Volume V September 2012

Human Resource Management

Emotional Intelligence for Workplace Leaders

Prof. Deepika Pandita
Asst. Professor SIBM
Email : [email protected]

Abstract
This paper aims to look at the research-based models of emotional intelligence and
explored the role of emotional intelligence in the leaders of the organizations. A
growing body of research supporting the value of emotional intelligence in today`s
companies is been presented in this paper. The role and importance of emotional
intelligence in today`s scenario to gain competitative advantage in the organizations
are discussed. To achieve the high goals and expectations of the industry in the 21st
century, the intentional inclusion and development of emotional intelligence skills in
leaders` of the organization’s today has become very vital.

Keywords
Emotional Intelligence, Engagement, Retention, Human resources, performance

Introduction
Many companies are today seeing ways to boost their competitive advantage in
an increasingly hostile environment. With the uncertainty of the economic climate
coupled with increased global competition, businesses need manageable solutions
that will positively impact the bottom-line. One solution which has been proven to
pay substantial dividends, but which has been traditionally been overlooked in many
organizations, is the development of Emotional Intelligence of its workforce.
Emotional intelligence (EI) refers to the ability to perceive, control and evaluate
emotions. Some researchers suggest that emotional intelligence can be learned and
strengthened, while others claim it is an inborn characteristic. Emotional Intelligence
is “the subset of social 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” (Peter Salovey and John D. Mayer ,1990)
Emotional Intelligence is the concept of “social intelligence” as the ability to get along
with other people. Also a school of thought suggests that Emotional Intelligence as an
affective component which is essential to success of life. (David Wechsler, 1940). Many

SIBM 63
Volume V September 2012

have also stated that one can build emotional strength depending upon the situation
in which he is. (Abraham Maslow, 1950).
The concept of emotional intelligence is popularized after publication of psychologist
and New York Times science writer wrote a book on Emotional Intelligence: Why It Can
Matter More Than IQ. (Daniel Goleman, 1995).

Literature Review
Emotional Intelligence (EQ) has emerged as a key differentiator between high
performance and average or low performance. Research has shown that EQ skills
result in improved leadership, better recruiting and higher sales. There are a variety of
studies done in the area of Emotional Intelligence.
Intelligence quotients (I.Q.’s) were developed and used during the initial part of the
20th century as measures of intelligence. French psychologist Alfred Binet pioneered
the modern intelligence testing movement in developing a measure of mental age in
children, a chronological age that typically corresponds to a given level of performance
(Myers, 1998). More modern studies linked a person’s I.Q. with their potential for
success in general (Weschler, 1958) as well as with elements such as leadership success
(Lord, DeVader, & Alliger, 1986). However, the validity of the general academic measure
of I.Q. was soon challenged on the grounds that it did not consider situational factors
such as environment or cultural setting when predicting achievement (Riggio, Murphy,
&Pirozzolo, 2002). Theorists began to hypothesize that perhaps cognitive intelligence
as measured by I.Q. tests did not encompass intelligence in its entirety, but that perhaps
several types of intelligences could coincide within one person.
Early theorists such as Thorndike and Gardner paved the way for the current experts
in the field of emotional intelligence. Each theoretical paradigm conceptualizes
emotional intelligence from one of two perspectives: ability or mixed model. Ability
models regard emotional intelligence as a pure form of mental ability and thus as a
pure intelligence. In contrast, mixed models of emotional intelligence combine mental
ability with personality characteristics such as optimism and well-being (Mayer, 1999).
Currently, the only ability model of emotional intelligence is that proposed by John
Mayer and Peter Salovey. Reuven Bar-On has put forth a model based within the
context of personality theory, emphasizing the co-dependence of the ability aspects
of emotional intelligence with personality traits and their application to personal well-
being. In contrast, Daniel Goleman proposed a mixed model in terms of performance,
integrating an individual’s abilities and personality and applying their corresponding
effects on performance in the workplace (Goleman, 2001).

Methodology
This study aims in comparing different models of Emotional Intelligence by studying
the various variables of Emotional Intelligence which impacts the behavior of the
employee in an organization and the analysis would be done considering the practices

SIBM 64
Volume V September 2012

of various companies that can be used by leaders of the companies to manage the EI
of their employees.

Emotional Intelligence Models

DrGoleman asserted that “The criteria for success at work are changing. We are
being judged by a new yardstick: not just by how smart we are, or by our training
and expertise, but also by how well handle ourselves and each other. This yardstick is
increasingly applied in choosing who will be hired and who will not, who will be let go
and who retained, who past over and who promoted…”
Goleman’s definition of emotional intelligence proposes four broad domains of EQ
which consist of 19 competencies:

SELF SOCIAL
Self Awareness Social Awareness
Self-Confidence Empathy
Emotional Organizational
REGULATION RECOGNTION

Self-Awareness Awareness
Accurate Service Orientation
Self Assessment

Self Management Relationship Management

Self-Control Influence
Trustworthiness Inspirational Leadership
Concientiousness Developing Others
Adaptability Influence
Achievement Building Bonds
Drive to Succeed Teamwork & Collaboration
Initiative

Source :http://www.psychometric-success.com/index.htm

Self-Awareness
• Emotional self-awareness: Reading one’s own emotions and recognizing their
impact
• Accurate self-assessment; knowing one’s strengths and limits
• Self-confidence; a sound sense of one’s self-worth and capabilities

SIBM 65
Volume V September 2012

Self-Management
• Emotional self-control: Keeping disruptive emotions and impulses under control
• Transparency: Displaying honesty and integrity; trustworthiness
• Adaptability: Flexibility in adapting to changing situations or overcoming obstacles
• Achievement: The drive to improve performance to meet inner standards of
excellence
• Initiative: Readiness to act and seize opportunities
• Optimism: Seeing the upside in events

Social Awareness
• Empathy: Sensing others’ emotions, understanding their perspective, and taking
active interest in their concerns
• Organizational awareness: Reading the currents, decision networks, and politics at
the organizational level
• Service: Recognizing and meeting follower, client, or customer needs

Relationship Management
• Inspirational leadership: Guiding and motivating with a compelling vision
• Influence: Wielding a range of tactics for persuasion
• Developing others: Bolstering others’ abilities through feedback and guidance
• Change catalyst: Initiating, managing, and leading in a new direction
• Conflict management: Resolving disagreements
• Building bonds: Cultivating and maintaining a web of relationships
• Teamwork and collaboration: Cooperation and team building
There is general agreement that the factors that Goleman and his colleagues have
identified are indeed emerging as a key element of workplace success. This is because
the way that most organizations work has changed in the last 20 years. There are now
fewer levels of management than there were and management styles tend to be less
autocratic. In addition, the move towards more knowledge based, team working and
customer focused jobs means that individuals generally have more autonomy, even at
fairly low levels within organizations.
Whereas, the other model by Boyle and Humphrey gathered data from 43 studies and
performed a 3-part test to classify their findings. These series of tests, known as EI
streams, measured EI and its effect on job performance. The first stream was a four-branch
ability test which categorizes that EI into different branches. They were perception and
expression of emotion, emotional facilitation of thinking, understanding and analyzing
emotions and employing emotional knowledge. The second stream used a self-report
measure to capture the emotions that employees were feeling the workplace. The final
stream used to measure the data was a traditional test to measure social skills.

SIBM 66
Volume V September 2012

E
o t i onal self motio
Em ntrol -aw nal
co are
self- nes
s
Emotional

ce
management

De
of others an

cis
Emotional
rm

io
rfo

expression

ns
Emotions
Pe

Emotional
Behaviour
self-management Emotional
awareness
Emotional of others
reasoning

Source : Study by Ernest H. Boyle, 2010

The EI streams measured the main concepts behind EI. Boyle and Humphrey’s main
hypothesis in this study was to prove that all three EI streams are correlated with
job performance. Each section of the test confirmed Boyle and Humphrey’s main
hypothesis. “The three streams of EI research, ability measures, self- and peer-report
measures, and mixed models, all predict job performance equally.”
The term emotional intelligence (EI), first introduced in the 1990s by Peter Salovey
of Yale University and John (Jack) Mayer of the University of New Hampshire, refers
to how thinking about emotion and integrating emotion into cognitive processes
both facilitate and enhance reasoning. Similar to conceptualizations of intelligence, EI
involves the capacity to engage in abstract reasoning, but about emotions in particular.
According to the Salovey and Mayer model, there are individual differences in EI,
such that individuals who are more skilled at perceiving, using, understanding, and
managing emotions are more successful at accomplishing many learning and social
tasks than those who are less skilled.
In the 1980s, the concept of intelligence was broadening to include an array of mental
abilities. Most notably, Howard Gardner, who was primarily interested in helping
educators to appreciate students with diverse learning styles and potentials, advised
practitioners and scientists to place a greater emphasis on the search for multiple
intelligences such as interpersonal intelligence. At the same time, psychologists
and cognitive scientists began revisiting the Stoic idea that emotions made humans
irrational and self-absorbing; specifically, they considered the alternative viewpoint

SIBM 67
Volume V September 2012

that emotions could enhance cognitive tasks and social interactions.

Influenced by and active participants in these movements, psychologists Salovey
and Mayer began integrating the scientific evidence showing that emotions facilitate
reasoning into their theory of EI. Intelligence and emotion, prior to their theorizing,
generally identified divergent areas of research.
To understand the relevance of EI, it is important to grasp the critical role emotions
play in social interactions and human behavior. Research conducted by Charles Darwin
in the late 1800s, Silvan Tomkins in the 1960s, Paul Ekman from the 1970s into the
early 2000s, and many others show that the experience and expression of emotion
communicates important information about one’s relationships. For example, anger
signifies that someone or something is blocking one’s goal, and fear signifies that
someone or something in the environment poses a threat. There is scientific evidence
that these emotion signals are universal, that is, broadly understood by cultures around
the world. Emotions also appear to be essential to thinking and decision making.
Work by neuroscientist Antonio Damasio demonstrates that the ability to integrate
emotional information with rational decision-making and other cognitive processes is
essential for people to manage their daily lives. Individuals unable to attend to, process,
or experience emotion due to damage to specific brain areas (i.e., prefrontal lobe area)
make decisions that put themselves at risk.

Mayer and Salovey’s(1997) four branch model of EI

Managing
emotion

Understanding
emotion
Emotional
Intelligence

Using
emotion

Perceiving
emotion

Source : Four branch model of Emotional Intelligence, (Mayer and Salovey’s (1997)

SIBM 68
Volume V September 2012

THE ABILITY MODEL OF EI

The Ability Model of EI proposed by Salovey and Mayer includes four relatively distinct
emotion-related abilities:
Perceiving Emotion. Perceiving emotion involves identifying and differentiating
emotions in one’s physical states (including bodily expressions), feelings, and
thoughts, and in the behavioral expressions of others (such as facial expressions, body
movements, voice), as well as in the cues expressed in art, music, and other objects.
Persons skilled in perceiving emotion are adept at differentiating between the range of
emotion expressions (frustration, anger, and rage) in themselves and in others.
Using Emotion. Using emotion to facilitate thought refers to the use of emotion
both to focus attention and to think more rationally, logically, and creatively. For
example, positive emotions such as joy and amusement are more useful in stimulating
creative thought while slightly negative moods such as sadness are more conducive
to engaging in deductive reasoning tasks. Persons skilled at using emotions are better
able to generate specific emotional states to carry out a task effectively.
Understanding Emotion. Understanding emotion is the ability to label emotions
accurately with language and to know the causes and consequences of emotions,
including how emotions combine, progress, and shift from one to the other (e.g., in
some situations, fear and anger combine to create jealousy). Persons skilled in this
area have a rich feelings vocabulary and are knowledgeable about what causes various
emotions and what behaviors or thoughts may result from their occurrence.
Managing Emotion. Managing emotion is the ability to regulate moods and emotions
and involves attending and staying open to pleasant and unpleasant feelings as well
as engaging in or detaching from an emotion depending on its perceived utility in a
particular situation. To manage emotions effectively, persons must garner the other
skill areas of EI: They must be able to accurately monitor, discriminate, and label their
own and others’ feelings, believe that they can improve or modify these feelings, assess
the effectiveness of these strategies, and employ strategies that will alter these feelings.
By effectively managing emotions, persons can accomplish situational goals, express
socially appropriate emotions, and behave in socially acceptable ways.
EI theory hypothesizes that these four abilities have developmental trajectories. There
are various skills within each domain that evolve from more basic to more advanced.
For example, in the domain of perceiving emotion, basic skills involve accurately
recognizing an emotional expression in others and more advance skills entail expressing
emotions in adaptive ways and discriminating between honest and false emotional
expressions in others. EI theory also specifies that the four abilities are hierarchical in
structure such that perceiving emotion is at the foundation, followed by using emotion
and understanding emotion, with managing emotion at the top of the hierarchy.

COMPARING MODELS OF EMOTIONAL INTELLIGENCE

Despite the existence of three distinct models of emotional intelligence, there are

SIBM 69
Volume V September 2012

theoretical and statistical similarities between the various conceptions. On a global

level, all of the models aim to understand and measure the elements involved in
the recognition and regulation of one’s own emotions and the emotions of others
(Goleman, 2001). All models agree that there are certain key components to emotional
intelligence, and there is even some consensus on what those components are. For
example, all three models of emotional intelligence implicate the awareness (or
perception) of emotions and the management of emotions as being key elements in
being an emotionally intelligent individual.
A relationship between elements of the models has been established through statistical
analyses. As outlined in the descriptions of the measures of emotional intelligence, there
is evidence that different measures of emotional intelligence are related and may be
measuring similar components. Brackett and Mayer (2002) found significant similarities
between the regulation of emotion subscale of the Mayer-Salovey-Caruso Emotional
Intelligence Test and the interpersonal EQ scale of the Bar-On Emotion Quotient
Inventory. Considerable similarities have been found between self-report measures of
emotional intelligence. Brackett and Mayer (1998) found that two self-report measures,
the Emotion Quotient Inventory and the Self Report Emotional Intelligence Test, were
highly correlated (r = .43). However, no relation between the two measures could be
found when personality and positive well-being were controlled for, suggesting that
while the two measures share variance, this variance may be attributable not to the
measurement of emotional intelligence but to the measurement of other factors.

Emotional Intelligence for Individual Leaders

Kathleen Cavallo, from Corporate Consulting Group and Dottie Brienza, formally of
Johnson & Johnson Consumer Companies, studied EI in Johnson & Johnson Consumer
& Personal Care Group. The study revealed a strong relationship between superior
performing leaders and their EI capabilities. Swiss dancer-in-residence Monique Pillet
of Ecnad Project Ltd offered an example. “In our work, physical fatigue, added to the
creative process of developing a dance performance, can result in tension build-up
between team members. In those situations, emotional sensitivity helps in retaining
self-control and understanding [the] emotional states of my colleagues.” With a high EI,
a good leader is able to work through the rough spots of a creative process.
Highlighting the importance of EI, Singapore based Hitachi Construction Machinery’s
HR & Administration Manager Chong TeckSiong said, “In our [Japanese] company,
before a regular monthly meeting takes place, individual managers with new agendas
outside the standard ones need to seek approval from the senior management before
it can be tabled at the meeting proper for discussion or sharing.” He explained, “The
actual meeting will likely be a formalised procedure to resolve the issue with concerned
parties who are already aware of the final outcome of the meeting.

Building EI in organizations
Research by Cary Cherniss et al has shown that EI can be developed. However, the

SIBM 70
Volume V September 2012

training and development practices used in most of the organizations are not geared
for this.
Cognitive learning involves fitting new data into existing frameworks of understanding.
Emotional learning involves that and more-it requires an engagement of our emotional
habits. Changing habits such as learning to approach people positively instead of
avoiding them, to listen better, or to give feedback skilfully, is a more challenging task
than simply adding new information.
Motivational factors also make emotional learning more difficult and complex than
cognitive learning. It often involves ways of thinking and acting that are more central to
a person’s identity. The prospect of needing to develop greater emotional competence
is hard for us to take. Thus, it is much more likely to generate resistance to change.
In emotional learning, 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, which is outside the scope of typical one-day training workshops.
A committed and systematic approach is necessary to build emotionally competent
organizations. A strategic cycle of assessment > learning > practice > feedback over
time will enable organizational members to build competencies that can help develop
high performing leaders for the organization.

Effective emotional learning

A good source of guidance for development of EI comes from research that examines
emotional change processes. These guidelines suggest that there are four basic phases
in the training process.
Preparation for change: This occurs even before the individual begins formal training.
This phase, which is crucial for effective emotional learning, involves preparation and
motivation for change at both the organizational and individual levels.

Training: The second phase includes the processes that help people change the way in
which they view the world and deal with its emotional demands. In emotional learning,
motivation continues to be an important issue during the training phase, and one
of the most important factors influencing motivation is the relationship between the
trainer and the learner.

Transfer and maintenance: This phase is particularly challenging in emotional

learning. When learners return to their natural environments, there are likely to be many
cues that support the old ways. Further, there may be significant barriers to using the
new emotional competencies. Well-designed training programs cannot be effective if
larger organizational system is not supportive of training goals.
Evaluating change: Evaluation is essential for promoting effective training. Only
through evaluation can programs be improved. Good evaluation of emotional learning

SIBM 71
Volume V September 2012

is especially rare. One reason is a widespread belief that programs designed to promote
“soft skills” cannot be evaluated. However, there are tools available to conduct rigorous
evaluations of all training programs. By making evaluation an integral part of the
process, training programs will gradually become more effective.

Organizational support for EI

Increasingly, organizations are providing their employees with training and development
that is explicitly labelled as “EI” or “emotional competence” training. If the current
interest in promoting EI at work is to be a serious, sustained effort, it is important
that organizations try to follow guidelines based on the best available research and
build strong organizational support. HR Manager Ivy ShekHiangLeck warned about
unfounded enthusiasm towards EI training. “Providing EI training is good but as
always, to walk the talk and put [it] into practice is the biggest challenge.” Fortunately,
organizations can take note of Cherniss’s guidelines on securing organizational support
in EI efforts to ensure leaders are capable of walking-the-talking.
Infuse EI into the organization: In order to bring EI training and development into the
mainstream, it is useful to find different ways of positioning and presenting it to the
organization.
Link EI to business needs and goals: In order to gain the level of support needed for
successful implementation, EI must be viewed as something that makes good business
sense.
Find a powerful sponsor: The support of an influential executive is vital for new,
unconventional initiatives such as emotional intelligence training.
Establish a mechanism to develop the idea: Efforts to promote it in organizations
can be easily smothered by the rigidity of bureaucracy. It should be initially developed
and operated by a self-managed intrapreneurial team, which has less formality, more
flexible roles, and more open flows of information. Use research to evaluate the
program and demonstrate its value: EI activities that are not based on solid research
are highly vulnerable. EI training needs to be research-driven. The research should be
extensive enough to give key decision-makers confidence that EI training is based
on sound and objective analysis.
Make sure the quality of the program is high: Because EI training is not a traditional
business concern, it is vulnerable to criticism. To counteract the detrimental effects
of such criticism, it is important to ensure that training efforts meet the highest
standards.
Find emotionally intelligent leaders to guide implementation: Implementing EI
initiatives is often a challenging task. Even with the support of powerful sponsors and
good timing, one is likely to encounter resistance.
Move when the timing is right: At certain times in the life of any organization, the
conditions will be more or less favourable for the implementation of EI training and
development activities.

SIBM 72
Volume V September 2012

References
AMEX Program.(2003). Emotional Competence Training Program - American Express.Consortium
for Research on Emotional Intelligence in Organisations.Retrieved November 17, 2003 from
www.eiconsortium.org.
Anastasi, A. (1982). Psychological Testing (5th Edition). New York: MacMillan Publishing Co., Inc.
Andrews, D.A. &Kiessling, J.J. (1980).Program Structure and Effective Correctional Practices: A
Summary of CaVICResearch.In P. Gendreau& R.R. Ross (Ed’s) Effective Correctional Treatment.
Toronto, ON: Butterworth.
Bar-On, R. (1988). The Development of an Operational Concept of Psychological Well-
Being.Unpublished doctoral dissertation, Rhodes University, South Africa.
Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotion Quotient Inventory. In
R. Bar-On & J. Parker (Ed’s.), The Handbook of Emotional Intelligence. San Francisco: Jossey-Bass.
Bass, B.M. &Avolio, B.J. (1994).Improving Organizational Effectiveness Through Transformational
Leadership. Thousand Oaks, CA: Sage.
Bechara, A., Tranel, D., &Damasio, A.R. (2000).Poor judgment in spite of high intellect. In R. Bar-On &
J. Parker (Ed’s.), The Handbook of Emotional Intelligence. San Francisco: Jossey-Bass.
Becker, T. (2003).Is emotional intelligence a viable concept? Academy of Management Review, April,
192-195.
Boyatzis, R.E. &Burckle, M. (1999).Psychometric Properties of the ECI: Technical Note. Boston: The
Hay/McBer Group.
Boyatzis, R.E. (1982). The Competent Manager. New York, NY: John Wiley.
Boyatzis, R.E. (1994). Stimulating self-directed change: A required MBA course called Managerial
Assessment and Development. Journal of Management Education, 18, 304-323.
Boyatzis, R.E. (1999). From a presentation to the Linkage Conference on Emotional Intelligence,
Chicago, IL, September 27, 1999.
Boyatzis, R.E., Cowan, S.S., & Kolb, D.A. (1995). Innovations in Professional Education: Steps on a
Journey to Learning. San-Francisco: Jossey-Bass.
Boyatzis, R.E., Goleman, D., & Rhee, K. (1999).Clustering competence in emotional intelligence:
Insights from the Emotional Competence Inventory (ECI).In Bar-On, R. & J.D. Parker (Ed’s.), Handbook
of Emotional Intelligence. San Francisco: Jossey-Bass.
Brackett, M.A. & Mayer, J.D. (2003).Convergent, discriminant, and incremental validity of competing
measures of emotional intelligence. Personality and Social Psychology Bulletin, 29 (9), 1147-1158.
Brackett, M.A., Mayer, J.D., & Warner, R.M. (in press). Emotional intelligence and the prediction of
everyday behaviour.Personality and Individual Differences.
Bradberry, T. (2002).Emotional Intelligence and leader job performance.Unpublished Manuscript.
Bradberry, T., Greaves, J., Emmerling, R., Sanders, Q., Stamm, S., Su, L.D., & West, A. (2003).Emotional
Intelligence Appraisal Technical Manual.TalentSmart Inc.
Cantor, N. &Kihlstrom, J.F. (1987).Personality and Social Intelligence. Englewood Cliffs, NJ: Prentice-
Hall.
Cherniss, C. & Adler, M. (2000).Promoting Emotional Intelligence in Organisations. Alexandria,
Virginia: ASTD.
Cherniss, C. &Goleman, D. (1998, October 7). Bringing Emotional Intelligence to the
Workplace.Retrieved September 9, 2003 from www.eiconsortium.org.
Cherniss, C. (2000). Social and emotional competence in the workplace. In R. Bar-On & J. Parker
(Ed’s.),The Handbook of Emotional Intelligence. San Francisco: Jossey-Bass.
Ciarrochi, J., Caputi, P., & Mayer, J.D. (2003).The distinctiveness and utility of a measure of trait
emotional awareness. Personality and Individual Differences, 34, 1477-1490.
Ciarrochi, J.V., Chan, A.Y.C., &Caputi, P. (2000).A critical evaluation of the emotional intelligence
concept. Personality and Individual Differences, 28, 539-561.

SIBM 73