“a study of emotional intelligence at a public …

Volume:01, Number:03, Jan-2012 : RJCBS 5 www.theinternationaljournal.org

“A STUDY OF EMOTIONAL INTELLIGENCE AT A PUBLIC SECTOR

UNIT IN BANGALORE”

Monica. M

Research Associate,

Acharya Institute of Technology,

Bangalore

Dr. L.Vijayashree

Associate Professor,

Department of MBA,

PES School of Engineering,

Hosur Road, Bangalore- 560100

Abstract:

Emotional intelligence refers to the ability to recognize and regulate emotions in ourselves

and others. Emotional Intelligence (EI) is considered to be a very powerful tool to an

employee to manage relationships and achieve success at work. The aim of this research was

to study the role of emotional intelligence among the employees at Karnataka State Remote

Sensing Application Centre (KSRSAC) and further this study investigates the relationships of

demographic factors (Gender, age, Education level, marital status and Income) and emotional

intelligence.

The census method was adopted which includes all 120 employees at KSRSAC as sample.

To assess the emotional intelligence, Researchers used Goleman’s method, which includes 25

questions. In addition, some personal and social demographic data was gathered from the

employees. Data were analyzed using SPSS-17 and descriptive and inferential statistics.

The study explores the relationship of factors of EI within and also concludes that when age

increases the social skills decreases. The result proves that the males have more EI compared

to females at KSRSAC but the variation among the gender groups is less.

KEY WORDS: Emotional intelligence, Self awareness, Self management, Self motivation,

Empathy and Social skills.

Volume:01, Number:03, Jan-2012 : RJCBS Page 16 www.theinternationaljournal.org

Introduction:

Emotional Intelligence (EI) refers to the ability to recognize and regulate emotions in

ourselves and others (Goleman, 2001). Peter Salovey and John Mayer, who originally used

the term "Emotional Intelligence" in published writing, initially defined emotional

intelligence as:

A form of intelligence that involves the ability to monitor one's own and others' feelings and

emotions, to discriminate among them and to use this information to guide one's thinking and

actions (Salovey & Mayer, 1990).

Evolution of EI:

Goleman: A Mixed Model of Emotional Intelligence

Daniel Goleman, a psychologist and science writer who has previously written on

brain and behavior research for the New York Times, discovered the work of Salovey and

Mayer in the 1990's. Inspired by their findings, he began to conduct his own research in the

area and eventually wrote Emotional Intelligence (1995), the landmark book which

familiarized both the public and private sectors with the idea of emotional intelligence.

Figure-1: HR Activity


Goleman identified the five 'domains' of EI as:

1) Self-awareness: Self awareness (SA) concentrates on one’s vision, values &

belief. SA examines one’s emotions towards their performance and helps in decision

making by using their values. SA also helps to identify one’s strength and weakness

& learn from experience, finally SA makes person to become more confident.

2) Self-management: Self management (SM) able to manage their stress by having

positive attitude towards self and also others. Self managed people try to control their

temper and able to perform under pressure and these persons can be trusted.

3) Self-Motivation: Self motivation (SMo) helps to increase the commitment in

work. Self Motivated people are capable to take initiative to achieve the goals by

taking up the new challenges at work place.

4) Empathy: Empathy (E) helps to understand the others behaviour and feeling and

they will be open in their thoughts and try to be aware of their culture and work

in diversified workforce. .

5) Social skills: Social skills (SS) indicate that people are capable of listening to

others and also communicate effectively. SS influence, lead others and manage

change and adapt to the situation by dealing with others emotions.

Figure-2: EI Components


Review of literature:

1. Michael Gosling (2006) explains in his PhD Thesis “Measuring emotional

intelligence of managers in Singapore and the application of emotional intelligence

for individual and organization effectiveness. An exploratory study” that male

respondents scored higher than did their female counterparts. And also proves that the

EI abilities were independent of age by considering 3 age groups.

2. Pandey Hari Shankar (2010) in his journal paper “Evaluating Characteristics &

Emotional Intelligence among workers in organizations in the state of Rajasthan”

investigated the relationship between demographic variables and emotional

intelligence among workers and shows the result that there was also significant

difference in the emotional intelligence mean scores of male and female.

3. Mary Jo Jackson and Sharon Larisa Segrest Research in Higher Education Journal

“The effects of emotional intelligence, age, work experience, and academic

performance” paper found that the emotional intelligence was found to be positively

associated with work experience and also emotional intelligence was not significantly

associated with age and academic achievement.

4. Souvik Ghosh and Suvarna Chakraborty (The Journal of Business Perspective l

Vol. 12 l No. 1 l January–March 2008) in their journal paper “Emotional intelligence:

the next step in knowledge process outsourcing” has done a comparative study

between two companies. And shows that there exists a relationship between efficient

synergistic determinants of emotional intelligence of knowledge employees and

sustained competitive edge. This is proved by the level of importance attached to

emotional intelligence in Company B where a more integrated and synergistic HR

strategy was able to adapt to the expectations of knowledge employees faster than

Company A. This journal paper also shows the importance of information sharing and

communication among collaborators and business partners to handle the emotions of

the employees better. And proves that flexible emotionally intelligent and mature

leadership helps achieve faster growth rate.

5. Blair Kidwell, David M. Hardesty, Brian R. Murtha, & Shibin Sheng (Journal of

Marketing Vol. 75 (January 2011),) in their research work “Emotional Intelligence

in Marketing Exchanges” examined how sales professionals use emotions in

marketing exchanges to facilitate positive outcomes for their firms, themselves, and

their customers. The authors conduct three field studies to examine the impact of EI in

marketing exchanges on sales performance and customer relationships. They find that

EI is positively related to performance and finally the results indicated a

complementary relationship between EI and cognitive ability in that EI positively

influences performance at higher levels of cognitive ability.

6. The Emotional Intelligence and Leadership Study was conducted by Dottie Brienza

(Consortium for Research on Emotional Intelligence in Organizations Leadership &

EI at J&J). In his research, results showed that the highest performing managers have

significantly more emotional competence than other managers. There was strong

inter-rater agreement among Supervisors, Peers, and Subordinates that the

competencies of Self-Confidence, Achievement Orientation, Initiative, Leadership,

Influence and Change Catalyst differentiate superior performers. The high potential

managers received higher scores in the emotional competencies by Peers and

Supervisors, but not by Subordinates. Some gender difference was found, with

Supervisors rating Females higher in Adaptability and Service Orientation, while

Peers rated Females higher on Emotional Self-Awareness, Conscientiousness,


Developing Others, Service Orientation, and Communication. Direct reports scored

Males higher in Change Catalyst.

7. Samuel O. Salami (2008) in his research paper “Demographic and Psychological

Factors Predicting Organizational Commitment among Industrial Workers”

investigated the relationships of demographic factors (age, marital status, gender, job

tenure, and educational level), emotional intelligence, work-role salience,

achievement motivation and job satisfaction to organizational commitment of

industrial workers.

8. Cary Cherniss Graduate School of Applied and Professional Psychology Rutgers

University” Emotional Intelligence: What it is and Why it Matters” Cary Cherniss,

Ph.D. October 7, 1998 Bringing Emotional Intelligence To The Workplace

The EI concept is a psychological one, it is important for I/O psychologists to

understand what it really means and to be aware of the research and theory on which

it is based. So in this presentation it brief about the history of the concept as an area of

research and describe how it has come to be defined and measured. The research links

emotional intelligence with important work-related outcomes such as individual

performance and organizational productivity.

9. Fabio Sala, Ph.D Consortium for Research on Emotional Intelligence in Organizations

EI Program Eval. “Do Programs Designed To Increase Emotional Intelligence At

Work?”

The recent and widespread interest in the importance of emotional intelligence (EI) at

work (Goleman, 1995) has led to the development of programs that are designed to

(1) educate people about the relevance of emotional intelligence in the workplace, (2)

assess their relative strengths and weaknesses, and (3) provide a framework to

develop and enhance their ability to interact with others with greater emotional

intelligence (Boyatzis, 1999). This research will attempt to provide some evidence for

the effectiveness of an emotional intelligence training program; specifically, whether

participants scores on a measure of EI improve after exposure to a program designed

to increase emotional intelligence at work. Increases in EI scores with both samples

suggest that workshop interventions are effective at improving EI

10. Kathleen Cavallo, PsyD, Corporate Consulting Group and Dottie Brienza, MA The

Emotional Intelligence and Leadership Study at J&J

A study was conducted on three hundred and fifty-eight Managers across the Johnson

&Johnson Consumer & Personal Care Group (JJC&PC Group) globally to assess if

there are specific leadership competencies that distinguish high performers from

average performers. Participants were randomly selected, then coded for performance

rating, potential code, gender, functional group and regional area. Results showed that

the highest performing managers have significantly more “emotional competence”

than other managers. There was strong inter-rater agreement among Supervisors,

Peers, and Subordinates that the competencies of Self-Confidence, Achievement

Orientation, Initiative, Leadership, Influence and Change Catalyst differentiate

superior performers. The high potential managers received higher scores in the

emotional competencies by Peers and Supervisors, but not by Subordinates. Some

gender difference was found, with Supervisors rating Females higher in Adaptability

and Service Orientation, while Peers rated. Females are higher on Emotional Self-

Awareness, Conscientiousness, Developing Others, Service Orientation, and

Communication. Direct reports scored Males higher in Change Catalyst.

11. Steven B. Wolff, DBA*November 205, Emotional Competence Inventory (ECI)


The ECI is a 360-degree tool designed to assess the emotional competencies of

individuals and organizations. It is based on emotional competencies identified by Dr.

Daniel Goleman in Working with Emotional Intelligence (1998), and on competencies

from Hay/McBer’s Generic Competency Dictionary (1996) as well as Dr. Richard

Boyatzis’s Self-Assessment Questionnaire (SAQ).ECI has shown strong evidence for

the assessment, development, and training of emotional intelligence. The Emotional

Competence Inventory 2.0 (ECI) measures 18 competencies organized into four

clusters:

Self-Awareness, Self-Management, Social Awareness, and Relationship Management

etc.The ECI is supported by very good reliability and validity evidence from research

from a variety of worldwide organizational contexts.

12. Samuel Olayinka Salami Ph.D., senior lecturer, head of Department of Guidance and

Counseling, Kampala International University; research fields: counseling

psychology, personnel psychology and career development - SEPTEMBER 2010,

“Gender as a moderator of relation between emotional intelligence and career

development”

The purpose of this study is to examine the relationship of emotional intelligence with

career development and the moderating role of gender in the relationship. This study

adopted a survey research design. Questionnaires were used to obtain data on

emotional intelligence, career development and demographic factors from 485

secondary school students (male=255, female=230) randomly selected from 5 states

in south western Nigeria. Data analysis included regressing career decision-making

self-efficacy and career maturity on emotional intelligence and gender. Results

indicated that emotional intelligence and gender predicted career development

and gender moderated the relationship between emotional intelligence and career

development. The implication of the findings is that counseling psychologists should

assess the emotional intelligence of the male and female students when conducting

career counseling. In addition, the findings suggest that the students need to be

exposed to counseling interventions for enhancing their emotional intelligence.

13. Hossein Namdar, Mohammad Sahebihagh, Hossein Ebrahimi, Azad Rahmani-2008

IJNMR Autumn 2008; Vol 13, No 4. “Assessing emotional intelligence and its

relationship with demographic factors of nursing students.”

The aim of this research was to assess the emotional intelligence of nursing students

and its relation with some personal and social. To assess the emotional intelligence,

the research has used BarOn EQ-i, which includes 90 questions in 5 categories and 15

scales scoring in a range between 90 and 450. In addition, some personal and social

demographic data were gathered from the students' educational files. Data were

analyzed using SPSS-13 and descriptive and inferential statistics. The students' mean

score of emotional intelligence was 332.08 ±39.08. The research shows that there was

no significant relation between emotional intelligence score and sex, education, and

students' interest in nursing. However, there was a significant relation between

emotional intelligence score and the students' satisfaction of their family socio-

economic status.

14. Mallika Dasgupta, Research Scholar, Department of Applied Psychology, University

of Calcutta “Emotional Intelligence emerging as a significant tool for Female

Information Technology professionals in managing role conflict and enhancing

quality of Work Life and Happiness” ASIAN JOURNAL OF MANAGEMENT

RESEARCH- 2010


Studying the role of Emotional Intelligence in managing Role Conflict and enhancing

Quality of Work Life and happiness among female IT Professionals, female IT

professionals have been found to be benefiting from their level of EI in achieving a

work family life balance and experiencing a higher Quality of Work Life and

experiencing an enhanced level of happiness. The research shows that that EI does

bear a negative relationship with Work Family Role Conflict and a positive

relationship with QWL and Happiness. the fact that Emotionally Intelligent people are

highly motivated and thus, meet their role demands without experiencing much stress.

15. Neerpal Rathi and Renu Rastogi, Journal of the Indian Academy of Applied

Psychology October 2009 “Assessing the Relationship between Emotional

Intelligence, Occupational Self-Efficacy and Organizational Commitment”

The purpose of this study is to explore the relationship among Emotional Intelligence

(EI), occupational self-efficacy, and organizational commitment. Data were collected

120 employees working in various organizations in India. A positive and significant

correlation is observed between EI and occupational self-efficacy (p< 0.01), whereas

a positive relationship (not significant) is observed between EI and organizational

commitment. Moreover, a low positive association is found between occupational

self-efficacy and organizational commitment. The research implies that EI and

occupational self-efficacy are related with a variety of organizationally desirable

outcomes. The results of this study indicate that EI significantly predicts occupational

self-efficacy in such a way that employees with a high level of EI exhibit a high level

of occupational self efficacy.

16. K.V.Petrides Adrian Furnham, Department of psychology, University college,

London, The Journal of social psychology 2004, “Estimates of Emotional and

Psychometric Intelligence: Evidence for Gender- Based Stereotypes”

The research has considered the hypothesis that men would give higher IQ but lower

EI self estimates than the women and that participant, regardless of gender would rate

their father as higher on IQ but lower on EI than their mothers. The result in this

research paper confirmed that the hypothesis view that people perceive psychometric

intelligence as a primarily masculine attribute in contrast with EI, which they perceive

as a primary feminine attribute. The result also showed that the intensity of the

stereotypical perception of 9 attribute diminished when the authors asked participants

to estimates their score.

Research Methodology Questionnaire method has adopted to collect data from the respondents. Descriptive

research was adopted for the sample size of 120. The data was collected from all the

120 employees in the given time frame at KSRSAC. Census survey was used to

collect data. Primary data was collected from the employees working at KSRSAC,

Bangalore, using well structured questionnaires. Likert scale was adopted in designing

the questionnaire & both open and closed ended questions were used. Secondary data

has collected from the company websites, journals, white papers etc.

The Objectives of the Study

The purpose of this study was to investigate the relationship of some demographic

factors (age, gender, education level, and Income) and emotional intelligence

The ability to manage feelings, generate confidence and trust among the workers

during the process of developing them in order to achieve the organization’s


objectives and goals is one of the other aspects of EI that has been found to be

important. In this context, the objectives are as follows.

1. To find relationship between the factors/dimension of EI.

2. To find relationship between the factors of EI and Demographic factors.

3. To find the impact of various demographic factor with EI Factors.

The following three hypotheses have been formulated for this study:

Hypothesis1: There is a significant relationship among the factors of EI

Hypothesis2: There is a significance relationship between the factors of EI and

Demographic factors

Hypothesis3: There is a variation among demographic factors and factors of EI

Analysis:

Objective1: “To find relationship between the factors of EI”

Hypothesis1: “There is a significant relationship among the factors of EI”

Result: Table 1: Correlations

Self

Awareness

Self

Management

Self

Motivation Empathy

Social

Skills

Self

Awareness

Pearson

Correlation 1 .044 .224

* .050 .117

Sig. (2-tailed) .630 .014 .588 .202

N 120 120 120 120 120

Self

Management

Pearson

Correlation .044 1 .331

** .114 .035

Sig. (2-tailed) .630 .000 .215 .703

N 120 120 120 120 120

Self

Motivation

Pearson

Correlation .224

* .331

** 1 .107 .102

Sig. (2-tailed) .014 .000 .244 .269

N 120 120 120 120 120

Empathy Pearson

Correlation .050 .114 .107 1 .169

Sig. (2-tailed) .588 .215 .244 .066

N 120 120 120 120 120

Social Skills Pearson

Correlation .117 .035 .102 .169 1

Sig. (2-tailed) .202 .703 .269 .066

N 120 120 120 120 120

*. Correlation is significant at the 0.05 level (2-tailed).

**.Correlation is significant at the 0.01 level (2-tailed).

From the above table: 1, There is a correlation between self awareness and self

motivation with significance level of 0.014 and correlation between self motivation

and self management with significance level 0.00

The 2 factors of EI are highly positively correlated. I.e. there is significance

relationship between self motivation and self management (0.00) and self awareness


and self motivation (0.014). The most of the factors are positively correlated with out

significance. The research proves that all the factors of emotional intelligence are

positively correlated with one another.

Self awareness and Self management are positively correlated with Self motivation,

this means once a person is fully aware of one’s own self and cam manage him/her,

and it increases the level of motivation inside the person too.

Social skills are positively significant correlated with empathy. The research proves

that if a person increases Social skills then viewing the problems of others in others

point also increases (Empathy). Refer the table no. 1, on the whole all the factors of

EI are positively to one another.

Objective2: “To find relationship between the factors of EI and Demographic

factors”

Hypothesis2: “There is a significance relationship between the factors of EI and

Demographic factors (Age and income)”

Result: Self awareness is negatively correlated with age and significantly positively

correlated with income. The result proves that when is less, KSRSAC employees have

more awareness level towards them self and when they grow old this awareness

decreases. The result proves that people might be fully aware of their strength and

weaknesses when they are old. In case of income, the result of the study proves that

when the income increases, self awareness significantly increases; the income factor

is associated with employees experience and gets more income. He/she needs to know

more about their strengths and weaknesses and also need to be self confident. The

research concludes that as the employees’ income increases there self confidence

increases and they will try to assess themselves by knowing their strengths and

weakness. This study proves the concept that income and self awareness are

positively correlated.

The Self management is positively correlated with age and income but with no

significance, likewise the result also shows that self motivation is positively correlated

with age and income but with no significance.

The empathy is negatively correlated with age but there is no significance and

empathy is positively correlated with income factor with no significance.

The social skill is negatively correlated with age with 5% level significance. The

result proves that as age increases the social skills among the employee’s decreases.

Aged persons have experience in their work life. So people try to learn from their

experience rather from others. The social skill is negatively correlated with income

with no significance. (Refer table no 2) This means that people with more age are less

communicative and they are not able to manage the changes and least bother about the

others emotions.

Table 2: Correlation

Correlation Age Income

Self Awareness--Pearson Correlation

Significance

-.130

.158

.205*

.025

Self Management--Pearson Correlation

Significance

.112

.223

.040

.664


Self Motivation--Pearson Correlation

Significance

.054

.560

.022

.812

Empathy --Pearson Correlation

Significance

-.073

.427

.030

.746

Social Skill--Pearson Correlation

Significance

-.158

.085

-.038

.684

*->Significant Correlation

Objective3: “To find the impact of various demographic factors (Gender, age,

Education qualification, marital status and Income) with the EI factors”

Hypothesis3: “There is a variation among demographic factors and factors of EI”

Result:

Self Awareness: Gender, education qualification level groups do not have variation

with respect to self awareness factors, in case if marital status there is a significant

variation across marital groups. This means between married, unmarried there is

variation when asked about self awareness. Usually married person have a control on

their emotions and examine their values when they need to take decision compared to

unmarried. This concept is proved here.

Self Management: Gender, education qualification level and marital groups do not

have variation with respect to self management factors. The levels of temper, being

positive, thinking capacity in pressure situation do not vary across the demographic

groups in KSRSAC.

Self Motivation: Between gender groups (male and female) there is no variation with

respect to self motivation, which means that both take up challenges equally and take

initiative, but in case of marital status, education level there is a no variation with

respect to self motivation (refer table 5) we can understand that married have more

self motivation than unmarried and widowed. This can be understood that married

face more challenges in their life that unmarried and widowed.

Table 7 shows that, UG employees have more self motivation that PG and others,

which proves that young people love to take up challenges and are optimistic in their

actions.

Empathy: There is significant variation between education level groups with

empathy factor (Refer table no: 3). between the education level (PG & above and UG)

there is a slight variation, which means the understanding about others is more for UG

people compared to PG & above people. There behaviours in the work place also vary

and cultural awareness will also have slight variation between PG& above and UG

groups which is also viewed in table no: 7

Social Skills: There is a significant variation between the education levels with that of

social skills factor (Refer table no: 3). which means that the variation is there in

communication and listening skills among the education levels. The conflict avoiding

and managing the changing situation will be more for UG compared to PG & above

employees at KSRSAC (Refer table no: 7)The UG employees are capable to work in

teams. And manage their emotions in group.

Table 3: Anova


Anova Gender Education level Marital status

Self Awareness – Sig

F- Value

0.240

1.392

0.401

0.922

0.002

6.502

Self management -- Sig

F- Value

0.496

0.466

0.140

2.001

0.515

0.668

Self motivation -- Sig

F- Value

0.867

0.028

0.028

3.672

0.013

4.473

Empathy -- Sig

F- Value

0.358

0.852

0.006

5.426

0.887

0.120

Social skills -- Sig

F- Value

0.320

0.995

0.038

3.357

0.620

0.480

Table 4: Mean and SD

Gender * Emptional intelligence factors

Gender:

Self

Awareness

Self

Management

Self

Motivation Empathy Social Skills

Female Mean 2.85 2.55 2.03 2.02 2.08

N 60 60 60 60 60

Std.

Deviation

.732 .622 .610 .676 .530

Male Mean 3.02 2.63 2.02 1.92 2.18

N 60 60 60 60 60

Std.

Deviation

.813 .712 .469 .497 .567

Total Mean 2.93 2.59 2.03 1.97 2.13

N 120 120 120 120 120

Std.

Deviation

.775 .667 .542 .593 .549

Table 5: Marital Status*emotional intelligence factors

Marital Status:

Self

Awareness

Self

Management

Self



Table 7: Educational Qualification*Emotional Intelligence factors

Educational qualification:

Self

Awareness

Self

Management

Self


PG&Above Mean 3.03 2.43 1.92 1.78 2.03

Std.

Deviation

.897 .603 .595 .479 .499

UG Mean 2.84 2.62 2.00 1.97 2.25

Std.

Deviation

.718 .724 .471 .470 .535

Findings

The research proves that all the factors of emotional intelligence are positively

correlated with or less significant

There is a significant relationship between the self awareness and the income factors,

this shows that higher the income more will be the self awareness.

The result proves that when there is increase in education level among the employees

of KSRSAC, then there is increase in the self management and empathy in them.

The result proves that the increase in the level of education increases the self

motivation, which makes employee to be committed to work and take initiative

without the supervision of others and will be achievement oriented, which is required

to improve the performance of the employees at KSRSAC.

The research concludes that the increase in the age decreases the social skills since the

aged persons try to learn from their experience.

The result proves that the males have more EI compared to females at KSRSAC but

the variation is among the gender groups is less.

Single Mean 3.08 2.55 2.00 1.95 2.14

Std. Deviation .777 .688 .527 .621 .585

Married Mean 2.76 2.64 2.11 2.00 2.11

Std. Deviation .679 .645 .532 .564 .487

Widowed Mean 1.50 3.00 1.00 2.00 2.50

Std. Deviation .707 .000 .000 .000 .707


There is no variation among the age groups and the factors of EI lie between the age

group of 20-35.

The increases in the income factor increase the factors of EI like self management,

self motivation and empathy.

Conclusion: Emotional Intelligence is more critical for employees at work place.

From the research, The research conclude that there is a positive correlation among

the factors of EI (Self management, motivation, awareness, social skills and empathy)

Gender: From the analysis, research concludes that there is a correlation between the

factors of EI and Gender. The research proves that the males have more EI compared

to females at KSRSAC. But the there is no much significant variation among the

gender groups and EI. The female can improve their EI by managing personal and

work life better. The male need to work on the few factors like self motivation and

empathy to improve overall EI and The female can improve their social skills by

interacting more with the colleagues and try to avoid shyness.

Age: There is a significant relationship between EI factors and age factor. From the

research, as the age increases the social skills decreases since aged people try to learn

from their experience rather than from others. So the social skills can be improved by

involving more in social gathering and team development activities. The research says

that the overall EI factors lie between the age group of 20-35 so the person above the

age of 35 can improve their EI by undergoing training on EI and involving in the team

development activities.

Education qualification: There is a significant relationship between the education

qualification and EI factors. The higher the education higher the self management,

self motivation and empathy. This gap can be filled by learning from the well

educated employees. The highly educated employees can give the feedback and

suggestions so that even less educated employees can improve the EI factors.

Suggestion:

• To Organization: The organization should arrange for maximum numbers of team

development activities in order to improve the social skills among the employees at

KSRSAC.

• The organization should adopt the two way communication by accepting the

suggestions and feedback from the employees.

• EI Training can be used to improve the EI among the employees.

• To Individuals: The individuals should be open minded and should be willing to

learn from others so that the empathy among the male employees will increases.

• Females should try to balance the work life.

• Females should interact more with colleagues, so that the social skills among them

can be improved.

• People should accept the feedback from the senior employees.

References:

Articles:

1. Cary Cherniss Graduate School of Applied and Professional Psychology Rutgers

University” Emotional Intelligence: What it is and Why it Matters” Cary Cherniss, Ph.D.

October 7, 1998, Bringing Emotional Intelligence To The Workplace.


2. Kathleen Cavallo, PsyD, Corporate Consulting Group and Dottie Brienza. “Emotional

Competence and Leadership Excellence at Johnson & Johnson” Consortium for Research on

Emotional Intelligence in Organizations Leadership & EI at J&J

3. Fabio Sala, Ph.D. “Do Programs Designed To Increase Emotional Intelligence At Work?”

Consortium for Research on Emotional Intelligence in Organizations EI Program Eval.

Reports: 1.Mike Gosling, “Measuring emotional intelligence of managers in Singapore and the

application of emotional intelligence for individual and organisation effectiveness”, an

exploratory study. PhD Thesis 2006. University of South Australia in 2006.

2. Steven B. Wolff, DBA*November 2005, “Emotional Competence Inventory (ECI)”

Technical Manual, Hay Group, McClelland Centre for Research and Innovation, Updated

November 2005.

3. Samuel Olayinka Salami, Ph.D., senior lecturer, head of Department of Guidance and

Counseling, Kampala International University; research fields: counseling psychology,

personnel psychology and career development.- SEPTEMBER 2010 US-China Education

Review, ISSN 1548-6613, USA, “Gender as a moderator of relation between emotional

intelligence and career development”

Journals: 1. Blair Kidwell, David M. Hardesty, Brian R. Murtha, & Shibin Sheng, “Emotional

Intelligence in Marketing Exchanges”. Journal of Marketing. Vol. 75 (January 2011).

2. Hossein Namdar, Mohammad Sahebihagh, Hossein Ebrahimi, Azad Rahmani-2008

“Assessing emotional intelligence and its relationship with demographic factors of nursing

students.” IJNMR Autumn 2008; Vol 13, No 4.

3. Pandey Hari Shankar. Evaluating Characteristics & Emotional Intelligence among Workers

In Organizations In The State Of Rajasthan. International Research Journal. July 2010.

4. Mary Jo Jackson and Sharon Larisa Segrest, “The effects of emotional intelligence, age,

work experience, and academic performance” Research in Higher Education Journal

5. Mallika Dasgupta, Research Scholar, Department of Applied Psychology, University of

Calcutta “Emotional Intelligence emerging as a significant tool for Female Information

Technology professionals in managing role conflict and enhancing quality of Work Life and

Happiness”. Asian journal of management research- 2010 .

6.Neerpal Rathi and Renu Rastogi, Journal of the Indian Academy of Applied Psychology

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