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<h3>Emotional Intelligence –Its Relevance in Management Programmes</h3>
 
Introduction 
 
As said in the Bhagavad Gita (Hindu Text): 
 
“That man is disciplined and happy who can prevail over the turmoil that springs from desire and anger.” 
 
EI was coined by Salovey and Mayer in 1990. Their work has evolved to the point where their current definition of EI is: “Emotional intelligence is the ability to perceive emotions; to access and generate emotions so as to assist thought; to understand emotions and emotional knowledge; and to reflectively regulate emotions so as to promote emotional and intellectual growth [in self and others].” 
 
Emotional Intelligence is the \"capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships\" 
 
“The term ‘emotional intelligence’ does not yet appear in dictionaries; as such, its definition is still an unsettled issue as are the boundaries of this new domain”. Dr. Reuven Bar-On (1997) 
 
Emotional Intelligence – Its wide range of skills 
 
Salovey and Mayer identify four major areas of skills associated with EI: 
1. Perceive or sense emotions, in self and others; 
2. Use emotions to assist thought, 
3. Understand emotions and relationships associated with shifts of emotion; 
4. Ability to manage emotions in order to stay open to feelings and to be 
able to monitor and regulate emotions reflectively. 
 
The work of Salovey and Mayer can be seen as the most pure work on EI from an academic perspective. They are careful to restrict their definition to emotions and ability to work with emotions only. Other models have broadened their scope and have included other character traits, and have linked the total set of traits they label EI with one’s ability to succeed in life. 
 
Domains of Emotional Intelligence 
 
Bar-on identifies five major areas of skills associated with EI:3 
1. Intrapersonal skills such as emotional self-awareness, self regard, and 
independence, 
2. Interpersonal skills such as empathy and social responsibility, 
3. Adaptability scales, such as level of flexibility, of problem solving and 
reality testing, 
4. Stress-management scales, such as levels of stress tolerance and impulse 
control, 
5. Somebody’s general mood including happiness and optimism. 
 
These skills are critical for emotional well-being and success in life. The sections include Intrapersonal Skills, Interpersonal Skills, Adaptability, Stress Management and General Mood. There are also sub-skills that address such things as Problem solving, Happiness, Flexibility and other critical emotional and social competencies. (Fig 1) 
 
Intrapersonal 
 
Self Regard 
The ability to accept one’s perceived positive and negative aspects as well as one’s limitations and possibilities. This person possesses inner strength and self confidence. 
 
Emotional Self –awareness 
Ability to be aware of one’s feelings and emotions, to able to differentiate between them, to know what one is feeling and why, and to know what caused the feelings. Thrive on open, honest, compassionate feedback. 
 
Assertiveness 
The ability to express feelings, beliefs, and thoughts and defend one’s rights in a non-destructive manner. Assertive people are not over controlled or shy. Can express themselves without being aggressive or abusive. 
 
 
Independence 
The ability to function autonomously versus needing protection and support. These people have self-confidence, inner strength, and a desire to meet expectations and obligations, without becoming a slave to them. 
 
Self actualization 
The ability to realize one’s potential capacities. Involved in pursuits that lead to a meaningful, and full life. Self actualization is an ongoing, dynamic process of striving toward maximum development of one’s abilities, capacities and talents. This person persistently tries to improve oneself in general. 
 
Interpersonal 
 
Empathy 
The ability to be aware of, to understand, and to appreciate the feelings of others. It is “tuning in” (being sensitive) to what, how, and why people feel the way they do. Being empathetic means being able to “emotionally read” other people. 
 
Social responsibility 
The ability to demonstrate oneself as a cooperative, contributing, and constructive member of one’s social group. This ability involves acting in a responsible manner, even though one may not benefit personally. This person takes on community – oriented responsibilities. 
 
Interpersonal relationship 
The ability to establish and maintain mutually satisfying relationships that are characterized by intimacy and by giving and receiving affection. This component is not only associated with the desirability of cultivating friendly relations with others, but with the ability to feel at ease and comfortable in such relations. 
 
Adaptability 
 
Reality Testing 
The ability to assess the correspondence between what is experienced and what objectively exists. This person searches for objective evidence to confirm, justify and support feelings, perceptions, and thoughts. In simple terms, reality testing is the ability to accurately “Size up” the immediate situation. 
 
Problem Solving 
The ability to identify and define problems as well as to generate and implement potentially effective solutions. This person logically and methodically goes through a problem and picks the best solution. This skill is also linked to a desire to do one’s best and to confront problems, rather than avoiding them. 
 
Flexibility 
Ability to adapt to unfamiliar, unpredictable and dynamic circumstances. Flexible people are agile, synergistic, and capable of reacting to change, without rigidity. These people are able to change their minds when evidence suggests that they are mistaken. They are generally open to can tolerant of different ideas, orientations, ways and practices. 
 
Stress Management 
 
Stress Tolerance 
The ability to withstand adverse events and stress ful situations without “falling apart” by actively and positively coping with stress. Also involves problem solving, optimism, knowledge of stress coping strategies, and practice using them. People who have good stress tolerance tend to face crises and problems, rather than surrendering to feelings of helplessness and hopelessness. 
 
Impulse control 
The ability to resist or delay an impulse, drive, or temptation to act. Problems in impulse control are manifested by low frustration tolerance, impulsiveness, anger control problems, abusiveness, loss of self-control, and explosive and unpredictable behaviour. Sometimes this skill is also called self- regulation or delaying gratification. It involves self-control and the ability to handle-our emotions. 
 
General Mood 
 
Optimism 
Optimism is the ability to look at the brighter side of life and to maintain a positive attitude, even in the face of adversity. Optimism assumes a measure of hope in one’s approach to life. It is a positive approach to daily living. Optimism is the opposite of pessimism, which is a common symptom of depression. 
 
Happiness 
The ability to feel satisfied with one’s life, to enjoy oneself andothers, and to have fun. Happy people often feel good and at ease in both work and leisure, they are able to “let their hair down”, and enjoy the opportunities for having fun. Happiness is a by-product and/or barometric indicator of one’s overall degree of emotional intelligence and emotional functioning. 
 
Emotional Intelligence in Education 
 
Some examples of EI wonders in Education: 
 
❖ Social and emotional skills create higher achievement (Ornstein, 1986; Lakoff, 1980). 
❖ Improved emotional skills increase “on task” behaviors (Rosenfield, 1991). 
❖ Emotions give a more activated and chemically stimulated brain, which helps us recall things better (Cahill et al, 1994). 
❖ EQ training increases focus, learning, collaboration, improves classroom relationships, and decreases both negative \"put downs\" and violence (Anabel Jensen, Self-Science Pilot Study, 2001). 
❖ Students who are anxious or depressed earn lower grades/lower achievement scores, and are more likely to repeat a grade (Kovics and Baatraens, 1994). 
❖ Children’s written/spoken narratives are more accurate, detailed, and coherent when preceded by emotional content (Liwag and Stein, 1995, cited in Frey 1999). 
❖ Stress and threat cause the brain to downshift; this reduces the opportunity for neuron growth and causes learning to be inhibited (Ornstein and Sobel, 1987). 
❖ Low levels of empathy are associated with poor school achievement (Nowicki and Duke, 1992, cited in Frey 1999). 
❖ Children who respond to setbacks with hope and resiliency vs. anger and hopelessness achieve higher academic and social success (Dweck, 1996). 
❖ Children who are able to delay gratification are more popular, earn better grades, and had an average of 210 more points on their SAT tests (Shoda, Mischel, and Peake, 1990). 
❖ Teachers can help students lessen their frustrations, prevent behavioral problems, and accelerate learning by providing students with information and skills to make appropriate choices (Dewhurst, 1991; Meyer, 1990). 
❖ Students who participated in a social-problem-solving program had higher academic achievement six years later than peers who were not in the program (Elias, Gara, Schuyer, Branden-Muller, & Sayette, 1991 Cited in CASEL 2002). 
❖ Seligman tested 500 members of the freshmen class at the University of Pennsylvania. He found that their scores on a test of optimism were a better predictor of actual grades during the freshmen year than SAT scores or high school grades (Schulman, 1995). 
❖ Emotional intelligence is stronger predictor of college academic success than high school grade point average (Parker, 2002) 
 
Constructive thinking and Emotional Intelligence 
 
Einstein said long ago that humankind was doomed to self-destruction unless we change how we think. The research of Seymour Epstein6 have indicated that constructive thinking is a key factor in emotional intelligence. Constructive thinking is reflective and involves the ability to use both the cognitive and emotional mind in choosing and expressing effective behavior. In order to develop constructive thinking skills, students must understand how our two minds work. Understanding the different functions and processes of the cognitive and emotional minds is essential to meaningful emotional learning. 
 
Constructive thinking is a key factor in academic achievement, career success, and personal well-being. The emotional intelligence skills identified by the ESAP assessment and global constructive thinking as measured by the Constructive Thinking Inventory provide a research based focal point for developing and implementing learning experiences to improve emotional intelligence. To improve emotional intelligence, education must focus on the individual student and the education of both minds. From a practical view, emotional intelligence is the ability to think constructively and behave wisely. Emotionally intelligent behavior is characterized by what we have long called wisdom. 
 
A wise person is much more than an intelligent person. An intelligent person may possess an extensive vocabulary, exquisite logical reasoning skills, and exceptional abilities and knowledge in areas of science and mathematics and not be wise or effective in behavior. 
 
Emotional intelligence links and harmonizes thoughts and feelings into intentional and effective behavior. Wisdom is the ability to make good judgments based on experience. Understanding emotional experience and developing the ability to improve the emotional mind as well as the cognitive mind is essential to developing emotional intelligence. 
 
Research consistently has indicated that constructive thinking, assertive communication, time management, goal achievement, commitment ethic, and stress management skills are significant predictors of academic success and tested performance (Nelson and Low, 2003; Nelson, Low, and Vela, 2003; Epstein, 1998). If we want students to develop the skills essential to personal, academic, and career excellence, we will need to provide learning environments for students that are transformative in nature. 
 
 
Academic Excellence and the Development of Wisdom 
 
The current emphasis on testing is supported by an assumption that achievement can be quantified by tests and then teaching and learning effectiveness can be measured by standardized tests. There are researches showing clearly the limited ability of test scores to reflect actual performance. While important, a test score is only a partial statement about what a student can learn independently. 
 
Transformative Learning 
 
Transformative learning is learning that transforms the student into an effective 
person. Transformative learning empowers students to: 
 
(1) develop healthy and productive relationships, 
(2) solve problems and make good decisions, 
(3) manage self in achieving goals, 
(4) stay attuned to healthy outcomes, and 
(5) behave wisely and responsibly. 
 
Emotionally intelligent behavior is wise behavior. To behave wisely requires the synergistic effect of the emotional mind with the cognitive mind. Thinking and feeling are not totally independent processes, and emotionally intelligent behavior requires a harmony of the two minds. The emotional mind makes many positive contributions to academic achievement, productivity, and mental/physical health. 
 
 
Academic Achievement 
 
Research with the Emotional Skills Assessment Process (ESAP) and Personal Responsibility Map (PRM) has indicated that self-management and time management skills are essential to academic achievement and retention. Time management is an emotional intelligence skill rather than a cognitive skill. Students must be taught thinking processes and behavioral skills that allow them to prioritize better and complete assignments on time. Research has identified time management skills as significant predictors of academic success in college (Vela, 2003; Boyle, 2003; Nelson and Nelson, 2003). 
 
Steve Hein, Author of “EQ for Everybody” has compiled a top 10 suggestions list 
for developing one’s EI 
 
Suggestion	Example 
Label your feelings, rather 
than labeling people or 
situations	\"I feel impatient.\" vs \"This is ridiculous.\" 
\"I feel hurt and bitter\". vs. \"You are an 
insensitive jerk.\" 
\"I feel afraid.\" vs. \"You are driving like a 
idiot.\" 
Distinguish between thoughts 
and feelings 
	Thoughts: I feel like...& I feel as if.... & I 
feel that Feelings: I feel: (feeling word) 
Take more responsibility for 
your feelings	\"I feel jealous.\" vs. \"You are making me 
jealous.\" 
 
Use your feelings to help them 
make decisions 
	\"How will I feel if I do this?\" \"How will I feel if I don\'t\" 
Show respect for other people\'s feelings 
	Ask \"How will you feel if I do this?\" \"How will you feel if I don\'t.\" 
 
Feel energized, not angry 
 
	Use what others call \"anger\" to help feel 
energized to take productive action 
 
Validate other people\'s 
feelings 
	Show empathy, understanding, and 
acceptance of other people\'s feelings 
 
Practice getting a positive 
value from their / your 
emotions 
	Ask yourself: \"How do I feel?\" and \"What 
would help me feel better?\" 
Ask others \"How do you feel?\" and \"What 
would help you feel better?\" 
 
Don\'t advise, command, 
control, criticize, judge or 
lecture to others 
	Instead, try to just listen with empathy and 
non-judgment 
 
Avoid people who invalidate 
you. 
	While this is not always possible, at least try 
to spend less time with them, or give them psychological power over you 
 
 
 
 
Conclusion 
 
Emotional intelligence has become a integral part in learning and subsequent application of the same with the retention and understanding, instead of simply reading and retaining it for the tests. EI gives a overall development of an individual and subsequently in the long run to lead a successful life. Therefore its necessary to understand both the minds and implement the above said methods to bring out the best in one self. It is also understood that a calm and composed mind with a high degree of Emotional intelligence plays a vital role in various walks of life and helps an individual in attaining the maximum out of him and within his colleagues. 
 
 
Reference: 
 
http://eqi.org/summary.htm 
 
http://www.eqtoday.com/02/emotional.php 
 
http://www.unh.edu/emotional_intelligence/EIAssets/EmotionalIntelligencePr 
oper/EI2000ModelsSternberg.pdf 
 
Boyle, J. R. (2003). An analysis of an emotional intelligence skills development training program and student achievement and retention. 
 
Epstein, S. (1998). Constructive thinking: The key to emotional intelligence. Westport, CT: Prager. 
 
Gary R. Low, Darwin B Nelson The Role of Transformative Learning in Academic Excellence 
 
Goleman, D. (1998b) , Working with Emotional Intelligence, Bloomsbury Publishing, London. 
 
Randall Grayson, Ph.D, Social, development, and organisational psychology applied to camp. 
 
Mayer, J. and Salovey, P. (1997) , ``What is emotional intelligence?’’, in Salovey, P. and Sluyter, D. (Eds), Emotional Development and Emotional Intelligence: Implications for Educators, Basic Books, New York, NY, pp. 3-31. 
 
Nelson, D., Low, G., and Vela, R. (2003). ESAP Emotional skills assessment process: Interpretation & intervention guide. Kingsville, TX: EI Learning Systems. 
 
Nelson, D., and Nelson, K. (2003). Emotional intelligence skills: Significant factors in freshman achievement and retention. 
 
Salovey, P. and Mayer, J. (1990), ``Emotional intelligence’’, Imagination, Cognition and Personality, Vol. 9, pp. 185-211. 
 
Salovey, P., Mayer, J., Goldman, S., Turvey, C. and Palfai, T. (1995), ``Emotional attention, clarity, and repair: exploring emotional intelligence using the Trait Meta-Mood Scale’’, in Pennebacker, J.W. (Ed.), Emotion, Disclosure and Health, American Psychological Association, Washington, DC, pp.125-54 
 
Vela, R. (2003). The role of emotional intelligence in the academic achievement of first year college students. 
 
Author Info
 
Rajashekaran.P, B.Tech, M.B.A
N. Muthu Ganesh, B.Tech (PGDBM)
Institute For Technology and Management
SIPCOT IT Park, Seruseri, Chennai 603103
palanirajasekaran@yahoo.co.in
mg.textek@gmail.com
 
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