people who are trying to improve their social and
emotional competence. Coaches and mentors, as well as individuals who are going through
the same change process, can help sustain a person.s hope and motivation.40 Social and
emotional training programs usually are more effective when they encourage the formation
of groups where people give each other support throughout the change effort.

In a stress management program designed for a group of middle managers in a high tech
firm, the trainers assigned the participants to a "support group" early in the first session. All
small group work during the course of the program took place in these support groups, and
facilitators included activities that helped the group members get to know one another
better. The participants were encouraged to meet with others in their support groups in
between sessions and after the program formally ended. The participants reported that the
conversations they had in their support groups about life style and priorities were the most
important factors in helping them to make positive changes in their work and personal
lives.

17. Use Models.

Seeing the desired behavior modeled is particularly valuable in social and emotional
learning. One cannot learn to solve quadratic equations by watching someone else do so,
but one can learn a great deal about how to discuss a conflict with a coworker by observing
a model do it. Learning is further enriched when trainers encourage and help learners to
study, analyze, and emulate the models.

18. Enhance Insight.

Even though experiential interventions seem to be especially productive for social and
emotional learning, insight also can play a useful role. Insight serves as a natural link
between situations, thoughts and feelings. It enhances self-awareness, the cornerstone of
emotional intelligence. And insight often paves the way for meaningful behavior change.
The most effective training combines experiential methods and the development of insight.
For instance, one program taught managers to be more aware of how their employees
irritated them and to become more effective in setting limits with employees. The trainer
began the lesson by showing an excerpt from a popular comedy film in which one character
continually annoyed another one by infringing on his personal space in various ways. After
showing the film, the trainer helped the participants to shift the focus from the film to
themselves, and they began to see how they often allowed some of their employees to
bother them in similarly annoying ways. After acquiring more insight into their own
emotional reactions, the participants were ready to learn some emotional and social skills
that could help them to deal with these annoying behaviors.

19. Prevent Relapse.

The essence of relapse prevention is to prepare people mentally to encounter slips, to

recognize at the outset that setbacks are a normal part of the change process. Relapse
prevention is especially important in social and emotional learning because participants
attempting to develop these competencies are likely to encounter many setbacks as they
attempt to apply new behaviors on the job. Without preparation for these setbacks, they can
easily become discouraged and give up before the task of neural relearning has reached the
point where the new, learned response is the automatic one.

In relapse prevention training, people are helped to reframe slips as opportunities to learn
in order to reduce the likelihood of slipping again in the future. For dealing with situations
in which a mistake is likely, they also are helped to develop practical strategies such as
taking a "time out" to consult with a mentor. Through relapse prevention, trainees learn
how to identify and overcome potential obstacles to applying new skills on the job. They
also learn to monitor their progress and use methods of self-reinforcement to maintain
motivation.

For example, in one program a trainer leads the participants through a discussion about a
hypothetical situation in which a participant who has followed all the rules for effective,
supportive feedback receives an angry response when talking with a staff member. The
trainer then asks the group to describe how they would feel in this situation and to consider
what they could do to overcome this particular obstacle. The trainer then praises the
participants for their ideas on how to bounce back from this setback. Later, the trainer asks
the participants to write down on one side of a sheet of paper descriptions of setbacks they
might encounter when they try to apply a skill they have learned, and to generate possible
solutions for overcoming these setbacks on the other side of the paper. The participants
then share these strategies with the rest of the group.

PHASE THREE: TRANSFER AND MAINTENANCE

Transfer and maintenance of learned skills is a particular challenge in social and emotional
learning. When learners return to their natural environments, there are likely to be many
cues and reinforcers that support the old neural pathways that training was designed to
weaken. Further, there may be significant barriers to the use of some of the new social and
emotional competencies that still have a fragile neural foundation. Well-designed training
programs cannot be effective if the larger organizational system in which they are rooted is
not supportive of the training goals. Recent research has pointed to several aspects of the
organizational environment that seem to be helpful in facilitating transfer of social and
emotional learning.

20. Encourage Use of Skills on the Job.

There are many different ways that supervisors, peers, subordinates, and others in the work
environment can encourage learners to apply what they have learned. The best methods
involve either reminding people to use the skills or reinforcing them when they do so.
Reinforcement is a particularly good way to encourage trainees to apply their new skills on
the job and to continue doing so. In the workplace, reinforcement by one.s supervisor can
be especially powerful. Consider the difference in outcomes for two supervisory training
programs. In both, the participants liked the programs and successfully learned the new
skills. But follow up showed that the participants from the first program applied their skills
on the job, while those in the second did not. The biggest difference between the two
programs was that the trainees in the first one were "directed and encouraged by their
supervisors to use the new skills." In fact, two of the participants were removed from their
jobs for not using the new skills. Supervisors can reinforce the use of new skills on the job in
less drastic ways. For instance, they can encourage trainees to use learned skills on the job
simply by cueing them to do so. Also, a follow-up assessment of skills learned during
training can make the trainees feel more accountable and increase transfer of learning.54
For example, the airlines have "check pilots" observe flight crews during flights and then
give them feedback in order to encourage the crews to use the teamwork, communication,
and leadership skills that they previously learned. The behavior of a supervisor, or any high
status person, is crucial for the transfer and maintenance of new emotional and social
competencies. The models to which learners are exposed when they return to the work
environment are even more powerful than those they encountered during training. Social
and emotional behavior seems to be especially sensitive to modeling effects, and high status
persons are influential models for this kind of behavior in the workplace.56 For instance, in
one supervisory training program, the participants were taught to adopt a more supportive
leadership style. After they returned to their jobs, only those trainees whose own
supervisors had such a style transferred what they had learned to their jobs. In addition to
modeling and reinforcement, reflection can help learners transfer and maintain what they
have learned. It can be particularly helpful for supervisors to set aside some time
periodically to help learners reflect on what they have done to apply the skills, and to
consider what have been the barriers and facilitating factors. Because self-awareness is a
cornerstone of social and emotional competence, reflection can be especially valuable
during the transfer and maintenance phase. Although supervisors are especially salient
sources of reinforcement and encouragement, other individuals and groups in the work
environment can be important as well. For instance, in a supervisory skills program, the
supervisors. employees were trained at the same time as the supervisors.59 This
additional component of the program helped create an environment that encouraged the
supervisors to practice and use the new behaviors.

21. Provide an Organizational Culture that Supports Learning.

Transfer and maintenance of specific skills seems to be affected by the extent to which the
organization values learning and development in general. Challenging jobs, social support,
reward and development systems, and an emphasis on innovation and competition
influence these perceptions and expectations. The climate of the work environment is
particularly important for transfer of social and emotional learning to the job. One study
found that participants in a human relations training program who returned to a supportive
climate performed better on objective performance measures and were promoted more
often than those in an unsupportive climate. Furthermore, these effects were not observed
until 18 months after training, highlighting the importance of a supportive environment for
the development of social and emotional competencies over time.
 PHASE FOUR: EVALUATING CHANGE

22. Conduct on-going evaluation research.

Evaluation is essential for promoting effective training. Research suggests that many
training programs do not fulfill their promise. Only through evaluation can poor programs
be improved and effective ones retained. By evaluation, we mean a process that focuses on
continuous improvement rather than just a "pass-fail" test in which individuals associated
with a program win or lose credibility. When an evaluation suggests that a program falls
short in achieving its goals, it should not be used to punish an individual or group. Rather, it
should be used as a guide for improving the training that is offered. Evaluation should be
linked to learning and the continual pursuit of quality.

Evaluation has received increased attention of late because of the recognition that training
departments in modern organizations need to be held more accountable. Instead of cost
centers, training departments now are viewed as profit centers. Unfortunately, the field has
been slow to meet this challenge. An October, 1997 survey of 35 highly regarded
"benchmark" companies conducted by the American Society for Training and Development
found that of the 27 companies that said they tried to promote emotional competence
through training and development, more than two-thirds made no attempt to evaluate the
effect of these efforts. Those that did attempt to evaluate their efforts relied primarily on
measures such as reactions to training and employee opinion surveys.

Good evaluation of social and emotional learning efforts has been especially rare. One
reason seems to be a widespread belief that programs designed to promote "soft skills"
cannot be evaluated. Although this may have been true at one time, we now have the tools
necessary to conduct rigorous evaluations of most training programs for social and
emotional competence.

It can be difficult to include every aspect of the ideal evaluation design in many
organizations, but there are examples of evaluation studies that come close. One is a study
of eleven management training programs offered in a large pharmaceutical company. The
evaluators utilized pre- and post-assessments of those who went through the programs, and
these assessments included ratings of the participants. performance on the job by bosses,
peers, and subordinates. They also calculated the costs and benefits of the programs. They
found that three of the eleven programs were worthless. On the other hand, five programs
had a return-on-investment ranging from 16 to 492 percent, and one time management
program had a return-on-investment of 1,989 percent. The four year study cost $500,000,
which was only .02 percent of the $240 million that the company spent on training during
that period. As a result of this evaluation, the company has eliminated the ineffective
programs and retained the ones that more than pay for themselves.

Another example was an evaluation of a supervisory training program conducted in a forest

products company. This study used a control group and pre- and post-measures. The
program.s impact on the supervisors. competence was measured through subordinate
ratings, and the study also assessed the program.s impact on absenteeism, turnover, and
productivity. The results showed first that the trained supervisors were using all of the
interpersonal skills covered in the program significantly more than did the controls during
the six months following training. Second, the average daily production of the trained
supervisors. employees, relative to controls, increased over 20 percent. Third, turnover and
absenteeism significantly declined among the employees of the trained supervisors, relative
to the controls. The evaluation study thus provided strong evidence that the training
program had the desired effects on both supervisor competencies and the bottom line.

These two examples show that while it is not easy to evaluate social and emotional
competence training programs, it now is possible to do so with much greater rigor and
precision than ever before. By making evaluation an integral part of the process, training
programs will gradually become more effective.

CONCLUSION

It is possible for people of all ages to become more socially and emotionally competent.
However, the principles for developing this type of competence differ greatly from those
that have guided much training and development practice in the past. Developing emotional
competence requires that we unlearn old habits of thought, feeling, and action that are
deeply ingrained, and grow new ones. Such a process takes motivation, effort, time, support,
and sustained practice, as the guidelines presented in this article make clear. The guidelines
also suggest that the preparation and transfer-and-maintenance phases of the training
process are especially important. Yet too often these phases are neglected in practice.
Organizations increasingly are providing training and development that is explicitly labeled
as "emotional intelligence" or "emotional competence" training. However, the guidelines
presented here apply to any development effort in which personal and social learning is a
goal. This would include most management and executive development efforts as well as
training in supervisory skills, diversity, teamwork, leadership, conflict management, stress
management, sales, customer relations, etc. Ideally, efforts to develop emotional
competence would include all the elements we have identified here, but we realize that it
often will not be practical to do so. Fortunately, the effect of adhering to the guidelines is
multiplicative and synergistic: the more guidelines that trainers can follow, the greater and
more lasting will be their impact. If the current interest in promoting emotional intelligence
at work is to be a serious, sustained effort, rather than just another management fad, it is
important that practitioners try to follow guidelines based on the best available research.
Only when the training is based on sound, empirically based methods will its promise be
realized.

SUMMARY AND REFLECTIONS

My secondary research has helped me determine the impact of emotional intelligence on

the decision-making ability and personnel relations on the work life of managers. Having a
high EQ empowers managers to perform their tasks in a more efficient manner. I concluded
from the results that managers with high EQ will make better decisions as compared to
managers with low EQ. Also, since an individual with a high EQ is more empathetic, more
understanding and approachable, they will share better relations with people around
themselves in the organization. Thus, the research has proven that managers with high EQ
enjoy better social relations as compared to managers with low EQ. This artifact represents
my belief in emotional intelligence, and my desire to further my intellectual investigation in
this area.

Using Competence-Based Tools to Enhance Organizational Performance, Boston, MA, 1996.

Hypothesis 1: Managers with high EQ will make better decisions as compared to managers
with low EQ. However, it must also be understand that emotional intelligence refers to the
ability to make good decisions, not the result. One may be well equipped to make good
decision; that does not make one will make better decisions. Emotional Intelligence and
Social Relations: Every employee shares a variety of social relations in his or her
organization. Co-workers, supervisors, subordinates, suppliers, customers, clients and other
stakeholders constitute the social relation spectrum of an organization. According to David
Goleman (1997), humans are primordial team players and our extraordinary sophisticated
talent for cooperation culminates in the modern organization. He emphasizes that our
emotions help us form deep-rooted relations both in our personal and professional lives.
Thus, an emotionally intelligent person is more open, flexible and empathetic towards
others. It is sad but true in organizations today employees need someone who understands
them. Employees today are feeling the heat of the fast paced corporate life is becoming
increasingly mechanistic and they need someone to understand them and their
expectations from the organization. Managers with a high EQ are able to sense the thoughts
and feelings of their employees and thus are better able to manage relations within and
across the organization. This research compares the employee relations of managers with
high EQ and managers with high IQ.

Thus, Hypothesis 2: Managers with high EQ enjoy better social relations in the organization,
as compared to managers with low EQ. Overall the paper aims to reaffirm the benefits of
following the path of Emotional intelligence. Research has shown that individuals can be
trained to increase their EQ, unlike IQ that becomes stunted after a particular age. EQ can be
strengthened and strengthened throughout adulthood- with immediate benefits to our life,
health, relationships, and our work.

METHODS
This section discusses the design, sample, materials, procedure and timeline

of the study. Emotional intelligence is the independent variable; and decision-making

ability and ability to manage social relations is the dependent variable.

Design:

Emotional intelligence is the independent variable, and operates at two levels

i.e. low EQ (n=16) and high EQ (n=16). This is the target sample of the study

(N=32), as only individuals with average EQ are included the study. It is imperative

to understand that the target sample has low or high on EQ (no average, as it is not

a variable of interest), and similar levels of IQ. This specific target sample will be

determined after administering two-assessment tests- Wechsler Adult Intelligence

Scale (WAIS III) and Emotional Competency Inventory (ECI). They measure

intelligence quotient (IQ) and emotional quotient (EQ) respectively.

The dependent variables of this study are – ability to make decisions and the

ability to manage social relations. Both theses dependent variables shall be

measured using a 360-degree feedback mechanism. The researcher will prepare the

two questionnaires. Both questionnaire consists of 15 items that can be answered by

responding to a 5-point Likert scale ranging from- strongly disagree, disagree,

neither agree not disagree, agree, and strongly agree. The responses will be noted

for each participant and the average score for decision-making and personnel

relations for the target sample shall be determined (see table 1)

Insert Table 4 about here

Sample:

The sample for this study will consist of 32 middle-level managers (target

sample) having similar IQ. The sampling will be done such that half of these

managers (n=16) have a high EQ and the other will have low EQ (n=16). In order to

obtain this specific target sample, the beginning sample should be large. Wechsler

Adult Intelligence Scale (WAIS III) will be conducted on a sample of 150 middle-level

managers working in different departments of a large-scale organization (such as

General Electrics, Alcoa, etc). The reason for choosing middle-level manger is to

obtain a systematic 360-degree feedback. Also, the primary objective of including

managers from a specific large-scale organization is that though the sample consists

of middle-level managers from different backgrounds (departments- finance or HR;

ethnic background- American or Asian) being a part of the same organization will

generate some uniformity in the sample. Choosing sample from the same

organization will neutralize to some extent the differences in their background and

experiences. Gender was not a variable of consideration in this study. This is because

research has shown that men and women differ significantly in their level of EQ

(Ruven Bar-On, 1997).

The Wechsler Adult Intelligence Scale (WAIS III) will be administered on the

population of 150 middle-level managers, and the scoring and interpretation will be

done accordingly. Assuming that the scores of test will be normally distributed, the

average scores i.e. the score between 1- and +1 standard deviation (SD) shall be

determined. The individuals falling between this range i.e. about 102 on normal

probability curve (68% of the total sample will fall between –1 and +1 SD) will be

further administered to the Emotional Competency Inventory (ECI). ECI is an

assessment and development tool used for building EI competencies in the

workplace.

The ECI measures self-awareness, self –management, social awareness and

social skills (Watkins, 2000). Assuming that the scores will be normally distributed,

the individuals (about thirty two) at the ends of the normal probability curve i.e.

beyond –2 and +2 SD will be determined (about 32 individuals, as in a normal

probability curve, 32% of the total population falls beyond -2 and +2 SD). This is the

target sample for the research study that will consist of individuals with low EQ

(beyond –2 SD) and high EQ (beyond +2 SD). Fig1.1 illustrates the idea of arriving

at the target sample in a clear and fashion.

Insert Table 5 about here

Thus, after determining the target sample the decision-making questionnaire

and the Personnel relation questionnaire will be filled by the middle-level manager

themselves, their subordinate, supervisor, and co-worker of that middle-level

manager. Thus, a 360-degree feedback will be obtained. There will be four

questionnaires being filled out for each middle-level manager, for decision-making

and personnel relations each.

Materials & Instruments:

The primary data collection tools of this study are self-made questionnaires

prepared especially for this study. Apart from this, Wechsler Adult Intelligence Scale

(WAIS III), which is computes the Intelligence Quotient (IQ) for adults, and

Emotional Competency Inventory (ECI), which is an assessment tool for emotional

intelligence shall also be used. These two scales will determine the IQ and EQ scores

of the sample.

Procedure & Timeline:

This study shall be conducted in the organization’s premises, as it will be

most convenient for the participants. Both the WAIS (III) and ECI shall be

administered on a one-on- one basis with the client. After each test, the results shall

be explained to the participants, and debriefing will be done. Both the WAIS and the

EIC will be administered in one session.

The process of administering the IQ tests shall take about three weeks,

including contacting the interested participants, setting an appointment and

administering both the tests. The analysis and interpretation of the results shall take

about three weeks. After determining the target sample, the next step will be

contacting the coworkers, subordinates and superiors of the target sample. This

process, including the administration of the decision-making questionnaire and the

social relations questionnaire shall take about three or four weeks. Analysis and

interpretation of the results will take about two more weeks. Thus, the total time line

of the study, including prior preparation, is tentatively about twelve- fourteen weeks.
ANALYSIS OF DATA

Two-way ANOVA will be employed to analyze the data. This statistical tool is

used because there needs to be a comparison made between the decision-making

scores and social relation scores, of managers with low EQ and high EQ. Two-way

ANOVA helps compare the actual and mean scores across the four categories of the

design. (refer appendix)

Potential sources of contamination:

Bias of loyalty/ favoritism- The co-workers, supervisor, subordinate or the

target manager him/herself may give a high score, and contaminate the

results of the study.

Differences in backgrounds, age and gender- Though sampling from a

common institution may neutralize the effects of different backgrounds, age

and gender to a certain extent, these factors can influence the responses on

the two questionnaires.

Expected results:

This paper is interested in exploring the impact of EI on manager’s daily

organizational functions like- making decisions and social interaction within the

organization. Thus, the research question is- how are managers with high EQ better

managers as compared to managers with low EQ?

The results will emphasize the importance of emotional intelligence in

organizations, and show that it’s not IQ that really makes a difference –its EQ. IQ

can help develop only numeric and analytical skills. A manager’s task is plan, decide

and execute ideas along with the people in his organization. It is expected that the

results of this study show that, Managers with high EQ will make better decisions as

compared to managers with low EQ. Also, since an individual with a high EQ is more

empathetic, more understanding and approachable, they will share better relations

with people around themselves in the organization. Thus, the research also expects
to find that, Managers with high EQ enjoy better social relations as compared to

managers with low EQ.

Budget:

Consultation fees = $ 10,000

Salaries payable to research assistants (2) = $ 2,000

Travel expenses = $ 600

Materials and tests (WAIS and ECI) = $ 5000

Miscellaneous = $ 500

Total $ 18,100

The researcher shall use the organization’s premises for testing and

questionnaire survey. The researcher and her team are not liable for any expenses

caused by the employees during the interview (e.g. refreshme nts).

Suggestions for Further Research:

Though there are only two main hypothesis of the study, there is potential for

further research. This research does not consider factors like gender, age and ethnic

background, which might have an impact on the dependent variables. It would be

interesting to find out whether people belonging to a particular educational

background are better decision makers. Another valid argument would be-Are

females with a high EQ better in maintaining relations than men with high EQ?

Finally, mapping differences in emotional intelligence across nations would be a

valuable research study.

CONCLUSION

This research will help determine the impact of emotional intelligence on the

decision-making ability and personnel relations on the work life of managers. Having

a high EQ definitely empowers a manager to perform his tasks in a more efficient

manner. In conclusion, it encourages us to sharpen our emotional intelligence, and

use it as a tool in professional and personal life.

REFERENCES
Cooper, R. K. & Sawaf, A. (1997). Executive EQ: Emotional intelligence in leadership

and Organizations. New York: Gosset, Putnam.

Covey, S. (March 1996). “The competitive paradox”, Executive Excellence, 3-4.

Dulewicz, V. & Higgs, M. (2000). “Emotional intelligence: a review and evaluation

study” Journal of Managerial Psychology, 15, 341-372.

Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.

Goleman, D. (1994).Emotional intelligence: why it can matter more than IQ? New

York: Bantam Books.

Hays, S. (July1999). “American Express taps into the power of emotional

intelligence”, Workforce magazine, 72-73.

Hill, C. & Jones, G. (2001). Strategic Management. McGraw-Hill.

Kemper, C. (Oct-Nov 1999). “EQ vs. IQ”, Communication World Magazine, 15-19.

Lambert, C. (1998). “The emotional path to success”, Harvard Magazine.

Watkin, C. (June 2000). “Developing emotional intelligence”, International Journal of

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Table 4:

Design of the study – Independent variable EQ (high and low), and Dependent variables

Decision-making ability and Managing social relations

1= subordinates 2= self 3= supervisor 4= co-worker

HIGH EQ LOW EQ

Decisionmaking

Social

Relations

1 4 3 2 1 2 4 Avg. Avg

Table 5:

Determining the Target sample (N=32)

Low EQ

n= 16

High EQ

n=16 N= 102

o Why EQ is Better than IQ? (1995) By Daniel Goleman

o Primal Leadership. (2002) Goleman, Boyatzis & McKee

Summary and Conclusion

Since the publication of Goleman’s book on emotional intelligence in 1995,

a great deal of interest in the concept has been generated. The initial

explanations of EQ were often vague and literature lacked valid and reliable

instruments for the models that were proposed. But recently EQ, as an emerging

science, has contributed much to a better understanding of human intelligence

focusing on emotional competencies. While these concepts are helpful for

understanding ourselves as private individuals, it is in the area of leadership and

workplace skills that EQ makes its greatest contribution.

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