CHAPTER 1

INTRODUCTION TO PROJECT

1.1 CONCEPT AND SIGNIFICANCE

Emotional intelligence has relatively a young age as a variable of interest in organizational

research. researchers have examined the impact of emotional intelligence on transformational
leadership, Performance measures and Employee retention at the organization.

These studies were done keeping the factors contributing to Emotional intelligence into
consideration and its impact on the Performance of the employees in the organization.

1.2 OBJECTIVES OF THE STUDY

 To understand the factors contributing to the Emotional intelligence.

 Impact of factors on Emotional Intelligence.

 Impact of Emotional Intelligence on the performance of employees in the Organization.

 To Study the Emotional Intelligence together with Personality Psychology.

1.3 SCOPE OF THE STUDY

The scope of the study is to increase the employee’s emotional intelligence at work place and
to help in future why some employees are outstanding performers while others are not.
Emotional Intelligence calls for recognizing and understanding of the issues in the
organizations on the basis of the results organization can choose a strategy and actions to
improve the performance of their employees.
1.4 INTRODUCTION

Emotional intelligence is an intelligence having to do with discerning and understanding

emotional information. Emotional information is all around us. Emotions communicate basic
feeling states from one individual to another -- they signal urgent messages such as "let's get
together" or "I am hurting" or "I'm going to hurt you."

Some of us accomplish certain tasks with great ease and sophistication; others of us simply
can't do those tasks. This is the case with most challenges we face in life. Some of us are
great chess players while others of us have trouble just figuring out how the pieces move.
Some of us are fabulous conversationalists, while others of us have trouble just saying hello.
Now, the world could do without the game of chess, and the world could do without fabulous
conversationalists, but it would be a poorer place for it.

What ability tests of emotional intelligence tell us is that only some people can pick up and
understand and appreciate the more subtle versions of those messages. That is, only the high
EI individual understands the full richness and complexities of these communications.
Emotional information is crucial. It is one of the primary forms of information that human
beings process. That doesn't mean that everybody has to process it well. But it does mean that
it is circulating around us, and certain people who can pick up on it can perform certain tasks
very well that others cannot perform.

We all need emotional intelligence to help us through our emotionally demanding days.
Even if we are not emotionally intelligent ourselves, we may rely on those higher in
emotional intelligence to guide us. But guide us to what? What is it that people high in
emotional intelligence can see that so many others are blind to? The key to this lies in what

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those high in emotional intelligence are particularly good at doing themselves. They're
particularly good at establishing positive social relationships with others, and avoiding
conflicts, fights, and other social altercations. They're particularly good at understanding
psychologically healthy living and avoiding such problems as drugs and drug abuse. It seems
likely that such individuals, by providing coaching advice to others, and by directly involving
themselves in certain situations, assist other individuals and groups of people to live together
with greater harmony and satisfaction. So, perhaps even more important than scoring high on
an emotional intelligence test, is knowing one's level at this group of skills. Discovering
one's level means that you can know whether and how much to be self-reliant in emotional
areas, and when to seek others' help in reading the emotional information that is going on
around oneself. Whether one is high or low in emotional intelligence, is perhaps not as
important as knowing that emotional information exists and that some people can understand
it. Knowing just that, one can use emotional information, by finding those who are able to
understand it and reason with it.

This is the information age. All of us are dependent on information and using it wisely. The
advent of the ability model of emotional intelligence enriches our knowledge of the
information surrounding us -- it tells us emotional information is there and that some people
can see it and use it. The model encourages all of us to use emotional information wisely --
whether through our own direct understanding, or through the assistance of those who do
understand.

EMOTIONAL INTELLEGNECE WITH PERSONATY PSYCHOLOGY.

There are several reasons to understand emotional intelligence and personality together.
Emotional intelligence is a part of human personality, and personality provides the context in
which emotional intelligence operates.

Emotional intelligence can be considered a mental ability that involves the ability to reason
validly with emotional information, and the action of emotions to enhance thought.
Personality can be defined as a person’s pattern of internal experience and social interaction
that arises from the action of that individual’s major psychological subsystems.

Major psychological subsystems involve emotion, cognition, and the self, among. There are
several reasons to understand this relationship:

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1. Understanding “where” and “what” EI is (e.g., a mental ability inside, or, a part of,
personality) can help identify the type of data necessary to collect to study the idea. Placing
emotional intelligence in its psychological context allows one to compare and contrast it with
different parts of personality:

a) Those that are similar

b) Those that are related, and,
c) Those that is different.

2. If a person’s ultimate aim is to understand a target variable -- such as aggression or

problem behavior -- understanding the personality system as a whole can help link EI with
other relevant parts of personality for empirical study.

3. Understanding EI as a part of the broader personality system also can alert researchers as
to what parts of personality may influence EI, increase its effects, or lower them.

4. Considerable research exists as to how personality’s parts are expressed. Understanding

that EI is part of personality indicates a great deal about how it will be expressed.

1.5 LITREATURE REVIEW

In 1920 almost 90 years back, Thorndike proposed the construct of social intelligence, he
presented the theory of intelligence in which he organized the intelligence under 3
dimensions i.e. “mechanical intelligence”, “abstract intelligence”, and “social intelligence”.
the mechanical intelligence of an individual is the level of the ability and capacity to manage
things and processes. the ability of an individual to manage and understand the ideas and
symbols is categorized under the abstract intelligence; whereas the social intelligence refers
to understanding and managing the people i.e. interpersonal situations. Thorndike’s
classification of intelligence prompted and provided a roadmap for the expansion in the field
of intelligence framework. However major emphasis was remained in the area and fields of
mechanical and abstract intelligence during that era.

Bar-On’s (1997) “The Bar-On Emotional Quotient Inventory (EQ-I): A test of emotional
Intelligence” this study portrays social responsibility and empathy as specific interpersonal
skills. Goleman’s 1995 model includes the same empathic awareness and attunement, this is

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the skill required to recognizing emotions in others. Knowing these varying EI models the
study of the relationship of EI to moral/ethical behavior and to values has been inconsistent.
The moral/ethics/values dimensions are often described as part of the basis for educational
programs involving EI a well designed empirical research in this area is very much a
necessity.

Carmeli and Josman (2006) “The relationship among emotional intelligence, task
performance, and organizational citizenship behaviors” this research suggests possible
connections between emotional intelligence and positive performance in the workplace.
Researchers say that even though research suggests that there is a connection between
emotional intelligence and positive performance in the workplace, it is typically based on self
reported assessment and it overlooks that work performance is actually multidimensional.
Research suggests that possible connections between emotional intelligence and positive
performance in the work place. Authors noted that task performance may not reveal the
completeness of a leader’s work role. Other behaviors like maintaining civil relationships and
helping subordinates with issues, would also influence the work performance. Researchers
explored two essentials of the leader: altruism and general compliance could be the reasons
that maintain the leader’s respect from subordinates and could, therefore, impact
subordinates’ willingness to conscientiously perform work for the leader. Researchers
conducted a study on 215 employees in different 66 organizations in Israel to see if there was
a connection between emotional intelligence with both altruistic behavior and compliant
behavior. Data was collected from subordinates and supervisors, as well as the participants,
themselves. Their findings suggest that both altruism and compliance were related to task
performance. Researchers also found that three elements of EI (appraisal and expression of
emotions, regulation of emotions, and utilization of emotions) were related to task
performance and to altruistic behaviors, but only partially to compliance behaviors.

Sánchez-Ruiz, Jose, Carlos, Prez-Gonzlez and Petride (2010) “Trait emotional

intelligence profiles of students from different university faculties” had examined that the
trait emotional intelligence (trait EI or trait emotional self-efficacy) profiles of 512 students
from five university faculties: technical studies, natural sciences, social sciences, arts, and
humanities. Using the Trait Emotional Intelligence Questionnaire, researchers hypothesized
that (a) social sciences would score higher than technical studies in Emotionality, (b) arts
would score higher than technical studies in Emotionality, (c) arts would score lower than
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technical studies in Self-control, and (d) there would be an interaction between gender and
faculty, whereby female students would score higher than male students within the social
sciences only. Several other exploratory comparisons were also performed. Results supported
hypotheses (a), (b), and (d), but not hypothesis (c), although the differences were in the
predicted direction.

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 CHAPTER 2

BRIEF ON EMOTIONAL INTELLIGENCE

“Emotional Intelligence is the ability to sense, understand, value and effectively apply the
power of emotions as a source of human energy, information, trust, creativity and influence”
-DANIEL GOLEMAN

Emotional Intelligence (EI) must somehow combine two of the three states of mind cognition
and affect, or intelligence and emotion. Emotional intelligence refers to the ability to
perceive, control, and evaluate emotions. Some researchers suggest that emotional
intelligence can be learned and strengthened, while other claim it is an inborn characteristic.
A number of testing instruments have been developed to measure emotional intelligence,
although the content and approach of each test varies. If a worker has high emotional
intelligence, he or she is more likely to be able to express his or her emotions in a healthy
way, and understand the emotions of those he or she works with, thus enhancing work
relationships and performance. Emotional Intelligence is not about being soft! It is a different
way of being smart - having the skill to use his or her emotions to help them make choices in
the moment and have more effective control over themselves and their impact on others.
Emotional Intelligence allows us to think more creatively and to use our emotions to solve
problems. Emotional Intelligence probably overlaps to some extent with general intelligence.
The emotionally intelligent person is skilled in four areas: Identifying emotions, using
emotions, understanding emotions, and regulating emotions.
The term Emotional Intelligence is only a few years old. It originally developed during the
1970s and 80s by the work and writings of psychologists Howard Gardner, Peter Salovey and
John Mayer. EI first appeared in 1985 in a doctoral dissertation by Wayne Leon Payne, which
he entitled “A Study of Emotion: Developing Emotional Intelligence.” His thesis on
emotional intelligence included a framework to enable people to develop emotional
intelligence. Payne asserted that many of the problems in modern civilization stemmed from
a suppression of emotion and that it was possible to learn to become emotionally intelligent.
Later it was coined by Daniel Goleman, who wrote the pioneering book on the subject. He
actually co-authored it with his wife, Tara, triggered by sitting through many frustrating
business meetings with her. Emotional Intelligence then appeared in a series of academic
articles authored by John D. Mayer and Peter Salovey (1990, 1993). These publications

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generated little attention. Two years later, emotional intelligence entered the mainstream with
Daniel Goleman's(1995) best-seller Emotional Intelligence: Why It Can Matter More Than
IQ and subsequent articles in USA Weekend and Time Magazine (October 2, 1995). More
recently, Goleman's latest book, Working with Emotional Intelligence (1998), has caught the
attention of human resource practitioners. Although the term ‘emotional intelligence’ was not
used, it is evident that the groundwork for the research was set in motion long before any
official work on emotional intelligence.
EMOTIONAL INTELLEGENCE DOMAINS: -

1) EMPATHY (The Ability to Connect):- Empathy is the ability to feel what the other
person is feeling. It is to experience their emotions. It is the ability to put yourself in
the other person’s shoes in a big and meaningful way. Emotional intelligence is the
ability to manage your own emotions, as well as the emotions of others. This is a skill
that all great communicators possess (more about this tomorrow). Empathy and
emotional intelligence work together in sales, enabled by caring, to produce long-
lasting relationships. Together they are the foundation of trust.
2) INTUTION (Gut feeling based on experience) :- Intuition is the ability to acquire
knowledge without proof, evidence, or conscious reasoning, or without understanding
how the knowledge was acquired. Different writers give the word "intuition" a great
variety of different meanings, ranging from direct access to unconscious knowledge,
unconscious cognition, inner sensing, inner insight to unconscious pattern-recognition
and the ability to understand something instinctively, without the need for conscious
reasoning.
3) Self-Awareness (Understanding your own emotion): - Emotional Self-Awareness
is the ability to understand your own emotions and their effects on your performance.
You know what you are feeling and why—and how it helps or hurts what you are
trying to do. You sense how others see you and so align your self-image with a larger
reality. You have an accurate sense of your strengths and limitations, which gives you
a realistic self-confidence. It also gives you clarity on your values and sense of
purpose, so you can be more decisive when you set a course of action.
4) Self-Control (Ability to control one`s emotions): - It is the ability to control one's
emotions, behavior and desires in order to obtain some reward, or avoid some
punishment, later. Presumably, some (smaller) reward or punishment is operating in
the short term which precludes, or reduces, the later reward or punishment.

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5) Self Confidence (socio-psychological concept which relates to self-assuredness): -
Self-confidence is the emotional component of your personality and the most
important factor in determining how you think, feel and behave. Your level of self-
confidence largely determines what you make happen in life. In your business, your
personal level of self-confidence will be the critical factor determining whether or not
people will buy from you, employ you, perform for you and enter into business
dealings with you.
6) Relationship Management (Interpersonal relationships): - Relationship
management involves clear communication and effective handling of conflict. It is the
bond you build with others over time. You need to be able to see the benefit of
connecting with many different people, even those you are not so fond of. Solid
relationships are something that should be cherished. They are the result of how you
understand people, how you treat them and the history you share.
7) Social Awareness (Society and community): - Social awareness is defined as being
aware of the problems that different societies and communities face on a day-to-day
basis and to be conscious of the difficulties and hardships of society. Our social
awareness societies at Stellenbosch University strive to achieve this though
interaction and education.

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 CHAPTER 3
RESEARCH METHODOLOGY
3.1 RESEARCH DESIGN
This research is a quantitative research where sources of information are collected from
primary source viz; questionnaires, interviews, observation etc. This study is interested in
describing the factors that are dependent and contributing to the Emotional Intelligence of a
Working Induvial and the study was conducted to analyze the impact of emotional
intelligence on the performance of the working professional and how does he react at the
adverse up and down situations of his life.

3.2 SOURCES OF DATA

The source of data collected in this project is a primary source.
Methods to gather primary data was: -
1) Questionnaire
2) Interview

3.3 RESEARCH APPROACH

Survey method as below:
Sample size: - 79
 Sample units: - Working Professional across all domains and PG students.
 Contact method: - Online Questionnaire and Personal interaction.
 Research instrument: - Questionnaire & Interview

 Sampling method: - Random Sampling.

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 CHAPTER 4
DATA INTERPRETATION AND ANALYSIS

The above study was carried out with individuals in various demographics and the key point
of interest was their designation in their respective organization. The Questionnaire consisted
to Subjective and objective questions with some real time situations and conceptual
emotional intelligence. The likert scale was designed with the perceptual motive of an
individual according to his Agreeable factor from Strongly agree to strongly Disagree. The
below is the detail analysis of the Questionnaire designed with its respective explanations and
reasons.

1) Are you aware about emotional Intelligence?

Explanation: - 76% people were

aware about emotional intelligence,
Intution
and 24% wasn’t aware. The
42%
Empathy definition was provided at the start of
58%
form to understand the topic and what
the form was about.

2) If yes, please tick the factors you think are more important relating it with your
Emotional intelligence?

FACTORS COUNT PERCENTAGE

Empathy 14 10.60% 22.70% 24.20%
21.20%
Intuition 10 7.60%
Self-Awareness 28 21.20% 10.60%
7.60% 7.60% 6.10%
Self-control 30 22.70%
Self Confidence 32 24.20%
Relationship
Management 10 7.60%
Social Awareness 8 6.10%
132 100.00%

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Explanation: - The respondents selected SELF CONFIDENCE as the major factor, But Self-
control and Self-awareness was also equally weighted. The respondents thought for selecting
Self-confidence was that when its high internally, you always find a way to a problem or at
least you risk to attempt it and near about 78% people had a positive outcome from it. Hence
SELF CONFIDENCE is the major contributing factor towards emotional intelligence.

3) How will you rate the working environment you are working in?

Rating Count Percentage Low High

High 36 27.30% 6% 27%
Moderate 88 66.70% Morderate
Low 8 6.00% 67%
132 100.00%

Explanation: - The respondents rated their organizations working environment as moderate

on an average. This question was designed keeping in the mind in what conditions the
employees work and how the emotional intelligence is dependent on the working
environment of the organization.

4) React to the situations?

Strongly Moderately Disagr Strongly

Agree
Agree Agree/Disagree ee Disagree

I adjust my behavior depending on

who I am interacting with (e.g. calm
66 62 4 0 0
and friendly with a child, serious and
professional with my boss, etc.).
I find myself feeling nervous about
situations or events, and I don't even 20 46 20 22 4
know why
I like Learning new things. 80 48 4 0 0
I know which situations I can handle,
and which ones will take me out of 42 70 14 4 2
my emotional comfort-zone
If the situation calls for it, I can be
civil to a person whom I really dislike
36 58 36 2 0
(e.g. at a get-together of a mutual
friend or a business meeting).
I know exactly where I want to be 5
32 68 22 8 2
years from now

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 When I'm feeling down, I remind
myself to focus on the good things, no 58 52 18 4 0
matter how minor.
I consider the ethical consequences of 48 68 16 0 0
the decisions I make.
I tend to overanalyze situations,
finding problems that don't really 30 46 36 18 2
exist.
I engage in activities that allow me to
get in touch with my emotions (e.g. 42 42 32 10 6
writing in a journal, meditating, etc.).
No matter what life throws at me, I 52 54 20 4 2
believe I can deal with it.
When making important decisions,
logic should come into play more 42 50 36 4 0
than emotions.
I feel that without my friends or
family, I would be nothing - I might as 22 52 32 0 4
well not even exist.

5) You are a manager in an organization that is trying to encourage respect for racial and
ethnic diversity. You overhear someone telling a racist joke. What do you do?

Sr.No Response Count Percentage

1 Ignore it, It’s only a joke. 32 24.62%

2 Call the person into your office for reprimand 24 18.46%

Speak up on the spot that such joke are

3 inappropriate and will not be tolerated in the 40 30.77%
organization.

Suggest a person telling a joke he go through

4 34 26.15%
a diversity training program.

130 100.00%

Explanation: - In these question, we tried to understand the respondents mind set by asking
to analyze and react to a particular real life solutions. Nearly 25% people not reacted and
ignored as it is only a joke. While others thought of taking immediate actions to it, From
these we can understand the different mindset of respondents and their reactions to a
particular solutions.

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 6) Suppose, your boss scolds you in front of his staff for the in-completion of the project
work, for which the deadline was mutually decided. How would you feel?

Sr.No Response Count Percentage

You will feel angry, and will directly have a

word with the boss regarding your work
1 4 3.10%
pressures, and will complain about scolding in
front of staff.

You will feel disrespected, but will also

2 understand and realize that it was your 52 40.00%
mistake of not completing the project on time.

You will feel depressed, but you will take these

3 as an opportunity to complete the project 42 32.30%
within remaining time by working extra hours.

You will totally ignore the incident, and you

will always stay motivated and work with more
4 29 24.60%
enthusiasm for the further upcoming projects
and will try to complete on time.

127 100.00%

Explanation: - This question was designed how people react when it comes to their personal
life and sentiments. How do people understand and react to the situations. Where and How
the emotional intelligence comes into play, considering their personal life. Almost 40% felt
disrespected but understood it’s their fault , but the positive intent to rectify the solutions
attitude was found absent, as that respondents who reacted for 3rd and 4th option.

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 CHAPTER 5
FINDINGS AND CONCLUSIONS
1) Self Confidence is the major impacting factor in Emotional
intelligence, Followed by Self Control and Self Awareness. These
factors are inherently related to the emotional intelligence of an
individual and based on these the individual react differently at
different situations.
2) Indivuals react more positively towards the activities which
relates and enhance their emotions and interest.

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