Emotional Intelligence at Work (Dalip Singh) PDF

Emotional Intelligence at Work
A Professional Guide
(Third Edition)
Dalip Singh
Response Books
A division of Sage Publications
New Delhi/Thousand Oaks/London
Copyright © Dalip Singh, 2006, 2003, 2001
All rights reserved. No part of this book may be reproduced or utilised in any form or
by any means, electronic or mechanical, including photocopying, recording, or by any
information storage or retrieval system, without permission in writing from the publisher.
First published in 2001

Second revised edition published in 2003
Third revised edition published in 2006 by
Response Books
A division of Sage Publications India Pvt Ltd
B-42, Panchsheel Enclave
New Delhi 110 017
Sage Publications Inc Sage Publications Ltd

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Published by Tejeshwar Singh for Response Books, Laser typeset in 11/13 points ACaslon
Regular by Excellent Laser Typesetters, Delhi, and printed at Chaman Enterprises,
New Delhi.
Library of Congress Cataloging-in-Publication Data
Singh, Dalip, 1956–

Emotional intelligence at work: a professional guide/Dalip Singh. — 3rd ed.
p. cm.
Includes bibliographical references and index.
1. Psychology, Industrial. 2. Emotional intelligence. I. Title.
HF5548.8.S526 158.7—dc22 2006 2006030036
ISBN: 10: 0–7619–3532–0 (PB) 10: 81–7829–688–8 (India-PB)

13: 978–0–7619–3532–2 (PB) 13: 978–81–7829–688–3 (India-PB)
Production Team: Roopa Sharma, Mathew P.J. and Santosh Rawat

Contents
List of Tables and Figures 9

Preface to the Third Revised Edition 11
Preface to the Second Revised Edition 13
Preface to the First Edition 15
1. Emotional Intelligence: The Concept 19
Introduction o EQ makes a Difference in Life o
What Exactly is EQ? o Are You Emotionally Intelligent?
o How Do You Acquire Your EQ? o EQ Helps in
Professional Success o Some Myths about EQ

2. Emotional Intelligence and Your Personality 51
The Relationship between EQ and IQ Where Do
o
Emotions Come From? o Consequences of Low and

High EQ
3. Can EQ be Developed? 59
Early Life Experiences o EQ Develops with Maturity
o A Case Study o Emotions can be Unlearned o Examples
of EQ Development
4. Emotional Skills that Managers should Learn 73
Learn to Recognise Your Emotions Learn to Empathise
o
with Others o Develop High Self-esteem o Manage

Emotional Upsets o Be an Emotional ‘Winner’ o Learn
the Art of Influencing People o Manage Your Anger o
Other Related Areas
5. Emotional Intelligence: The Empirical Evidence 103
Defining Emotional Intelligence Levels of EQ Required
o
for Various Jobs o Emotional Intelligence Competencies

8 EMOTIONAL INTELLIGENCE AT WORK
o EQ in the Indian Perspective o Do Different Professions

Require Different Levels of EQ? o Emotional Intelligence
of IAS Officers o Emotional Intelligence and Leadership
Behaviour o Relation between EQ and IQ among
Adolescents o EQ and Managerial Effectiveness: An
International Study o EQ and Well-being of Adolescents
o The Soft Art of being a Tough Leader o Emotional
Intelligence and Stress Management o Managing Human

Capital: An EQ Perspective o The Making of an EQ
Test o Other Research Studies
6. Guidelines for Training and Development 192
Phase One: Preparation for Change Phase Two: Training
o
o Phase Three: Transfer and Maintenance o Phase Four:
Evaluating Change
7. Know Your EQ: Emotional Quotient Test 210
The EQ Test (Developed by N.K. Chadha
and Dalip Singh)
References and Select Bibliography 223

Index 226
About the Author 236
List of Tables and Figures
Tables
1.1 Traditionalists versus Modernists 28
2.1 Consequences of Levels of EQ 57
5.1 Level of EQ Required for Various Jobs 114

5.2 Framework of Emotional Competencies 116
5.3 Study on Postgraduate and Undergraduate
Students 126
5.4 Frequency of Response 127
5.5 The Results 135
5.6 Clusters and Professions 136
5.7 Mean and Standard Deviation (N = 60)
on the Variable of Emotional Intelligence 143
5.8 Comparison between Group I and
Group II IAS Officers 143
5.9 EQ Level of IAS Officers 143
5.10 Means, SDs and Intercorrelations (N = 150) 167
5.11 Means, SDs and F-ratios 173
5.12 Summary of Stepwise Discriminator Analysis 175
Figures
1.1 Indicator of a Person’s Success in Life 26

1.2 The Personality 33
1.3 The Individual 39
1.4 EQ Gets You Promoted! 44
2.1 The Human Mind 54
5.1 Dimensions of Emotional Intelligence 127

5.2 Defining Emotional Intelligence 128
5.3 Professions 137
5.4 EQ Level 144
5.5 Comparison of Four Groups on the
Variable ‘Emotional Intelligence’ 160
5.6 Comparison of Four Groups on the
Variable ‘Managerial Effectiveness’ 162
Preface to the Third Revised Edition
It is a matter of immense satisfaction for me that the first and

second editions of the book were bestsellers. This has motivated
me to bring the third revised and thoroughly refreshed edition
before the readers. The concept of emotional intelligence or
emotional quotient (EQ) has also gained popularity and accep-
tance over the years. How well do you connect with yourself and
with others? Your ability to appropriately identify, recognise and
manage your emotions for your own well-being as well as the well-
being of people around you is what is described as emotional
intelligence. Your emotional sensitivity, maturity and competency
is what ultimately decides your destiny. Can you recognise your
emotions and control them to your advantage, can you make out
how your behaviour is affecting the people around you? Do you
know how to handle stress, frustration, anxiety and conflict? Can
you make out the most out of the situations whether good or bad?
The third edition tends to answer some of the questions: What
is emotional intelligence? What does it look like? What are it’s
different components, and how are they related? How is it differ-
ent from other concepts? In what ways and to what extent do
improvements in emotional intelligence enhance individual, group
and organisational performance? You will find answers to all the
above in this revised and re-researched book.
An important objective of this edition is to promote high-
quality research on the application of emotional intelligence in
organisations. In order to advance this objective, practical appli-
cations of EQ in organisations have been given in this edition.
This book has all the answers to the situations you may have
be pondering over in the recent past. This book will help you to
know what emotional intelligence is, specific areas in which EQ

may be applied, specific recommendations about how to develop
your EQ and what skills you should master to be emotionally
intelligent. The practical aspect of the third edition is that you will
discover what your current level of EQ is and what you can do
to further develop it. I hope the book contributes in upgrading the
EQ of individuals, organisations and the society as a whole and
lead to the betterment of mankind.
The Website on the book www.eqindia.com has also been very
popular. It attracted hundreds of visitors from all over the globe,
who attempted online EQ test. The data so compiled has further
been used to define emotional intelligence.
I would like to place on record my gratitude to Professor N.K.
Chadha, University of Delhi, for his heartfelt involvement in my
research work.
Chandigarh, India DALIP SINGH

2006
Preface to the First Edition
What determines professional success? Is it primarily your intel-

ligence level or intelligence quotient (IQ), or is it your personality
characteristics, or is it a combination of several things? I have
pondered over this question for several years without arriving at
a convincing answer. According to the proponents of emotional
intelligence (EQ), a person’s emotional make-up largely deter-
mines his or her professional success. They believe that EQ is the
most important determinant of the extent of professional and
personal success in life. It is interesting to note that so many people
with high IQ fail whereas those with less intellectual endowment
are extremely successful. Even in certain renowned business estab-
lishments, where people are trained to be smart, the most valued
and productive managers are those who have a high emotional
intelligence level, and not necessarily those with the highest IQ.
Such examples abound in business, politics, academia and admin-
istration. It is increasingly recognised that IQ may account for only
about 20 per cent of a person’s success in life. The remaining
80 per cent depends largely on a person’s emotional intelligence,
i.e., EQ.
The leitmotif of this book is that the rules for work are con-
stantly changing. People are being judged by a new yardstick: how
well they are able to handle themselves and others and not merely
in terms of their academic qualifications and expertise. This yard-
stick is increasingly being applied to decisions regarding the hiring
and firing of employees, who will be retained and who will be
sidelined and who will be promoted. It is said that in the corporate
world a person is recruited on the basis of his or her IQ, but is
promoted on the grounds of his or her EQ. These new rules
predict who is most likely to become a successful manager and who

is most prone to failure. Whatever a person’s vocation, he or she
is being measured for traits which are crucial to his or her future
marketability.
These rules have little to do with what you were taught as
important in school and college. The new measures take it for
granted that you have the requisite IQ and technical know-how
to do your job: it focuses instead on personal qualities, such as
initiative and empathy, motivation and awareness, all of which
constitute EQ.
Simply put, EQ denotes ‘Emotional Quotient’ and is used
interchangeably with ‘Emotional Intelligence’, a term derived from
‘Intelligence Quotient’ (IQ). In a layperson’s language this could
be defined as knowing what feels good, what feels bad, and how
to get from bad to good. A more formal academic definition refers
to emotional awareness and emotional management skills, which
enable you to balance emotion and reason so as to maximise your
long-term happiness. Emotional intelligence includes qualities
such as self-awareness, ability to manage moods, motivation, em-
pathy and social skills like cooperation and leadership.
Your level of emotional intelligence is neither genetically fixed,
nor does it develop only in early childhood. Unlike IQ, which does
not increase after adolescence, emotional intelligence is largely
learned and continues to develop throughout life and is condi-
tioned by life’s experiences. Unlike IQ, emotional intelligence can
be improved throughout life. In the normal course of a lifetime,
emotional intelligence tends to increase as you learn to be more
aware of your moods, to effectively handle distressing emotions,
and to listen and empathise. In short, as you become more mature,
you can acquire certain emotional competencies that lead to out-
standing performance at work.
Some of the negative emotions which require emotional man-
agement and regulation are anger, failure, fear, disappointment,
frustration, obligation, guilt, resentment, emptiness, bitterness,
dependence, depression, loneliness and lethargy. Similarly, posit-
ive emotions such as motivation, appreciation, friendship, self-
control, satisfaction, freedom, fulfilment, autonomy, peace, desire,
PREFACE TO THE FIRST EDITION 17
awareness, contentment, elation and happiness can be used effec-

tively as and when the situation demands.
Why is it necessary to develop EQ? The reason is that people
with high EQ are happier, healthier and more successful in their
relationships. These people strike a balance between emotion and
reason, are aware of their own feelings, show empathy and com-
passion for others, and have high self-esteem. Emotional intelli-
gence can be instrumental in many situations in the workplace and
can help achieve organisational effectiveness. On the basis of
advanced research on the requirements of a CEO’s office, psy-
chologists concluded that in the fast-changing corporate environ-
ment you need more than just brains to run your business. You also
need high EQ for making the right decisions and solving prob-
lems. Some of the immediate benefits of high EQ are that it can
lead to increased productivity, enhanced leadership skills, im-
proved responsiveness and greater creativity. It can also create an
enthusiastic work environment, reduce stress levels and resolve
emotional issues, improve the well-being of employees and im-
prove relationships all round. EQ can enable employees to resolve
past issues and both external as well as internal conflicts, help them
attain emotional power and accomplish their goals at all levels
physical, mental, emotional and spiritual and improve psychologi-
cal abilities such as memory, clarity of thinking and decision-
making.
Increasingly, more companies are realising that encouraging
emotional intelligence skills is a vital component of their manage-
ment philosophy. An organisation does not compete with products
alone: how well it uses its people is more important for its survival.
The Consortium for Research on Emotional Intelligence in
Organisations has illustrated how emotional intelligence contrib-
utes to the bottom line in any work organisation. EQ can be a
valuable tool for HR practitioners and managers who need to
bring about changes in their own organisations. It is being increas-
ingly recognised that EQ can be effectively applied to the unique
requirements of any organisation. The principles of EQ can help
employees become better team players, show greater creativity in
their work and increase overall productivity through the powerful
techniques of integrating and applying emotional intelligence at

the workplace. For example, learning how to successfully overcome
obstacles and blocks, resolve conflicts and deal with any issue that
may come in the way of accomplishing managerial objectives.
What are the ramifications of EQ for a professional? Clearly,
in any discussion of emotional intelligence, it is important to
identify the key determinants of success in the workplace. Even
more important is the basis on which you form your personal
compass, both at the workplace and elsewhere. Having been ex-
posed to the psychological aspects of EQ, readers would want
to assess their own EQ level. To help readers measure their
EQ ‘Emotional Intelligence Test’, standardised and developed
by Professor N.K. Chadha of the University of Delhi, has been
included in the book. I am sure that readers will find it informative
and interesting.
This work could not have been completed without the active
support of a large number of friends and well-wishers. It is not
possible to name them all and acknowledge their contribution
individually. However, I am particularly grateful to Professor N.K.
Chadha, Payal Mehta, Professor John Van Willigen of Kentucky
University, Professors H.C. Ganguli, N.R. Chatterjee, V.K. Bhalla
of the University of Delhi, and Ravi Bangar, S.P. Mahi and Satish
Parashar, to name just a few.
It is my fervent hope that the book will lead to improved
interpersonal relations at the workplace, within the family and
elsewhere.
DALIP SINGH
1
Emotional Intelligence: The Concept
Anyone can be angrythat is easy. But to be angry with the right

person, to the right degree, at the right time, for the right purpose,
and in the right waythat is not easy.
Aristotle
INTRODUCTION
What do love, happiness, fear, affection, hate, shame, disgust,

surprise, sadness, elation and anger have in common? These are
emotions that directly affect your day-to-day life. For long, it has
been believed that success at the workplace depends on your level
of intelligence or intelligence quotient (IQ) as reflected in your
academic achievements, exams passed, marks obtained, and so
on. In other words, your intellectual credentials are: doing well in
school, holding an engineering degree or even an advanced com-
puter degree, obtaining high scores in an IQ test. All these are
instances of intelligence of the academic variety. But how smart
are you outside the classroom, faced with life’s difficult moments?
Here, you need a different kind of resourcefulness. You need, what
is called, emotional intelligence or emotional quotient (EQ), which
is a different way of being smart.
Why is it that the smartest people are not always the wealthiest,
and why are some people instantly liked upon introduction, while
For the sake of clarity the terms emotional intelligence (EI) and emotional quotient
(EQ) will be used interchangeably throughout the book.
others are distrusted? Why are some people sympathetic and

caring, and have a rich and fulfilling emotional life? Why are some
people comfortable with themselves and the social universe they
inhabit, while many others are not? Why do some people, with
less academic achievements, lead a fulfilling life, whereas many
people with high IQ, make their own life, and those of people
around them, miserable?
Emotional intelligence is what gives a person the competitive
edge. Even in certain renowned business establishments, where
everyone is trained to be smart, the most valued and productive
managers are those who have strong traits of emotional intelli-
gence. Being endowed with great intellectual abilities, you may
become a brilliant fiscal analyst or a legal scholar, but a highly
developed emotional intelligence is what will make you a candi-
date for a CEO, a brilliant trial lawyer, a successful politician or
a powerful bureaucrat. Your EQ constitutes factors that are most
likely to ensure success in your marriage or your love affair, or that
you attain dizzy heights in your business. The lack of emotional
intelligence explains why people who, despite having a high IQ,
have been failures in their personal and professional lives.
Today, the rules of the workplace are rapidly changing; a new
yardstick is being used to judge people. It is often said that a high
IQ may assure you a top position, but it may not make you a top
person. This does not measure how smart you are or what your
academic qualifications are or even what your expertise is. Instead,
it measures how well you are able to handle yourself and others.
This yardstick is increasingly applied in deciding who will be hired
and who will not, who will be dismissed and who will be retained,
who will be ignored and who will be promoted. These new rules
predict who is most likely to be successful and who is most likely
to fail. Regardless of the field you are currently working in, you
are being judged for emotional traits that are crucial to your
marketability for future jobs or new assignments. Possibly, em-
ployees of large organisations may be evaluated in terms of such
abilities, even though they may not be aware of it. If you are
applying for a job, you are likely to be assessed in terms of these
emotional abilities, though no one will tell you so explicitly.
EMOTIONAL INTELLIGENCE: THE CONCEPT 21
Whatever the job, understanding how to cultivate these abilities

is essential for a successful career.
These emotional traits have little to do with what you were told
was important in school, college or other institutions; academic
abilities are largely irrelevant to these new standards. Today, it is
taken for granted that you have adequate IQ, that is, the intellec-
tual ability and the technical know-how to do your job. The focus,
instead, is on your EQ—personal qualities such as initiative,
empathy, motivation and leadership. To illustrate this point fur-
ther, it may be said that people involved in the same profession
generally fall above a certain threshold of intelligence or IQ. For
example, few physicians are of average intelligence since they must
have an IQ above a certain level to make it through medical
college. Some managers are smarter than others. But none are
dumb. This is where the question arises of how to differentiate
between managers who have more or less similar levels of IQ. It
is here that EQ becomes important for it sets apart people with
similar IQs. This is neither a passing fad nor a temporary man-
agement credo. Data obtained from studies of working people
confirm that emotional capabilities need to be taken seriously in
order to be a star performer. At a time when there are no guarantees
of job security and when the very concept of a ‘job’ is being rapidly
replaced by ‘portable skills’ or ‘marketable skills’, EQ is considered
as the prime factor which makes and keeps people employable.
Although these ‘intelligent’ qualities have for decades been re-
ferred to by various names—from ‘smartness’ and ‘personality’ to
‘soft skills’ and ‘competence’—it is only now that there is a precise
understanding of these emotional abilities and a new name given
to it: emotional intelligence or emotional quotient (EQ).
If you work for a small organisation or are self-employed, your
ability to perform at your peak may depend to a large extent on
your having these emotional abilities, though these were definitely
not taught at school or college. Even so, your career will depend
to a greater or lesser extent on how well you are able to master these
abilities. If you are working for a large organisation, you have to
see if your organisation fosters such competencies or discourages
them. The effectiveness and productivity of the organisation will
depend upon the degree of acceptance of these emotional com-

petencies.
In the 1970s and 1980s, people got ahead by attending the
‘right’ schools and performing ‘well’ in written exams or compe-
titions. Today, the world has thousands of well-trained, promising
men and women who have reached their plateau or, worse, have
failed because of crucial gaps in their emotional competencies.
Today, for a new entry-level employee, specific technical skills are
less important than an underlying ability to learn on the job. You
need ‘marketable skills’ in addition to your academic achievements.
The qualities which are considered crucial by employers these days
are many: listening and verbal communication, adaptability and
creative responses to setbacks and obstacles, personal manage-
ment, confidence, motivation to work towards goals, a sense of
wanting to develop one’s career and taking pride in accomplish-
ments, group and inter-personal effectiveness, co-operation and
teamwork, skills in solving disagreements, willingness to make a
contribution, leadership potential, along with competencies in
reading, writing and mathematics. Of these desirable traits, only
reading, writing and mathematics are academic skills. All the
others are related to the non-academic arena—to emotional in-
telligence. What corporations now seek in the new entrants they
hire are EQ qualities.
Let us see some illustrations to better understand this: ‘I had
the lowest grade point average ever in my school,’ says a senior
army officer. ‘But when I joined the army I was graded number
one by my superiors. It was all about how you handled yourself,
got along with people, worked in teams, motivated others, inspired
leadership, and so on. And I found this to be true at the workplace.’
According to a senior civil servant, ‘Too many young officers can’t
take criticism. They are too sensitive and have a fragile ego. They
get defensive or hostile when seniors give them feedback on how
they are doing. They react to performance feedback as though it
were a personal attack.’
If the answer is ‘no’ to one or more of these questions, your
problem has been diagnosed. You are a normal, average, thinking
person trained by family, school and workplace to value IQ (the
+ Before you move ahead, answer a

few simple questions:
l Do you assess your personal and professional life at the moment
as satisfactory?
l Have you achieved all your expected goals?
l Are you content with the number of friends you have and the
depth of your friendships?
l Is your marriage the fountain of intimacy and support you
dreamed it would be?
l Have you been promoted with the readiness and speed you
deserved at work?
l Do you generally feel at ease with the world or a little out of
place?
head) and devalue EQ (the heart). You have learned to suppress

your feelings, emotions and passions, and use your head rather
than your heart to find out what
your body feels and wants. In It is not possible to feel
comfortable at the workplace if
short, you use your IQ, and not
you are not comfortable in your
EQ, to solve your problems. It own skin.
is not possible to feel comfort-
able at the workplace if you are not comfortable in your own skin.
Once you have learned to accept your emotional self, every facet
of your work life will benefit. You may have noticed that the price
you pay for ignoring your emotions is far too high. The cost is
depriving yourself of the emotional skills you need for a healthy,
satisfying and fulfilling life. Your IQ may help you in understand-
ing and dealing with the world at one level, but you need emotions
to understand and deal with yourself and, in turn, with others. It
is not possible to get along well with others, and get ahead in the
world regardless of how ‘academically smart’ you are, if you are
unaware of your emotions and not able to recognise and value
them, and act honestly with them. In short, you are often simply
at sea, out of touch with your sense of self. Feeling your emotions
is certainly not a sign of weakness. You follow strict rules on how,
when, where and how much you should allow yourself to express
emotions because you have been told to do so. If you cry, you do
not do so in front of others. When you are angry, you bite your
tongue. When you are hurt, you force a smile. Unfortunately,
however, such actions backfire. It is healthy for the mind, body,
heart and spirit to experience emotions when they arise. Otherwise
emotions can be self-destructive. Most strong emotions do not last
long at all. If you do not suppress your emotions, you will have
a clear head, a contented heart, and greater self-control. If you
fight them, they will haunt you.
+ The Marshmallow Experiment

For most of the 20th century, scientists have worshipped the hard-
ware powers of the brain, but there has not been any significant
attempt to study the software powers of the heart. Walter Mischel,
a psychologist at Stanford University, took up the challenge and
studied the value of emotional intelligence. He, like many of us,
wanted to know the answers to certain perplexing questions: why
some people seem to have a
The ability to delay gratification gift for living well; why the
is a master skill, a triumph of smartest kid in the class may
the brains reasoning power not end up as the richest;
over its impulsive one. why some people are liked
almost instantly and others
are distrusted; why some people remain buoyant in the face of
troubles which would sink a less resilient soul. In short, what are
the qualities of brain and heart that determine success. He decided
to conduct a psychological experiment on small children to find out
the real story.
Mischel distributed marshmallows (a kind of sweet) to groups
of 4-year-olds and left the room, promising that any child who
could postpone eating the marshmallows until he came back, 15 to
20 minutes later, would be rewarded with a second marshmallow.
Not all the children, however, behaved or followed his instructions
identically. Some of them just could not resist the temptation to eat
the marshmallow immediately. Some waited for a few minutes, and
then decided that there was no fun in waiting for a second one, and
Contd.
Contd.
that it would be wiser to eat the one which was in hand. Some
fantacised with closed eyes that they were eating the marshmallows
and tried to wait for the return of Mischel. Significantly, there were
still some kids who did not allow tempting thought(s) to sway them,
and did not touch the marshmallows at all till Mischel returned.
This experiment further reported that some of the children had
been able to think differently. They had resorted to singing, tapping
their feet, telling themselves stories, and imagining that the marsh-
mallow was a fluffy cloud, to avoid eating it. Interestingly enough,
one kid had even fallen asleep with the marshmallow in his hand!
Mischel came to the conclusion that the different moods of the
children reflected the amount of emotional intelligence they exhib-
ited. Does this experiment really provide a fundamental measure of
emotional intelligence? What does it shows us to prove the impor-
tance of emotional intelligence?
Follow-up studies by Mischel 12–14 years later revealed that
the children who had triumphed over their desire to delay eating
the marshmallows had grown more socially competent and self-
assertive and exhibited a higher degree of resilience in dealing with
life’s frustrations. Those who had won the second marshmallow
were still better at delayed gratification and had applied this
attribute in pursuit of their goals. Those who had given in to their
desire and had eaten the first marshmallow immediately without
waiting, had grown into more stubborn, indecisive and stressed
adolescents. The quality of self-control in avoiding eating the
marshmallow at the age of 4 turned out to be twice as powerful a
predictor of later success in life as compared to IQ. In this experi-
ment, the ability to delay gratification of eating the marshmallow
was seen as a master skill, a triumph of the reasoning of the brain
over the emotions of the heart.
The conclusion derived from this classical experiment is that the
capacity to put off rewards is a single skill that psychologists pin-
point as an indicator of success in life. Mischel’s study confirmed
that emotional intelligence does not show up in IQ tests and needs
to be viewed from an entirely different angle. The marshmallow
experiment established that emotional intelligence matters more
than anything else in determining success in life.
The most widely reported background paper on EQ is the

Marshmallow experiment conducted in the US in the 1960s. The
findings of this classical experiment help us to better understand
EQ.
EQ MAKES A DIFFERENCE IN LIFE
Emotional Quotient is synergistic with Intelligence Quotient;

top performers have both. The more complex the job, the more
important is emotional intelligence, if only because a deficiency
in these abilities can hinder the
A manager who is unaware use of whatever technical exper-
of his/her impact on others is
tise or intellect a person may have.
a walking disaster at the
workplace. EQ has ramifications for how
people operate at the workplace
in relation to others. For example, a manager who is unaware of
his impact on others is a walking disaster at the workplace. There
is a story of how one manager so intimidated others that they
never gave him honest feedback.
Research shows that IQ accounts for only about 20 per cent of
a person’s success in life. The balance can be attributed to EQ, as
shown in the Figure 1.1.
Considering how much emphasis schools, colleges and other
institutions place on IQ alone, it is surprising that only a small
part of a person’s achievement at work, or in life, is explained by
FIGURE 1.1: Indicator of a Person’s Success in Life

IQ. When IQ test scores are correlated with how well people
perform in life, the highest estimate of how much difference IQ
makes is only about 20 per cent. This means that IQ alone leaves
about 80 per cent of job success unexplained. As much as 80
per cent of success is said to be derived from EQ. In other words,
IQ alone does not determine who will succeed and who will
fail. For example, a study of Harvard graduates in the fields of
law, medicine, teaching and business observed that scores on
entrance exams, a surrogate for IQ, had zero or negative corre-
lation with their eventual career success. Paradoxically, IQ was
found to have limited power in predicting the success of people
smart enough to handle the most demanding fields, and the value
of emotional intelligence was found to be higher for entry into
particular fields. In MBA programmes, engineering, law, or medi-
cine, where professional selection focused almost exclusively on
IQ, EQ carried far more weight than IQ in determining who
emerged successful.
The difference between those at the high and low ends of
emotional intelligence is very large indeed. Being at the top there-
fore confers a major competitive advantage. Hence, ‘soft’ skills
matter even more for success in ‘hard’ fields. It has been argued
that traditional academic aptitude, school grades and advanced
credentials simply did not predict how well people would perform
on the job or whether they would succeed in life. Instead, there
is a set of specified competencies like empathy and initiative which
distinguished the most successful from those who were merely
good enough to retain their jobs. All these data indicate a common
core of personal and social abilities as the key ingredient of emo-
tional intelligence.
You may have noticed by now that EQ has two diverse view-
points. There are ‘traditionalists’ who feel that emotions play a
negative role and ‘modernists’ who advocate that emotions play a
positive role. The impact of EQ may be evaluated by differenti-
ating traditional performers from high performers, as shown in
Table 1.1.
To elaborate this point further, let us look into the tale of two
IAS officers.
TABLE 1.1: Traditionalists versus Modernists

Traditionalists believe Modernists believe
that emotions that emotions
Distract us Motivate us
Make us vulnerable Make us confident
Cloud our judgment Speed our analysis
Must be controlled Build trust
Inhibit information Provide feedback
+ A Tale of Two IAS Officers

Ravi and Sunil joined the premier Indian Administrative Service
(IAS) about the same time, with almost the same credentials.
Both had superb grade point averages from leading schools and
universities, with effusive recommendations from their professors.
Both went for identical professional training at the IAS Training
Academy as probationers. However, the moment they joined their
respective postings as fresh magistrates, all similarities disappeared.
Ravi’s curriculum vitae was impressive; he was academically
brilliant and a top scorer. He was a talented and creative student
in his school and college days. But he acted as though he had not
left high school. The problem with Ravi was that he knew he was
exceptional, and was unbelievably arrogant. Despite his academic
abilities, he put people off, especially those who had to work with
him. He remained glued to his computer screen, voraciously de-
vouring administrative and technical documents and learning about
the rules and regulations of bureaucracy. His colleagues rarely saw
him except at formal meetings; he was a recluse. He believed that
it was his administrative and technical proficiency that counted
most in this job. Ravi’s arrogance came across all too quickly; he
ended up being transferred every six months, and that too in second
or third-tier outfits. And he always wondered why such things
should happen to him.
Sunil, on the other hand, adopted a different approach. Though
brilliant academically, he ranked slightly below Ravi in the written
exams, but he was adept interpersonally. Everyone who worked with
him liked him. A few years later, Sunil was termed a ‘successful’
Contd.
Contd.
officer. He not only devoted adequate time to his work, but also used
his spare time to get to know his co-officers, find out about their
interests, projects and concerns. When they needed a helping hand,
he offered one. Whenever an additional responsibility was given to
him, he volunteered to do so with grace and enthusiasm. He be-
lieved that one of the most effective ways for him to be accepted
into the team was by helping out.
After a few years on the job, Ravi had done slightly better as an
administrator. But Sunil was seen as someone who could work well
in a team and take initiatives, and was already marked out for the
fast track. Ravi failed to realise that building bonds was a crucial
competence for his job. His co-officers knew that he was admin-
istratively adept, but they had little faith in his ability to work in
a team. In contrast, Sunil showed excellence in several emotional
intelligence competencies. If Ravi’s academic skills were to be put
to best use, he needed to master emotional competencies as well.
There is a crucial difference between declarative knowledge, that
is, knowing a concept and its technical details, and practical know-
ledge, that is, being able to implement these concepts. Knowing
does not equal doing, whether in playing a game, managing a team,
or acting on essential advice at the right moment or doing an IAS
job. Ravi lacked what Sunil had—emotional intelligence. Needless
to say, a modern approach based on EQ is more likely to result in
higher levels of performance than a traditional approach based on
IQ. It is for you to decide which path you wish to follow.
WHAT EXACTLY IS EQ?

The phrase ‘Emotional Quotient’ is being used extensively these
days: for instance, in magazines which challenge you to ‘know your
EQ’, on Internet sites which offer to test your emotional intelli-
gence, in organisations where CEOs have started taking lessons in
EQ and in offices where employees want to learn how to under-
stand their bosses. Parents want to know why their children do not
understand them, spouses discuss ways and means to tackle marital
disputes, youths wonder why their circle of friend is shrinking
by the day and many others discovering that they are immensely
unpopular in their peer circle. Managers study how to work with

subordinates, parents take courses on rearing children, husbands
and wives learn to talk to each other, teachers study how to cope
with emotional disturbances among their students, young minds
learn to improve their interpersonal relations with peer groups.
Everyone wishes to enhance emotional competencies and is asking
how to do it.
Before defining ‘emotional intelligence’, it would be desirable to
define the term ‘emotion’. Interestingly, we all intuitively under-
stand what the word ‘emotion’ means, but there is no generally
accepted theory of emotions among psychologists though there are
areas of agreement. Feelings
Emotions are human beings are what one experiences as
warning systems that alert them the result of having emotions.
to what is really going on around Psychologists have described
them. They are a complex state
of the human mind, involving
and explained ‘emotion’ dif-
physiological changes on the one ferently, but all agree that it is
hand and psychological changes a complex state of the human
on the other. mind involving a wide range
of bodily changes such as
breathing, pounding heart, flushed face, sweaty palms, high pulse
rate and glandular secretions. Mentally, it is a state of excitement
or perturbation marked by strong feelings.
Emotions originate from exposure to specific situations. Emo-
tions, when combined with the thinking process, result in the
experience of feelings; they are human beings’ warning systems
that alert them to what is really going on around them. Emotions
are also like an internal gyroscope that helps keep us on the right
track by ensuring that we are guided more by EQ and less by IQ.
What is most important for each one of us is to learn to create
our own emotions. Our responses are governed by our thoughts,
by what we tell ourselves. As we clarify our understanding of our
own beliefs and patterns, we learn that we are actually choosing
our own lives. We take responsibility for our thoughts, emotions
and actions; we become accountable. Emotion is an ‘umbrella term’
which includes the situation, the interpretation and the perception
of a situation, and the response or feeling related to that situation.
In the most literal dictionary sense, emotion is defined as ‘any

agitation or disturbance of mind, passion; any vehement or excited
mental state’. Emotion refers to a response with its distinctive
thoughts, psychological and biological states and ranges of pro-
pensities to act. Generally, there are two dimensions of emotions:
Physiological Dimension Psychological Dimension

Emotion is a complex state Emotion is a state of excitement
of human mind, involving or perturbation marked by
bodily changes of widespread strong feelings. The ‘feelings’,
nature such as breathing, are what one experiences as the
pounding heart, flushed face, result of having emotions.
sweating palms, pulse rate,
glandular secretions, etc.
There are hundreds of emotions, along with their blends, varia-

tions, mutations and nuances. Cross-cultural studies have identi-
fied various quite distinct and universally felt emotions. Indeed,
there are more subtleties in emotions than there are words to
express them. For example, some of the main emotions, with their
blends, have been categorised as follows:
Anger: Fury, outrage, charged, resentment, wrath, exaspera-
tion, indignation, vexation, acrimony, animosity, annoyance,
irritability, hostility and, at the extreme, pathological hatred
and violence.
Depression: Grief, aloofness, sorrow, cheerlessness, gloom,
melancholy, self-pity, loneliness, dejection, despair and sad-
ness.
Anxiety: Fear, apprehension, nervousness, upset, misgiving,
wariness, qualm, dread, fright, terror, as a psychopathology,
phobia and panic.
Happiness: Enjoyment, cheerfulness, joy, relief, content-
ment, bliss, delight, amusement, pride, sensual pleasure, thrill,
rapture, gratification, satisfaction, euphoria, ecstasy and, at
the extreme, mania.
Love: Acceptance, mutual attraction, friendliness, trust, kind-
ness, affinity, devotion, adoration and infatuation.
Surprise: Shock, astonishment, amazement and wonder.

Disgust: Contempt, pity, disdain, scorn, abhorrence, aver-
sion, distaste and revulsion.
Embarrassment: Shame, guilt, chagrin, remorse, humilia-
tion, regret and mortification.
To be sure, the above list does not resolve all the questions re-
garding how emotions can be categorised. For example, what about
blends that include jealousy, a variant of anger, with sadness and
fear? Or, what of virtues such as
Emotions are our responses hope and faith, courage and for-
to the world around us, and giveness, certainty and equanim-
they are created by the
ity? Or, what of some of the more
combination of our thoughts,
feelings and actions. There are classic vices such as doubt, com-
hundreds of emotions, along placence and boredom? There are
with their blends, variations, no clear answers, and the psycho-
mutations and nuances. logical debate on how to classify
emotions continues.
Having known what emotions mean, let us try and understand
how we use emotions in daily life by taking a look at these simple
statements:
l My boss is always in a hostile mood.

l The production manager is always nagging others.
l The manager does not understand the feelings of others.
l The officer blurts things out without thinking of others.
l She is jealous of her colleagues.
l Don’t trust him. He is too manipulative.
l Management is way out of touch with employees’ emotions.
l The new manager is too sensitive; he takes everything too
personally.
These statements refer to various blends of emotions as reflected

through personality characteristics. These are fundamental to
moods, nature, lifestyle and to the whole personality. The above
statements indicate that EQ is the ability to understand other
people: what motivates them, how they work, what are their goals.
In other words, we now know that successful politicians, bureau-

crats, professionals and leaders are all likely to exhibit high levels
of EQ. On the other hand, persons with low EQ are judged to
be misfits in a social set-up.
To understand your EQ better, imagine that there are two parts
to your personality: (a) a thinking part, and (b) a feeling part, as
depicted in Figure 1.2.
FIGURE 1.2: The Personality
These two parts communicate with each other and react in case
of disagreement. It is the harmonious compatibility of the two
components that constitutes EQ.
ARE YOU EMOTIONALLY INTELLIGENT?

Many people are extraordinarily talented, conceptually brilliant
and have a very high IQ. They excel in computers, science and
mathematics. Sadly though, they are not particularly likeable people.
Many of them are aggressive and brutal in their responses to the
outside world. They have little or no feelings for people around
them. They feel psychologically awkward in relationships, have no
social graces or even a social or personal life. Being uncomfortable
with themselves and making people around them uncomfortable
becomes a routine response in their life. Usually they are not close
with any one, nor do they have any meaningful friendships. They
work all the time, their one-dimension lives centred around them-
selves, little knowing that life cannot be lived without relating with
others. Such negative traits are fatal handicaps even for high-IQ
managers with sound technical knowledge.
+ The One-dimensional Vice Chancellor

I remember an instance where the Governor-cum-Chancellor of a
University had gone on annual inspection of a University. The
University, which was earlier known as the ‘Oxford of India’, was
in shambles, to say the least. There were problems relating to poor
teaching standards, inefficient non-teaching staff and aggressive
students’ unions. During his inspection, the Chancellor decided to
meet everyone individually and hear them out. Various pressure
groups had different grievances ranging from recruitment, selection
and promotion to immediate improvement in the University’s
academic and campus culture.
It turned out that the Vice Chancellor (VC) was a technocrat,
a scientist of repute. He had been in the chair for over a year and
had another two years of stay. One professor described the VC thus:
‘He is a great strategic thinker with an ability to achieve in life but
he lashes out at people around him. He is smart but his superiority
demeans others. Many of us have tried to help him improve on this
weakness but there seems to be no behavioral change as he refuses
to accept the psychological realities.’ The Chancellor soon under-
stood the problem. The VC was an introvert, inept at handling the
varied and mammoth responsibilities as also the diverse socio-
political-personnel culture of the University. The VC believed that
the world started and ended with him. He did not believe in
allowing anyone to express any views in the University. He was not
open to suggestions or criticism, not even positive ones. A month
after taking this assignment, he passed an ‘astonishing’ order: no one
could meet him during office hours as employees were expected to
work at that time. And after office hours, he himself was not
available to mitigate the grievances!
The students’, teachers’ and other unions had a simple request
to make to the Chancellor. ‘Please advise the VC to meet us and
look into our grievances empathetically. Even if he is not in a
position to solve our problems we don’t mind. At least he should
listen to us.’ The Chancellor was perplexed. ‘Why don’t you see the
people?’ he asked the VC. ‘They always come up with unreasonable
demands. It’s best to avoid them,’ the VC answered by way of
rationalisation. ‘Moreover, if you keep them at a distance they
Contd.
Contd.
behave themselves, otherwise they agitate,’ he opined. To explain

the meaning of interpersonal relations, the Chancellor himself met
the divergent groups and listened to their grievances. This was a
shocking lesson to the VC who had just learned that using emo-
tional intelligence helps in running the university smoothly.
Unbelievable, but true, is the fact that managers who fail are
almost always high in expertise and IQ. Their fatal weakness in each
case is their emotional intelligence, that is, arrogance, over-reliance
on brainpower, inability to adapt to the occasionally disorienting
shifts in their field and disdain for close collaboration or teamwork.
An analysis of successful and failed managers reveals that those
who failed lacked in emotional intelligence competencies and this,
despite their strengths in technical and academic abilities. In the
fast-changing modern world of mergers, acquisitions and coalitions,
with new technologies, laws and rules, the lack of emotional intel-
ligence in such an unstable environment means certain failure.
Organisations, and the people manning them, need to sit up and
acquire emotional intelligence. Our learned VC will also do well if
he learns to develop his EQ.
+ Definitions of EQ
Robert Cooper (1996): Emotional intelligence is the ability to
sense, understand and effectively apply the power of and acumen
of emotions as a source of human energy, information, trust, cre-
ativity and influence.
Reuven Bar-On (1997): Emotional intelligence reflects one’s abi-
lity to deal with daily environment challenges and helps predict
one’s success in life, including professional and personal pursuits.
(Bar-On had coined the term EQ, i.e., emotional quotient, in 1985.)
J. Mayer and P. Salovey (1997): Emotional intelligence is the
ability to perceive emotions, to access and generate emotions so
as to assist thought, to understand emotions and emotional know-
ledge, and to reflectively regulate emotions so as to promote emo-
tional and intellectual growth.
Contd.
Contd.
Daniel Goleman (1998): Emotional intelligence is the capacity for

recognising our own feelings and those of others, for motivating
ourselves, and for managing emotions well in ourselves and in our
relationships. Emotional intelligence describes abilities distinct from,
but complementary to, academic intelligence or the purely cognitive
capacities measured by IQ.
J. Freedman (1998): Emotional intelligence is a way of recognizing,
understanding and choosing how we think, feel and act. It shapes
our interaction with others and our understanding of ourselves.
It defines how and what we learn, it allows us to set priorities, it
determines the majority of our daily actions.
Dalip Singh (2003): Emotional intelligence is the ability of an
individual to appropriately and successfully respond to a vast variety
of emotional stimuli being elicited from the inner self and imme-
diate environment. Emotional intelligence constitutes three psy-
chological dimensions: emotional sensitivity, emotional maturity
and emotional competency, which motivate an individual to recognise
truthfully, interpret honestly and handle tactfully the dynamics of
human behaviour.
Jitendra Mohan (2003): Emotional intelligence is a positive com-
bination of a deep insight into one’s emotional and cognitive ca-
pacities and a charming flair of communication, empathy and
motivation, leading to personal optimism, inter-personal confluence
and organizational excellence.
Mala Kapadia (2004): Emotional intelligence from Vedic psychol-
ogy perspective can be described as transformation of mind, body
and spirit to realise our true potential for the universal well being
and abundance of joy.
Vinod Sanwal (2004): Emotional intelligence is the awareness of
use of emotions and their utilization within the parameters of
individual cognitive styles to cope with situations and problems.
N.K. Chadha (2005): All intelligence have an emotional base.
Using your emotions as a source of energy to accomplish the self-
defined goals is what emotional intelligence consists of.
Parmananda Chabungbam (2005): EI [or EQ] is the ability of a
person to control impulses and persist in the face of frustration.
Contd.
Contd.
Ravi Bangar (2005): Emotional intelligence is the capacity to

create optimal results in your relationships with yourself and others.
Samira Malekar (2005): Emotional intelligence is a set of factors
which involve awareness of self and managing emotions, developing
oneself through the power of empathy and motivation and building
strong relationship with people.
Madhumati Singh (2006): Emotional intelligence is the ability
and freedom to grow from mistrust to trust, self-doubt to self-
empowerment, following to leading, incompetence to competence,
isolation to synergy and despair to hope.
HOW DO YOU ACQUIRE YOUR EQ?

Your emotional makeup is the product of your learning experi-
ences. Emotional competencies, abilities and concepts are learned
through role models, i.e., teachers, parents, celluloid heroes and
so on. You learn emotional intelligence through the social learning
process. At no point of time in your life does someone tell you
how to understand yourself and others, or how to handle inter-
personal relations. This is something every one of you is expected
to learn on your own and use these concepts in personal and
professional life. Knowledge of emotional intelligence is taken for
granted in society without realising that you were never formally
exposed to such concepts. To put it simply, no formal education
or knowledge is imparted to teach these concepts, abilities or
competencies. This has created a strange situation: when you grow
up in society or the workplace, family and others expect you to
have adequate and appropriate knowledge of these concepts.
Another problem is that there is a widespread belief in developing
societies that intelligence has to do with thinking, analysing,
remembering, comparing, applying, appearing for exams, obtain-
ing high marks, and so on. These qualities, it is argued, lead to
top positions, lucrative pay packages, palatial houses, imported
cars, security, success and holidays. Consequently, people work
hard to develop their IQ and ignore their EQ. Almost all over
the world, most children spend 10 to 15 years of their life learning

to develop their academic skills. In the process, emotions are
either completely or largely ignored and there is no effort to
inculcate them in our personal and professional life. It is unfor-
tunate that we make no planned or conscious effort to impart
emotional skills to our future generations. The average person is
using the outdated technique of ‘trial and error’ to solve emotional
problems. Many of you still believe that your EQ is something
you will anyway learn with time and there is no urgent need to
acquire it right away.
There appears to be a dichotomy between the head and the
heart. While delivering a keynote address on EQ at a workshop,
I was taken aback when one of the participants, a CEO of a large
private sector firm, asked, ‘Now when most of us are over 40 years
in age, and have reached top positions in the workplace, we are
suddenly told about concepts like how to handle yourself, your
bosses, your subordinates and how to improve interpersonal re-
lations. We are being asked to master competencies, personal traits
or a set of habits for effective and superior job performance. Why
is it that management experts find these concepts to be of utmost
importance and every workshop has detailed lectures on them?’
Others joined him by saying that in schools and colleges, they
were taught various subjects like history, political science, math-
ematics, chemistry, economics and geography. And now they were
being told that knowledge of these academic subjects was not
adequate and that they should have knowledge of psychological
skills to handle ticklish circumstances in life. Why were these
psychological skills not introduced to them at an early stage if
these were so important for personality development? And sud-
denly at this late stage in life, experts were teaching them how
to handle their boss, their spouse, their neighbour or even them-
selves. They were being educated on how to control anger, frus-
tration, anxieties, stress and burnout. Others lamented that they
learned these competencies through informal sources and experi-
mented on them in their own way.
My answer to all these issues was that what they ‘felt’ was
right and that these psychological skills should have been taught
in our educational institutions

Our education system gives
in the early stages of life. But stress on IQ and not on EQ. We
unfortunately, in all develop- are expected to learn EQ from
ing countries, the emphasis our parents, peer group or other
even today is on academic fac- role models.
tors (read IQ) rather than emo-
tional factors (read EQ). With the passage of time, we have
realised that emotional factors are as important as academic factors
and, in most cases, more important. To another query as to what
lessons would I prefer to teach my child, my answer was that I
would teach my child only one lesson—to be emotionally literate.
That is the skill the child will need in order to overcome stress,
anxiety, frustration, disappointment, anger, hurt and despair. I
would teach my child that difficult situations in life help to
improve our self-esteem, courage and self-reliance, and enable us
to handle life on our own terms.
My contention is that emotional intelligence is a right mixture
of ‘The Head’ and ‘The Heart’, as shown in Figure 1.3.
Do we really believe in the process defined above? The answer
is a big ‘NO’. In most societies, culturally, we are taught to think
of emotion as an intellectual response rather than an emotional
response. You have been taught not to trust your emotions because
emotions distort the accurate information supplied by the brain.
Even the term ‘emotional’ often signifies a weak personality, one
who is out of control or even childish and foolish at times. In fact,
you have learned to mould your entire self-image around your
FIGURE 1.3: The Individual

intellect. Society tells you that academic intelligence is the means

to get ahead and completely ignores the fact that human beings
are not meant to be just think tanks. You have been told to value
‘the head’ and devalue ‘the heart’. The fact is that instinctively, as
an individual, you value the heart more than the head. You tend
to suppress your emotions as a method of emotional management.
That is what your parents, teachers and society have indirectly
taught you, or perhaps you have learned it unconsciously. When
you get into the habit of suppressing emotions in this way, you are
holding back your emotions and trying to ensure that they do not
reach the point of explosion. This can gradually become a source
of abnormal behaviour and lead to other psychological problems.
Job dissatisfaction, burnout, stress, inter-personal conflicts with
seniors, colleagues or subordinates, frustration, anger and anxiety,
are just a few factors that affect the productivity of oneself, of
others and of organisations. An increase in the number of such
instances has made management conscious that employees have
to learn, or be taught, different methods of managing their emo-
tions and expressing themselves in order to attain job satisfaction
and productivity. Let us examine another case to further investi-
gate this issue.
+ Making Life’s Dreams Come True

Let us meet a young wife-cum-working executive from Singapore,
who tells us how to eliminate frustration and improve performance
in life. ‘In my career as a banker, I have come across people with
varying degrees of IQ, varying aptitudes and academic achieve-
ments. When I dissect the background of successful and unsuc-
cessful people in various fields, I have felt that most of the time
it is not the academically intelligent people who can claim to be
“successful”. On the other hand and contrary to the general belief,
the people who seem to succeed more are the ones who are emo-
tionally intelligent. In my profession, it is mutual respect and the
trust of a client that matters. And you do not learn these skills in
classrooms.
Contd.
Contd.
‘When I judge myself on the same criteria, I see that life has been
quite stressful right from childhood. I encountered emotional
upheavals that are normally not faced by other ordinary mortals in
day-to-day living. Most of us encounter tough situations in life and
I have also had a fair share of them. The most difficult of the
experiences made me a more emotionally stable and mentally clear
person, and I came out of each uncomfortable experience as a more
positive person, better equipped to face the more difficult problems
of life. After every problem I often whispered to myself, “Have
perseverance, stay motivated, the worse is yet to come and there
shall never be any problem which I will not be equipped with to
handle.” There were the genuine problems of life which otherwise
would have broken a normal person to pieces, but I had learned the
emotional skills to survive and move on.
‘I feel it is the emotional stability in me, a positive way of
responding to people, a calm approach to life, a practical and realistic
approach to handling day-to-day problems, faith in the basic good-
ness of human beings, understanding the idiosyncratic variations in
human behaviour, which have made me a “successful” woman.
Maybe I can call myself a “happy and contended person”. And, yes,
I am “successful”, because when I see in retrospect and recall my
dreams as a young girl, I find that I have been able to substantially
achieve whatever I had felt was most important to me. I do not claim
that my marriage is a fountain of eternal love, but it is definitely near
to that. My family depends on me even for small needs, and I enjoy
it. Success is a very relative term. It varies from person to person. I
apply a simple emotional tool to keep myself happy. No matter what
I do, I should do it to the best of my capabilities and in a fashion that
makes me, and the people around me, comfortable.
‘I manage my personal relations responsibly. While carrying out
my duties at my workplace or at home, one thing that mattered to
me most was to create harmony in the environment I work in, with
the people around, whether they are my juniors, seniors or at the
same level. I have tried to be at ease with myself while making extra
efforts not to create problems for people with whom I interact.
Creating harmony does not mean bowing to the wishes of others.
Contd.
Contd.
In fact, it is an understanding of the other person’s perspective,

giving him/her due respect and communicating in the ways they
best appreciate. Even after having abundance of joy and content-
ment in life, I feel that am capable of doing much more and always
vive for fresh responsibility and opportunity. For, life is too precious
and short and making your life’s dreams come true within a limited
lifetime cycle is a challenge which we all need to master.’
EQ HELPS IN PROFESSIONAL SUCCESS
A young executive of a large firm said, ‘I have a master’s degree

in accounting. When I went to work for this firm, I thought my
problems were going to be accounting problems. But they are not.
They are people’s problems.’ This new approach to understanding
people through analysing and understanding behaviour is the
order of the day.
In recent times, we find a resurgence of interest in the ‘why’,
‘how’ and ‘what’ of our behaviour. Let us now see what determines
professional success. Is it the intelligence or skills you possess, or
is it something else? Perhaps, it is a combination of both. Expo-
nents of emotional intelligence are of the view that your emotional
make-up largely determines your professional success. EQ is at
least as much a determinant of how far you will succeed, personally
and professionally. It is fascinating to see how people with high
IQ fail and those with lower intellectual endowment are a runaway
success in their professional lives. There are innumerable such
examples in business, politics, academics and administration. What
are the ramifications of EQ for the professional? Clearly, emo-
tional intelligence is the key determinant of success in the work-
place. Even more significant is the basis on which you must form
your own moral compass, both
Your emotional make-up largely in the workplace and elsewhere.
determines your professional It is increasingly being recognised
success.
that EQ can be applied to the
organisation’s unique needs. Employees can learn the principles of

EQ to become better team players, be more creative in their work
and increase overall productivity. This can be achieved by learning
powerful techniques to integrate and utilise the principles of
applied emotional intelligence at the workplace. For instance,
learning how to successfully remove obstacles, surmount blocks,
resolve conflicts and deal with any issue that may have prevented
you from accomplishing your managerial objectives, are skills that
can be learned.
EQ can be instrumental in achieving success in many areas of
professional life and also helps achieve organisational development.
Psychologists have concluded that in the current fast changing
corporate environment, you need more than just brains to run your
business. They argue that leaders in business must make contact
with their emotions and feelings
In the corporate world, IQ gets
for effective decision-making and you hired, but EQ gets you
problem solving. EQ can help in promoted.
increasing productivity, speeding
up adaptation to change, developing leadership skills, stimulating
creativity and cooperation, responding effectively to competition,
encouraging innovative thinking and improving retention of key
employees. It can also help create an enthusiastic work environ-
ment, improve the way employees feel about themselves and how
they relate to others, reduce stress levels and resolve emotional issues,
improve health and well-being, improve relationships, heighten
success, and enable employees to experience greater fulfilment.
In work situations, EQ can facilitate in resolving past issues, help
employees attain emotional power, enable them to resolve external
and internal conflicts, enable them to accomplish their goals at
all levels—physical, mental, emotional and spiritual and improve
their mental abilities such as memory, clarity of thinking and
decision-making or coordinating the work of their subordinates.
In a formal meeting, for example, do you observe the subtle
signs that indicate how others in the meeting react to what has
been said? Do you pay as much
attention to the subtle signs of You need more than just
non-verbal communication as to brains to run your business.
what is actually being said? If you can read these signs you can know
when people are clear and congruent, and when they are uncertain
or unsure. Observing how others respond emotionally guides
managers and supervisors in conducting a meeting effectively.
In the corporate world, IQ gets you hired, but EQ gets you
promoted—or fired. There is an example of a manager who was
asked to rank the top performers working with him. The results
showed that they were not necessarily those with the highest IQs;
they were those whose e-mails got answered. Workers who are
good collaborators and popular with their colleagues are more
likely to get the cooperation they need to achieve their goals than
the socially awkward, lone geniuses.
Who are the persons most likely to get promoted? They are the
persons whose emotional intelligence matches that of their em-
ployer as well as of their boss. Understanding and fulfilling the
values and expectations of your organisation and your boss is also
a key emotional skill. This can be an important indicator whether
you will move up or down in the hierarchical ladder of the
organisation. Do you position yourself as an integral part of the
organisation and place emphasis on its core values such as personal
satisfaction, quality, environment and shareholder satisfaction?
FIGURE 1.4: EQ Gets You Promoted!

Also, is the organisation making every effort to propagate this

message? As an employee, you should know the answers to these
questions. Ask yourself the question: ‘Why did I choose this
job?’ Check out the criteria that are hidden in your answer. Is
the work environment stimulating? Do you enjoy your job? Or do
you do it for the money? Do you perceive it as a challenge, or as
an opportunity to learn? If an employee does not fit into the
company culture, he/she will have to face the consequences sooner
or later.
Certainly, getting hired may be difficult. But what happens
afterwards? Do you focus on getting a job or are you looking for
a job for the rest of your life? How do you know whether you will
fit into the company that seems attractive at first sight? This
should not be a rational decision; let your emotions speak! ‘Know
thyself ’ is one of the maxims of emotional intelligence. EQ experts
have interviewed managers and have concluded that successful
people know the answers to the following questions. ‘What is your
vision for the future of your organisation? What will the world be
like in the next, say, 20 years? What is your mission or goal in life?
What is important for you at the workplace?’ Emotionally intel-
ligent people not only know their own answers, but also those of
the company they work for. Knowing the answers helps them find
out if they are compatible with the company they are working for.
But how many people really do have a clear vision and mission
of the organisation they work for, or of a personal goal for them-
selves? At this stage you may like to introspect and find the
answers yourself.
If you try to find happiness in your work you stand a better
chance of getting promoted. Find a company that is compatible
with your vision, mission and values, and actually puts them into
practice. This kind of work environment will be really stimulating.
If there are some differences between you and the company, try
to sort them out with the management. Keeping silent will only
complicate matters in the long run. In commercial jobs, the ability
to put yourself in another’s shoes, as well as your capacity to
understand the other person’s behaviour, are essential emotional
skills. By using EQ, managers can increase their awareness of
emotional skills and understand what their company, their boss

and their clients expect from them. If you fail to do so, which many
of you may be doing consciously or unconsciously, the chances of
losing your job would look bright.
Who are the persons most likely to be promoted, and what
emotional skills should they possess? To answer these questions,
we will study a few examples that will tell us that emotional factors
play a significant role in attaining success at work. For example,
how do people make decisions when confronted with failure or
setbacks? Optimism is the emotional skill that helps in such
situations. Optimists tend to make specific, temporary, external
decisions while pessimists make global, permanent, internal de-
cisions. It has been found that those insurance salespersons who
were optimists, sold more insurance policies than did pessimists.
It is clear that optimism makes such a difference in business and
in life. Each rejection faced by a salesperson is a small defeat. The
emotional reaction to such a defeat is crucial to the salesperson’s
ability to marshal up enough motivation to continue. As rejections
mount, morale can deteriorate, making it increasingly difficult for
the person to make the next sales call. Pessimists find such rejec-
tions especially hard to accept for they may interpret them to
mean: ‘I’m a failure at this; I’ll never make a sale’, an interpretation
that is bound to trigger apathy and defeatism, frustration and
depression. Optimists, on the other hand, are likely to tell them-
selves, ‘I’m using the wrong approach,’ or ‘that last person was just
in a bad mood’. By not blaming themselves but perceiving some-
thing else in the situation as being responsible for failure, they can
adopt a new approach in the next sales call. While the pessimist’s
attitude may lead to despair, the optimist’s spawns hope.
The skills required for handling stress is another important
aspect of emotional intelligence that is related to success. The
ability to successfully handle stress results in net profits. Yet an-
other emotional skill is the management of emotions. Emotional
intelligence has as much to do with knowing when and how to
express emotion, as it does with controlling it. Most successful
persons are warmer, more outgoing, emotionally expressive and
sociable. Additionally, empathy is a particularly important aspect
of emotional intelligence that also contributes to occupational

success. People who were best at identifying others’ emotions were
more successful in their work as well as in their social lives. The
lack of emotional self-control prevents you from moving up the
hierarchy. You will find that more than half the people who work
for you lack the motivation to keep learning and improving on the
job. They are not able to work cooperatively with fellow employees,
and do not have enough self-discipline in their work habits. More
and more employers are complaining about the lack of emotional
skills in new hires. Too many young people cannot take criticism:
they get defensive or hostile when others make suggestions or give
them feedback, which they construe as a personal attack. But this
problem is not with the new generation alone; it is true for some
seasoned managers as well. Many of them exhibit a lack of emo-
tional intelligence.
Readers may note that the word ‘success’ has been used to define
EQ. But what is ‘success’? Is it to reach top positions in the work-
place? Is it being rich and wealthy? Is it being powerful, dominating
or influential? Is it occupying senior positions in bureaucracy?
Or, is it something else? Should we conclude that people who could
not reach the ‘top’ have failed in their professional or personal life
and be designated as ‘unsuccessful’? It is time to get closer to the
meaning of ‘success’ to avoid misleading conclusions. You will agree
that success cannot be defined only as being at the top position in
an organisation or achieving a smooth career growth. Success may
have different meanings for different people. For some, having a
satisfying job or personal life may be an indication of success.
Leading a healthy and happy married life may be a determinant of
success for others. For yet another set of people, success may mean
reaching the top position. Hence, tangible achievements alone may
not be indicators of success in life. Non-tangible achievements can
also be termed as successful. But how do you measure and quantify
these? It therefore becomes imperative to know what we mean by
‘success’ in personal and professional life. Is there a standard
definition for ‘success’? Synonyms for the word ‘successful’ include
flourishing, thriving, prospering, booming, growing, mushroom-
ing, fruitful, lucrative and advancing. There are many definitions
for the word ‘success’, depending upon the individual. By the way,
are you clear on what success means to you? It must be remembered
that succeeding is not like winning a ‘lottery’; it is like a project that
takes planning, research and implementation. Doctors, lawyers,
engineers and other professionals do not accomplish their voca-
tions overnight. The best athletes work out diligently every day to
become the best. And successful entrepreneurs do not make it
overnight either. It is true that you usually hear about successful
people only after they have made it big, but they have worked at it
behind the scenes for years, struggling and learning from their
failures, until they finally achieve success (their individual goals)!
While success could happen quickly for you, it usually does not. I
believe that success is when preparation meets opportunity. On a
positive note, it can be a fun and exciting learning process and
experience for those who are willing to enjoy the journey.
What is Success?
Is it exams passed, competitions cleared, percentage of marks,
earning fat salary, top positions in workplace, being rich,
powerful, dominating, being influential
Or
Is success something else?
You may have encountered many ‘rising stars’ that have burned
out. It has been observed that executives most often failed because
of an interpersonal shortcoming, and not because of any technical
inability. Many fatal flaws are related to classic emotional failings,
such as poor working relations, authoritarianism or excessive
ambition and conflict with top management. EQ has given a new
dimension to business and industry. In the marketing world, it is
increasingly being realised that it is the customer or client who is
at the centre-stage. Customers are telling businesses, ‘We do not
care if every member of your staff graduated with honours from
Harvard, Stanford, Mumbai or Delhi. We will go where we are
understood and treated with respect.’ Such a response is forcing
management institutes to rework and redesign their conventional
and stereotyped course curriculum that has already outlived its

practical utility.
SOME MYTHS ABOUT EQ
There are certain widespread myths about emotional intelligence,

and it is important to dispel the most common ones.
First, emotional intelligence does not mean merely ‘being nice’.
At strategic moments such intelligence may in fact demand ‘not
being nice’ and, instead, bluntly confronting someone with an un-
comfortable but consequential truth they may have been avoiding.
Second, emotional intelligence does not mean giving free rein to
feeling, ‘letting it all hang out’. Rather, it involves managing
feelings so that these are expressed appropriately and effectively,
enabling people to work together smoothly towards common goals.
Third, women are not necessarily ‘smarter’ than men when it
comes to emotional intelligence, nor are men ‘superior’ to women.
Each one has a personal profile of strengths and weaknesses in
these capacities. For instance, some may be highly empathic but
lack certain abilities to handle distress; some may be quite aware
of the subtlest shift in another’s moods, yet be inept socially.
However, it is also true that men and women, as groups, tend to
have a shared, gender-specific profile of strengths and weaknesses.
An analysis of emotional intelligence in thousands of men and
women revealed that women, on an average, were more aware of
their emotions, showed more empathy and were more adept in-
terpersonally. Men, on the other hand, were more self-confident
EQ is Not—
l Fixed genetically
l Being nice or good all the time
l To give free rein to feelings
l Something that develops in early childhood
l Having gender differences
l Supporting average IQ persons
and optimistic, adapted more easily and handled stress better. In

general, there are far more similarities than differences. Some men
are as empathic as the most interpersonally sensitive women, while
some women are able to withstand stress as much as the most
emotionally resilient men. Indeed, as far as the overall ratings for
men and women are concerned, their strengths and weaknesses
average out, so that there are no sex differences in total emotional
intelligence.
Finally, the level of emotional intelligence is not fixed geneti-
cally, nor does it develop only in early childhood. Unlike IQ, which
does not change much after adolescence, emotional intelligence
is largely learned and continues to develop throughout life; as you
learn from your experiences, your EQ also keeps growing.
2
Emotional Intelligence and

Your Personality
Everything that irritates us about others can lead us to an

understanding of ourselves.
Carl Jung
Your emotional intelligence, also known as EQ, reflects your

personality. To understand how your EQ makes or mars your
personality development, let us look at some crucial issues.
THE RELATIONSHIP BETWEEN EQ AND IQ

It is very important to understand that EQ is not the opposite of
IQ, it is not the triumph of heart over head—it is the unique
interaction of both. The relationship between emotions and ratio-
nal intelligence is a complex one. Instead of accepting the historic
dichotomy between reason and
emotion, between academic IQ is a measure of intelligence
quotient whereas EQ is a
basics and emotional basics, it measure of emotional quotient.
is important to appreciate how
these interact. Through conscious effort, emotional responses can
be regulated and used appropriately; it is when such awareness is
lacking that emotional reactions override rational thought.
Traditionally, psychologists measure intelligence through vari-
ous intelligence quotient (IQ) tests. The formula used for IQ tests
is simple and elegant. It compares an individual’s ‘chronological
age’ with his/her ‘mental age’. For example, if a person’s mental age
is 30 and chronological age is

The IQ Formula
IQ = MA/CA × 100
20, then his/her IQ is 150. The
(Intelligence Quotient = Mental average intelligence of the
Age divided by majority of people is 100, that
Chronological Age × 100) is, their mental age equals their
chronological age (the actual
age). IQ tests are used in a variety of settings, including schools,
armed forces and businesses, with the aim of determining how well
a person is able to learn. Similarly, we can determine EQ by using
scientific psychological tests that have been developed to measure
emotional intelligence. (See Chapter 7)
EQ is not the opposite of IQ. Some people have high EQ as
well as IQ, while others are low on either. Researchers have been
making efforts to understand how they complement one another;
how a person’s ability to handle stress, for instance, affects his/her
ability to concentrate and put his/her intelligence to use. Some
people can handle anger well but cannot handle fear. Others are
incapable of reacting to joy. Therefore, each emotion needs to be
viewed differently. IQ is a measure of intelligence quotient whereas
EQ is a measure of emotional quotient. It is now widely believed
that emotions, rather than IQ, may be the true measure of human
intelligence. Therefore, scientists are shifting their focus from the
hardware of the brain to the software of the mind. We should keep
in mind that cognitive (IQ) and non-cognitive (EQ) abilities are
closely related. In fact, research suggests that emotional and social
skills help improve cognitive functioning.
Emphasising EQ does not mean de-emphasising IQ. The latter
is not less relevant for success in job performance or life than the
former. The fact remains that one needs a relatively high level of
IQ merely to get admitted to a science or engineering course.
However, once you are admitted, how you compare with your peers
has less to do with IQ differences and more to do with emotional
factors, or EQ. To put it in another way, if you’re a scientist, you
probably needed an IQ of 120 or so, simply to get a doctorate and
a job. But then it is more important to be able to persist in the
face of difficulty and to get along well with colleagues and sub-
ordinates than it is to have an extra 10 or 15 points of IQ. The
EMOTIONAL INTELLIGENCE AND YOUR PERSONALITY 53
same is true in many other occupations and professions. However,

this need not lead us to the erroneous conclusion that low aca-
demic scorers with high EQ have a better chance of being suc-
cessful. Our premise is that IQ, by itself, is not a very good
predictor of job performance. There are other factors that add to
overall personality development and satisfying performance at
work. These ‘other’ factors relate to behaviour, moods and emo-
tions, and are now broadly coined as emotional factors. This
premise has led to the propagation of the concept of emotional
quotient (EQ). For example, if you are a first class graduate or gold
medallist in engineering or science, it may not automatically mean
that you will have smooth relations with your spouse, or you will
be liked by your boss or subordinates, or you will handle emotional
upsets effectively. It may not be out of place to say that most high-
IQ persons tend to get derailed from the emotional or social path.
WHERE DO EMOTIONS COME FROM?
Human beings are psychologically very complex. The human

mind is able to reason, remember, learn and form concepts or
ideas, as well as direct actions, towards specific goals. In other
words, human beings are not only motivated by reason and in-
telligence, but are also subject to passions, desires, and a range of
other feelings which can motivate them strongly—often in a
direction different from that of reason.
EQ + IQ = Intelligence
These feelings are called emotions. Some
psychologists have compared them to the mainspring (or battery)
of a watch. Just as the hands of a watch would be motionless
without the mainspring or battery, so would human beings be
listless and accomplish little or nothing if there were no emotions
to motivate them.
There is another way of describing emotions. There are certain
things that you consider pleasant, and others that you view as
unpleasant. Certain things appeal to you, while some others repel
you. The basis for deciding what is pleasant or unpleasant, what is
appealing or objectionable, is quite uncertain. Why, for instance,
are some people afraid of snakes, spiders and cockroaches, while

others show no fear of them at all? One explanation could be
that such fear is a reflex conditioned by an experience early in
life. But fear can also be expressed for the unknown, without any
prior conditioning. For example, you may suddenly come upon
an animal by chance, and having never seen one before, be instantly
afraid of it.
Neuroscientists and evolutionists have done brilliant work to
explain the reasons underlying some of the most unreasonable
behaviour. In the past decade or so, scientists have learned enough
about the human brain to make judgements about where emotion
arises and why it is necessary.
Human beings operate from two
Primitive emotional responses
minds, the emotional mind and
the rational mind.
hold the key to survival: in fear
the blood flows in the larger
muscles, making it easier to run; in surprise the eyebrows rise,
allowing the eyes to widen their view and gather in more infor-
mation about an unexpected event; in disgust the face and the
nostrils wrinkle up. Every emotion is an impulse which makes you
cry, laugh, run, scared, and so on.
The latest research in neurobiology has shown that human
beings operate from two minds: the emotional mind and the
rational mind. The harmony between the two minds is what
constitutes emotional intelligence and is the key to a richer and
more fulfilling life, as shown in Figure 2.1.
FIGURE 2.1: The Human Mind

The emotional mind is the source of basic emotions: anger,

sadness, fear, lust, surprise, disgust, and so on. Earlier species,
including humans, operated exclusively from the emotional mind—
the old sub-cortical limbic system lying beneath the grey matter.
The rational mind is centred in the neo-cortex, the outer part
of the brain, and allows humans to plan, learn and remember.
Historically, the subtler part of the brain, or the neo-cortex, de-
veloped about a million years ago.
Research done in the early 1990s reveals that messages from the
senses are, in fact, registered by the brain in emotional memory,
the amygdala, where emotions are stored. This means that emo-
tional intelligence actually contributes to rational intelligence. It
is your emotional brain that analyses emotional decisions such as
who you should marry, make friends with, or worst, show enmity
towards. It is now believed that your emotions take precedence
over your thoughts in making decisions, because the rational mind
takes a little longer to register and respond than the emotional
mind. The first impulse in a situation arises in the heart, not in
the head. In an emotional reaction, there is an extended appraisal
of the situation, though thoughts also play a key role in determin-
ing what emotions will be aroused. Once an appraisal is made by
the brain that ‘that taxi driver is cheating me’ or ‘this baby is
adorable’, an appropriate emotional response follows. More com-
plicated emotions, such as embarrassment or apprehension, follow
this slower route and are expressed after a few seconds or minutes;
they follow from thoughts. But the rational mind normally does
not decide what emotions you ‘should’ have. Instead, it is your
feelings that typically come to
There really are no negative or you as a fait accompli. What the
positive emotions. rational mind can ordinarily do
is to control the course of these
reactions. For example, you do not decide when to be mad, sad,
angry or depressed. It is the situation that decides how you react
and behave.
There really are no positive or negative emotions. Emotion is
emotion, and it serves some purpose. Emotion is necessary for
survival or for protecting yourself; it leads to action that prevents
or minimises perceived loss or pain. If it were not for the expe-

rience of pain, you would probably have chewed your fingers off
by now! It is emotion that drives you to act in ways that help you
from a basic survival standpoint. It would therefore be incorrect
to define emotional states such as peace, joy, compassion and
happiness as ‘positive emotions’, or anger, hate, jealousy and
anxiety as ‘negative emotions’. Emotion is largely an automatic
response determined by the way you set yourself up to respond
and react to the world. Hence, emotions are reactions to specific
situations and cannot be termed as positive or negative. It is
therefore advisable to be intelligent about your emotions.
CONSEQUENCES OF LOW AND HIGH EQ
Research and experience clearly demonstrate that while some

aspects of your personality are fixed, you may, however, choose the
way you want to react to them. In other words, you do not be able
to choose your characteristics or many of the events in your life,
but you can choose how to react to them. This conclusion may be
unpalatable to some, but inescapable nonetheless; you are respon-
sible for your thoughts, emotions and consequential actions. Your
emotional response, as is generally believed, is not your destiny but
your own conscious decision. How you use your emotions to tackle
day-to-day problems is what reflects the amount of EQ you have.
Since EQ is important, it is necessary to know the consequences
of having a low or high EQ.
Consequence of low EQ is the feeling of general unhappiness.
If what you can’t deal with upsets easily, and if you are uncom-
fortable with yourself, you need to check your EQ. The benefits
of being aware of how you feel from an interpersonal point of view
will not be available to you if your EQ is on the lower side. You
may not be able to choose a friend who is best suited to you because
you are not aware of your own inner emotions. If your EQ is not
high, it is likely that you will choose a friend who is not well suited
to you. You may even choose as friend a person who makes logical
sense but who just cannot make you feel ‘good’. The cost of this
may be very high. Eventually, you may find excuses to end such
a friendship.
Consequence of high EQ is the feeling of general happiness.
When you have a high EQ, you are more likely to recognise the
source of your emotions, and have the confidence to take appro-
priate actions, thus increasing long-term happiness. You will set
your own standards by closely examining your own values and
beliefs. You will lead your life according to your own terms, rather
than be governed by society’s norms. Finally, the higher your EQ,
the more you will assume responsibility for your own happiness,
and depend less on society. Research on EQ has revealed that
people high on EQ are happier, healthier and more successful in
their relationships. They strike a balance between emotion and
reason, are aware of their own feelings, are empathic and com-
passionate towards others and also show signs of high self-esteem.
Table 2.1 explains some consequences of high and low EQ:
TABLE 2.1: Consequences of Levels of EQ

Low EQ High EQ
Unhappiness Failure Happiness Appreciation
Frustration Dejection Satisfaction Freedom
Emptiness Anger Peace Desire
Bitterness Dependence Awareness Contentment
Depression Loneliness Self-esteem Elation
Instability Stress Balance Motivation
We may conclude by saying that emotional intelligence is the

capacity to create positive outcomes in your relationships with
others and with yourself. Positive outcomes include joy, optimism,
and success in work, school, and life. Increasing emotional intel-
ligence (EQ) has been correlated with better results in leadership,
sales, academic performance, marriage, friendships, and health.
Learning some emotional skills such as expressing emotions, iden-
tifying and labelling emotions, assessing the intensity of emotions,
managing emotions, delaying gratification, controlling impulses,
reducing stress and knowing the difference between emotions and
actions can make you a star performer.
+ The Energetic CEO Who Failed

This is the case of a CEO of a large public sector company, with
30 years of experience and an IQ of 200. But his EQ seems to be
low. He spent the greater part of the day at his desk, crunching
figures in a race against himself and rarely succeeded in going home
early. Normally, he worked for more than 18 hours a day and took
great ‘pride’ in doing so. He spent much of his energy complaining
to his colleagues, ‘My chairman has an IQ of 90. My chairman has
no idea what I do! Moreover my subordinates never extend the
support I need to get things done right.’ Is all this true? Is it unjust?
The CEO thought so, and so did his blood pressure. What he had
not told his colleagues was that his own work was unimpressive in
ways that really mattered. He was oblivious of the fact that he was
a troubleshooter who got so bogged down in minute details that he
rarely saw the larger picture. He also had not noticed his chairman’s
grimace when he handed him unnecessarily technical and complex
reports that were a painful struggle to decipher. He valued rules,
regulations, instructions, laws, acts, reports, etc. but he had not
heard of interpersonal relations. It had not occurred to him that
everyone perceived him as a big bore and tried to avoid him. He
could not see why he should spend any time worrying about other
people’s emotions. After all, he had never got any sympathy from
them when, year after year, he was neglected for promotion. The
CEO had not learned the simple lesson that intellect alone could
not help him navigate the dynamic political, administrative and
psychological situations of an office full of people, each with a
different set of needs and desires. He lacked empathy to guess what
his boss wants and learn which projects really carry the most
corporate weight, to realise a subordinate’s tension and not overload
him or her with work, and to sense a client’s dissatisfaction despite
his or her protestations.
Were he to learn to raise his EQ, he would find his intellectual
capacities expanded and emotional skills enhanced. He would feel
more secure in his ability to perceive and respond to his own
emotional needs and could therefore risk responding to the needs
of others. In doing so, he would move ahead and be able to handle
his chairman more effectively and in the process do something
about his blood pressure also.
3
Can EQ be Developed?
It is never too late to make changes in your life or help others

do the same.
YES. EQ can be developed by upgrading your emotional skills.

This widespread belief that EQ is entirely inherited is not quite
correct. Emotional intelligence is not fixed at birth. Scientists have
not yet discovered an ‘emotional intelligence’ gene. It is something
you have learnt (or not learnt). EQ impacts you not only at work,
but also outside the workplace. It affects how good you feel, how
much you can achieve and the quality and richness of your rela-
tionships. It impacts parents as well as children. It impacts CEOs,
managers and workers. What is important is that you can develop
your EQ through a step-by-step process. Increasing EQ offers
quick dividends and affects many areas of your life. People are
becoming increasingly aware that the ability to feel is as vital to
their well being as the ability to think. This feeling is now gaining
ground worldwide. You need to understand the critical importance
of your raw emotions, but often you do not know how to do so.
How do you learn to master and make use of the often complex
and confusing emotions? How
do you raise your emotional in- Your EQ is not fixed at birth. The
telligence? Human beings are same is not true of IQ, which is
not all created emotionally more or less static.
equal: all have widely differing
natural temperaments. The way you act out, express yourself and
utilise your emotions can be changed significantly. Unlike IQ, EQ
can be significantly developed. Let us now see how we can do it.
EARLY LIFE EXPERIENCES

Emotional development starts early in life and closely related to
child development. Healthy emotional development of children is
vital to both their ability to learn, when young, and to their success
and happiness as adults. Experience shows that the emotional
development of children has by and large been neglected, espe-
cially in under-developed and developing countries. As a result,
children often bear the brunt of emotionally unskilled individual
parenting and rigid cultural and religious tradition. It would be
worthwhile to examine the psychology of child development to
understand emotional development.
Childhood is a unique window on time when a child’s mental
frame can actually be sculpted by parental example. EQ offers
parents guidance in recognising and nurturing emotional intelli-
gence in their children, both within the home and outside. Volatile
behaviour, for example, is typical of 2-year-olds and is not aimed
personally at anyone. What your toddler’s actions reflect, first and
foremost, is the struggle that accompanies his desire to decipher
emotions. Academic Intelligence is certainly an asset and hailed
as paramount, particularly in today’s information age. But parents
want their child to be happy as well as smart. Hence, a child’s
emotional education has to begin increasingly earlier and be more
intense than ever. For instance, babies are even read to in the
womb, and infant toys are designed for cerebral stimulation. While
such methods may produce intelligent children, something else,
which is just as important, may be overlooked. To excel in life, a
child needs to master the art of emotional intelligence. Further-
more, it is believed that having a high IQ in today’s world is not
really discounted, but a high EQ is what is becoming increasingly
popular. In many advanced countries, traditional education is
increasingly tilted towards academic achievement, and as a result
children may have to face a great deal of emotional pressure and
frustration. In developing countries, the concept of emotional
intelligence, which emphasises emotional education, has gained
significance; it shows the way to break the IQ myth and move
towards a multifaceted and balanced education.
CAN EQ BE DEVELOPED? 61
EQ DEVELOPS WITH MATURITY

The process of developing EQ is not too difficult. Nevertheless,
it is widely believed that it is not simple either, despite all the
knowledge about emotional intelligence. In fact, according to
latest scientific research, emotional intelligence may be even more
important than IQ. The good news about emotional intelligence
is that, unlike IQ, it can be improved throughout life. In a ser-
endipitous fashion, life offers innumerable chances to tone your
emotional competence. In the normal course of a lifetime, emo-
tional intelligence tends to increase as you learn to be more aware
of your emotions, to effectively handle distressing emotions, to
listen and empathise; in short, as you become more mature your
EQ increases. To a large extent, maturity itself describes this
process of becoming more intelligent about your emotions and
relationships. In a comparison
of several hundred adults and Emotional intelligence develops
adolescents, it has been found with increasing age and
experience, as a person
that adults across the board had progresses from childhood to
higher EQ. An evaluation of adulthood.
the emotional intelligence of
men and women of ages varying from the teens to the 50s, revealed
small but steady and significant increases in their emotional in-
telligence with advancing age.
Further, a peak was observed in the 40s age group. It was
confirmed that emotional intelligence developed with increasing
age and experience as a person progressed from childhood to adult-
hood. Additionally, it was seen that when it came to cultivating
emotional competence, maturity remained an advantage; it may
be slightly harder to actually ‘teach young dogs new tricks’! Nev-
ertheless, we may say that given
the motivation, older workers Men and women are equal in
their ability to increase
are as good, or even better, than emotional intelligence.
younger ones in mastering new
levels of emotional intelligence. While women tend to be stronger
in competencies based on empathy and social skills, men do better
in those based on self-regulation. However, men and women could
improve to the same extent, regardless of where they started on a

given competence.
A CASE STUDY
How is emotional intelligence developed in organisations? This

question is increasingly being asked by modern-day managers.
Organisations do not only deal with materials, they also deal with
people. The EQ of an organisation can be judged from the way
it deals with issues of leadership, interpersonal relations, commu-
nication and relations with other organisations. How do employ-
ees counter stressful and conflicting situations? How do they
handle frustrations? The trust and credibility of a manager and the
organisation he or she is working with reflects its emotional
intelligence level. Let us see how EQ was developed to improve
work performance in a public sector hotel.
+ EQ Improves Work Performance

Introduction
A public sector three star hotel in northern India was continuously
incurring losses for the last five years. This was despite the fact that
the city attracted a large number of Indian and foreign tourists. A
quick diagnosis showed that the occupancy rate had fallen from 90
to 30 in five years, the profits were going down, poor maintenance
was the order of the day, there was lack of coordination among
various wings of the hotel, guest satisfaction was at an all time low,
absenteeism among staff was vulnerably high, corruption was ram-
pant and the morale of the staff had nose dived. Shockingly enough,
the private sector hotels in the same town were doing thriving
business. In January 2004, a new Executive Director (ED) was
appointed by the Government. He had many challenges on hand
without any indication of how to overcome them. When the new
ED conducted his first meeting with the senior staff he concluded
that ‘there was no hope of survival of this hotel’. The de-motivated
staff also nodded by saying, ‘It’s dead. It is only waiting for burial’.
Contd.
Contd.
The new ED struggled to bring in positive change in personnel and

economic performance but could move only by inches in the first
two months. To keep his faint hope alive to resurrect the hotel, he
invited EQ experts to solve the problem and suggest changes.
EQ Intervention
The EQ expert team went around focusing on the trouble, its
manifested causes, and solutions. It conducted ‘focus group’ discus-
sions to bring home the genesis of the problem. The discussions
included senior, middle and shop floor personnel singularly and
jointly for four days. An EQ test was administered to know the
current level of understanding of emotions of all concerned. The
results showed psychological maladjustments in inter and intra
personnel matters. With the active involvement of all opinion
leaders, the ‘trouble spots’ were narrowed down. The consensus
arrived at was to ‘do something’ to recover from the present crisis
without identifying ‘what it could be’. The EQ experts helped in
identifying and labeling these areas as ‘lack of emotional sensitivity,
maturity and corresponding lack of knowledge of competencies
required to be a winner’. These experts remained in constant touch
with the management for a period of six months and imparted
training in areas henceforth unheard of by the staff. Among other
issues, the staff was given an overview of emotional intelligence,
how it affects performance and whether it can be improved my
measurable instruments or not. The intervention stressed the im-
portance of emotions both for interfacing as a team, with employ-
ees, and with customers and others. The senior staff wanted
one-to-one coaching which was provided. The ED was briefed
about the projected performance appraisal of the senior managers
and was advised to change/replace some of them if he also felt so.
The EQ experts imparted training in emotional competencies to
recover lost morale and motivation and increase productivity. Sur-
prisingly for the EQ team, everyone in the organisation participated
with vigor and responsibility as they had by now felt that the hotel
might face closure in the times to come. The ED replaced four
managers, transferred twice the number and said goodbye to one.
The management team was advised to increase training schedules
Contd.
Contd.
and make extensive efforts to raise quality standards and expecta-

tions of customers and employees.
Outcome
The six-month long intervention by the EQ experts resulted in
positive and significant improvement. The quantifiable results
showed that the coordination skills improved by 32.80%, account-
ability by 30.87% and sharing and exchanging information by
20.50%. The absenteeism rate dropped down from 40% to an
unbelievable 5%. These changes were noticed by the hotel’s custom-
ers and clients. They now felt that the hotel was passionate about
their needs, and exhibited feelings of trust, respect and friendliness.
Guest satisfaction on a ten point scale jumped to 9.2 from 3.2
earlier. The turnover increased, bringing the hotel out of the red,
and its market share improved. These significant changes were the
result of improved emotional skills of personnel at all levels, spe-
cially the ED who was trained to became a star performer and lead
his team toward the promised goals. The EQ expert team was
complimented by the management for helping them recognise,
identify and appropriately use their emotional skills. They acknow-
ledged that it had not only improved their work performance but
also helped them improve personal relationships.
EMOTIONS CAN BE UNLEARNED

Emotions are learned habits, and therefore can be learned or
unlearned. There is no gainsaying that an environment of distrust,
manipulation, corruption, negative feelings and low morale can
prove to be disastrous at the workplace. Moreover, the rapidly
increasing incidence of violent crime, industrial strikes, marital
strife, teenage drug abuse, low morale, a decline in national char-
acter and other ills can be attributed to the lack of EQ. Psycho-
logical research has demonstrated that it is possible to develop
levels of emotional intelligence in such situations by asking people
to unlearn bad emotional responses and equip them with the
necessary emotional competence to deal with such situations. For
instance, the ability to control anger or develop empathy is likely
to be a better indicator of future success than the kind of academic

intelligence put into practice by academicians throughout the
world. Let us see the case of an engineer to understand this point.
+ The Reticent Engineer

Consider the reticent engineer who does not venture out of his
cubicle nor interacts with his colleagues. He feels that he and his
computer are enough to handle all work-related problems. Why
does he behave in this manner? His self-imposed isolation may be
due to shyness, social ineptness, or in simply being unskilled in the
art of teamwork. Whatever the specific cause of his isolation, he is
the victim of a learned habit. He has not learned how to affiliate,
coordinate or assimilate his emotions with that of his colleagues.
Such a situation causes difficulties for him. However, with less
effort and time he can unlearn what had been learned and cultivate
a more effective habit. The unlearning and learning processes occur
at the level of brain connections. As you acquire a habitual repertoire
of thoughts and emotions, the neural connections that support this
repertoire are strengthened, becoming dominant pathways for nerve
impulses. Connections that are not used weaken or may even get
lost, whereas those that are used over and over again grow increas-
ingly strong. And the process of learning and unlearning goes on,
with more and more practice.
Emotional skills can be viewed as a coordinated bundle of
habits of what you think, feel and do, to complete a job. When
such habits become dysfunctional, replacing them with more effec-
tive habits may require a lot of practice. The effective habit will
eventually replace the old one as the automatic response in key
situations. This kind of learning or ‘rewriting’, which is the test of
your emotional skill, depends on how you automatically react at a
crucial moment.
The reticent engineer can master the art of unlearning and
learning, in such situations where he has a critical choice, to improve
his emotional skills. He can either remain in his cubicle, working
alone at his computer, or he can consult his co-workers who have
valuable information and expertise. If he spontaneously steps out
of his cubicle to approach a colleague, and does so effectively, it
indicates that a new habit has been mastered.
Managers and employees who have the habit of learning and

unlearning emotional reactions to situations are more successful
than their counterparts who are merely technically qualified. They
are better liked, more cooperative, more trusted, more resilient,
intrinsically more motivated and optimistic. They are also adept
at avoiding conflicts and at resolving them, when they do occur.
They also know, for example, how to prevent conflicts from es-
calating. When the managers values emotions, so will the subor-
dinates. Research confirms what commonsense would suggest:
emotions are contagious. Thus, if the executive feels optimistic,
confident, creative, flexible, tolerant, respectful and compassion-
ate, employees down the hierarchy will tend to feel the same way
as well. Research also indicates that the direction of emotional
flow is top down as expected, since anyone in power by default,
has more influence. Hence, it would be a good idea to unlearn
those emotional reactions that cause trouble and instead learn
those that make you feel happy.
EXAMPLES OF EQ DEVELOPMENT
Let us now see how development of EQ helps organisations

achieve greater success. Increasingly, organisations are realising
that encouraging emotional intelligence skills are a vital compo-
nent of management philosophy. ‘You don’t compete with prod-
ucts alone anymore, but also how well you use your people,’ said
a manager. A vice president at a bank said, ‘Emotional intelligence
is the underlying premise for all management training. It’s a
refrain heard time and again.’ The Consortium for Research on
Emotional Intelligence in Organisations (2005) has enumerated
several examples to illustrate how development of EQ contributes
to the bottom line in any organisation. Based on data from a
variety of sources, these examples can serve as valuable tools for
HR practitioners and managers who need to develop EQ in their
organisations and also in personal life. Some of the studies have
been cited here to highlight how a developed EQ can help
organisations in achieving their objectives.
1. Mort Meyerson, former chairman and CEO of Perot Sys-

tems, attempted to transform his organisation.
We convened meetings of the top 100 people in the company and asked them
a list of questions: How did they feel about the company culture? What was
their evaluation of our top executives? What were their feelings about our
customer relations? The answers were a laundry list of horrifying bad news.
Our people were angry, frustrated, irritated and deeply unhappy. We set up
teams to address these concerns and then reconvened the top 100 to ask them,
again, how they felt. We got the same answers. We initiated a company-wide
programme to teach them how to disagree with each other without tearing
each other down. All our company leaders in the United States and Europe
participated; and we extended it down into the ranks, so that today two-thirds
of the company has been through the course. During these seminars, we
identified people who were abusive. We coached them and took them through
a personal re-invention process to show them new ways of leading. These were
high-ranking company officials who had generated significant business, met
or exceeded their financial goals, but simply mistreated their people. Not all
of them could convert. Those who couldn’t change were asked to leave. We
gave them fair and extended compensation; we didn’t strong-arm them out
of the door; and we tried to keep communications open with them. We simply
told them that this wasn’t a company that was right for them. Earlier, we told
people to leave their personal problems at home. Now we make it clear that
personal issues are our issues as well. Not long ago, one of our sales executives
had a child born with a hole in its heart. Through e-mail, we knew about the
child within four hours of its birth. Within eight hours we had a specialist
working with the infant. The child will now be able to lead a normal life. Our
company made that happen because it was the right thing [to do]. It is not
the only kind of things we should do but it does represent what we should
be, the kind of feeling our company should create. On customer relations, our
tone was often paternalistic, almost condescending. Customers felt like they
were outgunned at every turn. Too often we made them feel incompetent or
just plain stupid. You do better if your customer or your competitor doesn’t
feel taken advantage of. You do better, in fact, if your customer feels like your
partner. We coached them in good customer relations. And our strategy
worked and helped us in building an environment of emotional trust.
2. The communication strategy of Coca-Cola Corporation was

ineffective in the marketing of its new product. ‘New Coke’ is
probably one of the best-known marketing failures in the last
10 years. Before releasing the product, it had been tested in all
possible ways. The test panels all agreed: ‘New Coke tastes a lot
better than the old Coke’, and Coca-Cola Corporation decided to

launch New Coke as a replacement of the old product. Expecta-
tions were high, but after a couple of weeks it was observed that
the sales figures dropped at an unprecedented rate. EQ experts
were hired to analyse the problem and it was found that New Coke
appealed to only about 10 per cent of the US population. How
come? From a psychological point of view, the name ‘New Coke’
is directed toward a segment of customers who want something
new from time to time. They are often known as the ‘early adopt-
ers’. These customers differ from the rest of the population who
prefer to buy products they are familiar with. When a new product
is launched, the more conservative customers take longer to be
convinced (the early adopters help to convince them). The prob-
lem facing Coca-Cola was that it could not afford such a long
adaptation period. So the old product was re-launched as ‘Classic
Coke’. This time, the product appealed to 65 per cent of its old
customer base. This did not come as a surprise to the EQ experts,
since they had predicted that such a change would be against the
psychological preferences of 30 per cent of the customers. Con-
sidering all these problems, it came as a surprise when another new
product of the company called ‘Cherry Coke’ appealed to the US
market. This new product was similar to an old-style soft drink,
produced on a small scale by many drugstores in the 1950s. In fact,
Coca-Cola copied a product that the customer was already famil-
iar with and introduced some changes in it. Again, the product
appealed to the 65 per cent of the population who essentially
preferred similar products, but sought some changes from time to
time. To complete the story, New Coke disappeared from the
market about 18 months after it had been introduced.
3. A US-based organisation lost 25 per cent of all salespersons
hired, during their first year, primarily due to poor performance.
This represented a lost training and employment cost of about US
$3 million per annum. The organisation decided to make EQ
a prerequisite for recruitment. Semi-structured interviews were
held as part of the total pre-employment screening process. This
process, in effect, compared the applicant’s scores against the real
world model of sales success and classified applicants to ‘fit’ this
model. Since the process was added to the overall employment
screening process, attrition due to sales ‘failure’ decreased by over

80 per cent. Not only did this represent a significant saving in the
huge lost personnel cost, it also improved the overall ‘fit’ between
the person, the job and the organisational culture. The model
served as a road map to guide the training content for new recruits,
further ‘optimising’ them for success. Once these critical skills
became known, training programmes were revised to include these
areas. The results confirm the characteristics of the best-perform-
ing companies today. Some of these characteristics indicate that
there is no substitute for talent: the best people remain successful,
that is, those who know what they are looking for, and how to
assess it before they actually do it. Those recruits who did not know
what they were looking for and how to assess themselves, were
termed as not successful. The result indicates that without know-
ing which emotional skills support success, training programmes
cannot achieve optimal success.
4. In jobs of medium complexity (sales clerks and mechanics),
a top performer is likely to be 12 times more productive than those
at the bottom, and 85 per cent more productive than an average
performer. In more complex jobs (insurance sales people and
account managers), a top performer is likely to be 127 per cent
more productive than the average. Competency research covering
over 200 companies and organisations worldwide revealed that
nearly one-third of this difference was due to technical skills and
academic ability while two-thirds was due to emotional compe-
tence. In top leadership positions, over four-fifths of the difference
was explained by emotional competence.
5. A national furniture retailer who hired sales persons on the
basis of their emotional competence reported a higher rate of
success among them. Among 515 senior executives analysed by the
search firm, those who were primarily high on EQ were more likely
to succeed than those who were stronger in either relevant previous
experience or in IQ. In other words, EQ was a better predictor of
success than either experience or high IQ. More specifically, execu-
tives high on EQ accounted for 74 per cent of the successes and
only 24 per cent of the failures. The study examined executives
from Latin America, Germany and Japan, and the findings were
more or less similar across all three cultures.
6. After supervisors in a manufacturing plant received training

in emotional competencies, such as how to listen more sympa-
thetically and help employees resolve problems on their own,
accidents decreased by 50 per cent, formal grievances decreased
from an average of 15 per year to 3 per year, and the plant exceeded
productivity goals by US $250,000. In another manufacturing
plant, where supervisors received similar training, production
increased by 17 per cent. There was no such improvement in
productivity in a group of matched supervisors who were not
trained in emotional competence.
7. In a large marketing organisation, sales agents selected on the
basis of specific emotional competencies significantly outsold sales-
persons recruited in accordance with the company’s old selection
procedure. On an annual basis, sales agents selected on the basis
of emotional competencies sold US $91,370 more than others,
resulting in a net revenue increase of US $2,558,360. There was
also 63 per cent lower turnover in terms of leaving the company
during the first year, as compared to those selected by conventional
methods.
8. Using standard methods to hire divisional presidents in a
large beverage firm, 50 per cent left within two years, mostly
because of poor performance. However, when selection was on the
basis of emotional competencies such as initiative, self-confidence
and leadership, only 6 per cent left in two years. Also, division
leaders high on these competencies outperformed their targets by
15 to 20 per cent. Those who lacked these emotional competencies
under-performed by almost 20 per cent.
9. In a national insurance company, sales agents who were weak
in emotional competencies such as self-confidence, initiative and
empathy, sold policies with an average premium of US $54,000,
whereas those who were very strong in at least 5 of 8 key emotional
competencies sold policies with premiums worth US $114,000.
10. The success of store managers in a retail chain was linked
to their ability to handle stress. The most successful store managers
were best able to deal with stress. Success was measured in terms
of net profits, sales per square foot, sales per employee, and per
dollar inventory investment.
11. Optimism is seen to be associated with increased produc-

tivity. New salespersons at Met Life who scored high in a test on
‘optimism’ sold 37 per cent more life insurance policies in the first
two years than did pessimists.
12. A study of 130 executives showed that the way they handled
their own emotions determined the extent to which people around
them preferred to deal with them.
13. Sales representatives in a computer company who were
hired on the basis of emotional competence were 90 per cent more
likely to complete their training than those hired on the basis of
other criteria.
On the basis of recent research, it may be concluded that EQ

is a far more reliable indicator of success than IQ. It seems that
what has been regarded as folk wisdom is now being corroborated
by science. This is the greatest breakthrough in psychology in the
21st century, with profound implications for education, and for the
organisation of society in general. Scientific work done in this area
also confirms that it is possible to develop EQ. This may lead to
improved interpersonal relations among human beings in the
family, at the workplace and elsewhere.
Emotions developed through millions of years of evolutionary
refinement help you to survive and thrive. If you do not listen to
the messages sent by your emotions, you are not only unhappy, but
also risk ill health and lower productivity. You will have to learn to
communicate messages to others. For example, when your facial
expression conveys anger or ‘stay away’, people usually do. On the
other hand, when you smile, you communicate that it is safe to
‘approach’ you. Emotions are a critical survival tool for human
beings. They provide the key to health, happiness and self-esteem.
Emotions are the common bond that can potentially unite all
human beings, and thus reduce conflict at the workplace. It is
heartening to note that emotionally intelligent parents, teachers,
managers and professionals can help raise the level of EQ in others.
Understanding your emotions, behaviours, feelings and thoughts
will help you plan ways to change them. It should be remembered
that EQ may be used to alleviate an unpleasant emotion. Fears can
also be mitigated by modelling someone who is not as afraid as

you are. You can develop other behaviours that counteract un-
wanted emotions. For example, activity overcomes depression,
assertion counteracts anger, confronting fear counteracts fear, and
relaxation counteracts hyperactivity of the workaholic.
Contrary to the popular belief that ‘time heals’, there is evidence
to show that emotions such as fear, grief or the memory of a
trauma, do not just fade away. They diminish in intensity if you
repeatedly expose yourself to the unpleasant memories in a relaxed
atmosphere or under less stressful conditions. If an unwanted
emotion bothers you, it should be tackled first. Also, emotions
have to be altered. It can be done, for example, by asking your
friends to praise your healthy assertiveness and challenge your
conformity. The skills listed here deal with basic raw emotions:
anxiety, fear, anger and sadness. Of course, the same methods can
be applied to the emotional aspects of any problem. Knowing that
emotions are a crucial part of our lives, and are also fascinating,
helps us to deal with them effectively.
SOME SIMPLE TIPS TO DEVELOP YOUR EQ

Any time you intend to learn new emotional skills, follow the
golden rules given below:
l Contact someone who is good at handling emotions, or find

a model
l Watch that person do it
l Notice signals
l Get the person to talk how he/she does it
l Practice doing it yourself with his or her guidance
l Ask the person to give you feedback
l Practice doing it on your own
l Seek feedback until you have mastered the skill
l Repeat steps
For detailed guidelines for training and development of EQ, refer

to Chapter 6 of this book.
4
Emotional Skills that Managers

should Learn
What doesnt feel good to us normally doesnt feel good to others.

But to understand the importance of this, we must first be in touch
with our own feeling.
Emotional intelligence calls for the acquisition of certain emo-

tional skills. Managers have to learn these skills to be star perform-
ers and achieve success in their professional life. What are these
emotional skills? While identifying these skills, the definition of
emotional intelligence as arrived at by the author in this book has
been used. The three dimensions of emotional intelligence; emo-
tional sensitivity, emotional maturity and emotional competency,
represent these skills. Acquiring emotional competence may not
mean having intellectual grasp
over the concepts involved, al- The three dimensions of
though this may be one of the emotional intelligence
easiest approaches. Intellectual emotional sensitivity, emotional
maturity and emotional
understanding is only a thresh- competencyrepresent these
old process that is necessary skills.
for learning, but not sufficient
for lasting improvement. Deeper changes require the retooling of
ingrained habits of thought and emotion that managers will have
to practice.
Society is changing so rapidly that you can ill afford to remain
the same for very long. You will need to understand the difference
between being able to change easily and not wanting to change
at all. How do you feel when you step out of your self-defined
comfort zone? Can you master the art of handling these emotions
so that you can push your comfort zone further and enjoy it? As
a husband, wife, friend or even as a simple human being, you are
often faced with other people’s emotions. Being more skilled at
handling your own emotions as well as those of others makes it
less stressful for you to live in the world. You may perhaps realise,
psychologically, the need to change your ways. Unless you can
master the skills necessary for active emotional awareness, you
continue to be tied to an intellectual path, losing touch with the
deeper, stronger emotions that motivate the desire to act.
Our emotional intelligence is what determines our potential
to learn practical skills. Our emotional competence shows how
much of this potential is translated into on-the-job capabilities.
For instance, being good at serving customers is an emotional
competence based on empathy. Similarly, trustworthiness is a
competence based on self-regulation. Both customer service and
trustworthiness are competencies that can make people outstand-
ing in their area of work. However, just being high in emotional
intelligence does not necessarily guarantee that a person will have
learned the emotional competencies that matter; it only means
that he or she has excellent potential to learn these. For example,
a person might be highly empathic, yet may not have learned the
skills based on empathy that translate themselves into superior
customer service, or the ability to coach or monitor staff, or the
ability to bring together a diverse work team. The parallel in music
would be, say, someone with a perfect pitch, and with the necessary
training, becomes a maestro.
Emotional skills are clustered into groups, each based on a
common, underlying emotional intelligence ability. These under-
lying abilities are vital if people are to successfully learn the
competencies necessary to succeed at the workplace. If people are
deficient in emotional skills, they will, for instance, be inept at
persuading or inspiring others or leading teams or catalysing
change. If their self-awareness is low, they will be oblivious to their
own weaknesses and may lack the self-confidence that comes from
the certainty of their strengths.
EMOTIONAL SKILLS THAT MANAGERS SHOULD LEARN 75
An inevitable fact is that emotional life is difficult to handle.

Everyone experiences highs and lows. Balance is the key, and by
using emotional intelligence you can escape moods that create
problems. Can you activate yourself when you are down? Can you
calm down when you are over activated? We all have emotions,
but we can exercise some measure of control over how long these
emotions last, and how we act on them. An emotionally intelligent
manager will require these skills in varied measures. Some of the
skills that can help in managing emotions in your personal life as
well as in the workplace are listed below:
l Learn to Recognise your Emotions

l Learn to Empathise with Others
l Develop High Self-esteem
l Manage Emotional Upsets
l Be an Emotional ‘Winner’
l Learn the Art of Influencing People
l Manage your Anger
l Other Related Areas
LEARN TO RECOGNISE YOUR EMOTIONS

Recognising and identifying emotions is a prerequisite for devel-
oping emotional intelligence. There is a major difference between
experiencing emotions and recognising them. We all experience
emotions but only a few among
us can actually recognise them. If you are able to recognise your
emotions you will also be able
Recognising your emotions is to manage them.
the ability to use the analytical
capabilities of your brain. People who can identify and recognise
their emotions have higher levels of emotional intelligence. Being
clear about your emotions is necessary for living with a purpose.
In the process, you will learn how to improve your EQ by con-
trolling a particular emotion.
How do you recognise your emotions? A senior executive was
heard saying, ‘He does not know when he gets angry. It’s only after
he has released his pent-up feelings that he realises he was angry.’
On another occasion, a subordinate complained that he does not

know how to identify and recognise the emotions of his boss.
‘By the time I realise what he wants, it’s all over,’ he says. In order
to accurately recognise your emotions, you need higher EQ com-
petencies. Let us see what happens to the people who fail to
recognise their emotions.
+ The Derailed Executive
Let us diagnose a high profile career woman working in a nationalised

bank. She always feels that nobody cares for her. She is smart,
conscientious, well organised and industrious. She really cares about
other people. But whenever there is a function and invitations are
sent out, she invariably does not get invited. At office she hears of
lunch plans in the making, but ends up eating alone at her table.
There is a reason why she is not on anybody’s guest list. She is an
angry woman, but she does not know about it. Nor does she want
to admit that she gets angry on trivial issues. Perhaps, she is angry
because she did not get promoted, or her mother loved her sister
more than her, or her boyfriend had cheated on her. There is no need
to explore any more reasons. But whatever the reason(s), she does
not want to acknowledge that she gets angry. Most of the time she
concentrates on pushing away her emotions—something she is
really good at. She convinces herself through constant mental chat-
ter: ‘No one ever gives me a chance . . . they’re so unfair. . . it wasn’t
my fault.’ She pushes these feelings out of her system but projects
them on to everyone else. Since she is unable to recognise either
her own emotions or those of others, she is often caught off guard
and hurt by any direct confrontation. She is therefore always on her
guard and defends herself at every turn. If, for example, the room
feels warm, she will say that she was nowhere near the thermostat.
When something upsets her, and most things do, it comes as a
complete surprise to her, and her knee jerk response is ‘I’ve done
nothing wrong’. People sense the anger and try to avoid her. Rather
than experience the pain of constant rejection, she is endlessly
obsessed about how unfairly she is being treated and so perpetuates
the cycle of emotional hurt.
Contd.
Contd.
Have you been able to diagnose our high profile career woman?
She changes her mood, rationalises and rehearses, and in doing so,
changes the emotion she experiences from internal hurt to poorly
concealed rage. If only she could learn to recognise all her emotions
and not be caught off guard, she would definitely be able to develop
the ability to manage her anger. And this would enable her to hear
unpleasant things without becoming angry or bear hurt without
expressing the hurt as hostility. She could become a much more
desirable person to interact with and be noticed and welcome by all.
Many of us repeatedly take decisions without recognising

an emotion, and which we regret later; we escape from realistic
situations, raise our voice when not required, have doubts about
ourselves and behave inappropriately at times. This happens when
we are not able to recognise our emotions. Learn to recognise your
emotion as it surfaces. Take over the emotion before it takes you
over; don’t wait till it becomes difficult for you to manage it. Never
ignore your emotion, or you will become a victim of it. Also, notice
physical symptoms like sweating, increased heartbeat and tense-
ness. React to an emotion only when you have adequate informa-
tion with you about its likely consequences.
Study this cycle and observe how you tend to behave in a particu-
lar situation or with a particular person. This learning will help you
to take decisions you will never regret. You will know how to choose
the right responses. Practice this a few times, and you will see sig-
nificant changes in your personality style. Why not to try right away?
LEARN TO EMPATHISE WITH OTHERS

Empathy is the ability to sense
how other people feel. It is the Beginning today, treat everyone
you meet as if they were going to
key to success in your career, be dead by midnight. Extend to
in friendships, in love and them all the care, kindness and
marriage and in child rearing. understanding you can muster.
Being able to read non-verbal Your life will never be the same
cues that contradict spoken again.
words, help you to know what is really going on in a situation.

Some people can instantly empathise with others while others
cannot. In the corporate world, small gestures like saying ‘thank
you’, supporting employees’ viewpoints, avoiding criticism of oth-
ers or acknowledging employees’ strengths, are the ingredients for
fostering empathy among employees.
There are no great behaviourial secrets to learn the emotional
skill of empathising with others. If you are willing to accord top
priority to supporting people, you will be blessed with results
beyond your dreams. Managers often think of themselves as sys-
tems specialists, problem solvers or functional experts. They lose
sight of the commonsense practicality that can motivate employ-
ees to do things willingly. The essence of good management is
letting employees know what you expect, inspecting what is
done, and supporting those things that are done well. If managers
begin thinking in terms of doing things for people, instead of
to them, they will experience a positive change in their working
environment.
There are some actions you can take right away without increas-
ing your budget, but which will fetch high returns. Make a list of
all the people who work for you. Before the week is out, tell each
one personally what he/she has contributed during the week and
how much you appreciate his/her efforts. Avoid criticism at all
costs (there is no such thing as constructive criticism, all criticisms
are destructive). If you must correct someone, never do it after the
event. If you can do this consistently, you would be justifying your
salary as a professional manager. Organise informal meetings with
your people. Listen and observe all that is happening. Instead of
focusing on weaknesses, concentrate on strengths and things done
well. Try to appreciate your employees’ positive traits. As a man-
ager, your words and actions will have a far greater impact than
you expect. These techniques, you will find, have almost imme-
diate effect. A concentrated, disciplined and sustained thrust in
this direction will yield incredible returns.
To be empathetic you would need to be innovative. How in-
novative can you be? Do you realise the impact you have on others?
Can you reduce or eliminate the negativities in your dealings with
people? Are you willing to search and analyse so as to uncover

positive contributions? Can you identify the strengths of all of
your employees? Do you have something positive to say to every-
one at the end of the task? Though this may seem simple and
straightforward, it is a very difficult professional challenge. Just
how good are you as a professional manager? If committed people
produce results, how much love and money are you willing to
invest to build that commitment and get those results? If you have
not done any of these so far, go ahead and do something positive
for someone.
Empathy is not just a romantic idea. Being able to understand
another’s feelings is not merely an abstract concept. If you are out
of touch with your own feelings, you may not be able to understand
empathy. You can empathise with others only when you are at-
tuned to them. Attunement reflects how well you connect with,
and react to, people. Successful people network well with others.
When problems arise, people with empathy skills are better
equipped to get the required advice and help from colleagues and
are thus generally more successful in their projects. Those who
need people, can read others and relate to their needs, are the lucky
and successful ones. In the changing corporate and business world,
the team, rather than the individual, is the basic work unit. When
working in a team, you require a higher degree of empathy and
related skills. Modern business recognises that the value of these
skills is cost effective, and that it pays to have empathy in the
organisation.
Your EQ tells you how you feel about others. For instance, your
friend would love it if you would just remember his/her birthday
and send your wishes; your boss would appreciate it if you would
just take a little initiative and call a meeting when a problem arises,
instead of waiting for someone else to point it out. Your subordi-
nates would be happy if you would just say ‘thank you’ when they
have accomplished the task assigned to them. In fact, the more
empathetic you are about something, the greater the likelihood that
people will act on your advice. Moreover, people tend to remember
best those events that move them emotionally. Individuals who
have distanced themselves from emotional intelligence, often have
a hard time remembering what they had promised to do. Let us

see the confession of an un-empathetic business manager.
+ The Un-empathetic Business Manager

When emotions start building up, emotional intelligence comes to
the rescue. An un-empathetic manager confessed: I’m a hot head.
I was extremely emotional. I’d take everything to heart and react
strongly. It badly affected my relationships with people in the office:
If they didn’t see things my way, I’d get mad. It was my way or no
way. I could not see things from their perspective; I would not
compromise. That lack of emotional empathy worked against me.
It prevented me from moving up; it got in the way of making
decisions. If I was upset about something, I couldn’t move on to the
next project. It cost me money. I could not anticipate what people
wanted from me. I was critical of others throughout. Whatever best
they did it could never got registered in my mind. I was going to
be a misfit. Then I attended a training session in emotional intel-
ligence. It was a revelation. I had never encountered anything like
this before. This was the missing piece in my life. I found that my
empathy level was dangerously low. I saw how my emotions were
controlling me and keeping me away from my people. I decided to
upgrade my empathy skills. This has helped me immensely. Now
if something is bothering me, I talk it over with my business partner,
write it in my journal, talk to my field vice president right away. I
let them know I’m upset; I don’t let it fester. I’m more accepting
now. Similarly, if I get a feeler that my employees wish to say
something, I readily listen and make sincere efforts to mitigate their
grievances. I realise you can have all kinds of emotions, but you don’t
have to let them run you. I now believe that emotional intelligence
paves the way for improved interpersonal, intra-personal and pro-
fessional relations.
DEVELOP HIGH SELF-ESTEEM

How you feel about yourself is the most tangible indication of
self-esteem. Though high self-esteem primarily depends on your
feelings about yourself, it is often bolstered by others also; people
you share your feelings with.

Psychologists agree that the
Feelings such as confidence, single most important trait of a
respect, being wanted and cared healthy, happy, successful
for, result in high self-esteem, person is high self-esteem.
which not only gives you real-
istic confidence in yourself but also in your ability to handle
adversities in life. It leads to success at work and in personal
relationships. It enables you to handle conflict, face challenges and
perceive difficulties as learning opportunities. As a result, you are
constantly growing and improving. On the other hand, low self-
esteem leads to feelings of failure, and hence you are always either
giving up or trying to prove yourself. There is a tendency to avoid
confronting problems among persons with low EQ because they
do not really believe that they can solve them. Consequently, other
outlets, such as alcohol, work, exercise, academics, religion, self-
righteousness, parenting, relationships or even drugs, are sought
which provide a distraction and allow them to avoid facing dif-
ficult issues.
A sense of high self-esteem is one of the greatest gifts an
organisation can give its employees, or parents can give their
children. Yet most organisations are ill equipped to offer such a
gift. They may offer high salaries, attractive perks, but not self-
esteem. As a result, thousands of employees suffer from a wounded
self-esteem inflicted by the most well-meaning of employers. Such
employers can often undermine their employees’ self-esteem in
several ways including psychological invalidation, inappropriate
expectations, harsh criticism, neglect, over-control, over-protec-
tiveness and lack of emotional support and proper modelling.
Well-intentioned employers may also cause damage by instilling
fear, anxiety and dysfunctional belief systems in their employees.
The feelings associated with or characteristics of high and low
self-esteem are given below.
The table shows that self-esteem is a recognition of personal
worth developed through a sense of competency, efficacy, connec-
tion to others and mutual respect. Self-esteem is also dependent
on the ability to self-validate and act on perception or inner voice.
Let us now see how self-esteem works in our lives.
Feeling of high Feeling of low

self-esteem self-esteem
Adequate Alone
Admired Attacked
Appreciated Betrayed
Cared Bitter
Competent Coerced
Confident Criticised
Controlled Defeated
Cooperative Defiant
Desired Depressed
Important Disrespected
Integrity Distrustful
Joyful Guilty
Loved Helpless
Motivated Inferior
Needed Irritated
Optimistic Isolated
Powerful Jealous
Productive Manipulated
Purposeful Pessimistic
Respected Powerless
Supported Self-conscious
Sure Tense
Trusted Unappreciated
Understood Uncomfortable
Useful Unimportant
Valued Unwanted
Wanted Used
Worthy Useless
+ Who Sells More Insurance Policies

‘I really can’t believe that emotional intelligence makes such a great
difference in the insurance sector,’ says a retired General Manager
who had served in the Life Insurance Company for 36 years and now
Contd.
Contd.
heads an internationally recognised training centre for young insur-

ance salespersons in north India. ‘Traditionally, insurance companies
worldwide have believed that an academically brilliant sales person
would sell more policies. But new research is proving them wrong.
Any product, idea or service that you sell is really based on emotions
and only later do you justify your choice with numbers and facts.
‘What are the personality characteristics of an effective insurance
salesperson? Whenever this question was posed to me, my reaction
used to be that I have never ever looked into recruitment from this
angle. I have by now “trained” hundreds of fresh insurance sales-
persons. We get trainees from all major insurance companies all over
the world. We train them in general and financial aspects of insur-
ance as they already stand selected by their parent companies. The
parent companies induct people on the basis of written examination
and the [salesperson’s] academic background. Experience shows
that half the recruits quit after the first year, and four out of five
within 5 years. The reason is that selling life insurance means having
the door slammed in your face repeatedly. You have to effectively
handle frustration and take each refusal as a challenge rather than
a setback. This is where the importance of self-esteem comes in.
When optimists fail, they attribute the failure to something they
can change, not to some innate weakness that they are unable
to overcome. I do agree now that we do not need MBAs to sell
insurance policies. The job can equally and effectively done by less
academically brilliant persons. In the late nineties, I had to induct
25 new salespersons for my company. The best performance, to
my surprise, was from a recruit who had a rural background, was
seemingly unimpressive and to say the least, was not really academi-
cally bright. But he surpassed all expectations and sold policies
worth Rs 4 million in the first three months, when his otherwise
academically brilliant colleagues were still staggering at a target of
around half a million. I discovered that successful recruits had a
strong sense of optimism and self-esteem.
‘I feel that the single most important virtue an insurance sales
person must have is high self-esteem. In addition you require
optimism, creativity, ability to collaborate and take initiatives to be
successful in this profession. You have to, for example, imagine new
Contd.
Contd.
ways to make your company’s policies saleable. List all the details
that are likely to compel customers to choose your company’s policies
over your competitors’ and continuously analyse how you can im-
prove upon these features. It is commonsense to use EQ in insurance
business; unfortunately, this is not a common practice.
‘Now, after an experience of more than three decades in this
highly competitive field, I can say that if you are high on EQ, you
are in tune with yourself and your potential. This will, in turn, help
your organisation as well. In the insurance sector, if you know what
risks to take, or avoid, you can do wonders. Your EQ helps you in
other ways too. It can guide your decision-making ability to au-
tomatically process outcomes, questions and problems. It allows you
to consider different alternatives and enables you to move faster.
If customers feel you are genuinely listening to their problems, they
will trust you and will reward you by giving you more and more
business. Also, when your pitch to investors is based on EQ, you
appear more reliable and passionate. Unfortunately, most of the
insurance companies know about it but refuse to admit or change
their recruitment practices.’
MANAGE EMOTIONAL UPSETS

An emotionally upset person’s performance at work will suffer;
hence, being able to deal with both professional and personal
upsets will help him or her achieve full productivity. It will also
impact his or her perseverance, which is a vital skill in today’s fast
changing society. For instance, if you are a manager or a supervisor
or providing customer service, you are often faced with other
people’s emotions. Being adept at handling your own emotion
makes it less stressful for you to deal with other people. The ability
to deal with emotional upsets is a powerful asset in building and/
or maintaining your self-confidence. This enables you to believe
in your own abilities and your own approach to tasks and problems.
It also helps you to accept challenging tasks that other people tend
to avoid. If you can deal with upsets easily and effortlessly, then
you will become more comfortably aware of your feelings on a
moment-to-moment basis.
We will discuss two kinds of situations that lead to emotional

upsets: stress and conflict.
Stress is an important issue relating to emotional upsets. Today,
stress is the major form of injury suffered by professionals and is
a topic of interest to all. Stress is often described as the silent killer
because the effects of stress are not readily apparent; they may
either go undiagnosed or take a long time before they are mani-
fested, leading to permanent damage. Stress can affect anyone.
Psychologists have found that nowadays even a toddler of 5 years
can suffer from stress.
The impact of stress on physical and psychological well-being
is well documented. Is management, for instance, aware that
members of the staff are angry, frustrated, anxious, lacking concen-
tration or losing trust in the company? It could well be that they
are either overworked or are sub-
ject to unwanted management Organisations which ignore
pressure. Experience shows that stress tend to pay a heavy
employers who fail to treat work- price.
place stress as an occupational
health and safety issue may have to incur heavy costs. Employers
who fail to view stress in its proper context also pay a heavy price
through increased absenteeism, high staff turnover, decreased pro-
ductivity, increased injuries and higher levels of litigation. Job-
related stress can cause job-related dissatisfaction, which is in fact
the simplest and most obvious psychological effect of stress.
According to researchers, people who experience the highest level
of stress have almost five times the risk of developing cardiovas-
cular disease as compared to people with the lowest stress levels.
Stress manifests itself in many psychological forms such as ten-
sion, anxiety, irritability, boredom and procrastination. Also,
behaviour-related stress symptoms include changes in productiv-
ity, absenteeism and turnover, changes in eating habits, increased
smoking or consumption of alcohol, rapid speech, fidgeting and
sleep disorders. Do not be alarmed if you are told that stress has
been instrumental in heart diseases, eating disorders, stroke, in-
somnia, ulcers, proneness to accident, cancer, decreased immunity,
chronic headaches, diabetes, depression, substance abuse, chronic
pain, irritable bowel syndrome and chronic fatigue. Many of these

symptoms may be difficult to detect, but the appearance of any one
of these symptoms should alert an employer that a problem might
be developing. It would require an emotionally intelligent man-
agement to identify these negative emotions in time and take the
desired corrective measures.
Stress is usually perceived in negative terms as caused by some-
thing bad (for example, the boss issuing a formal reprimand for
poor performance). But there can also be a positive, pleasant side
to stress caused by something good (for example, an employee
being offered a job promotion in another location). Hence, stress
may be considered as the interaction of an individual with the
environment. Stress is therefore a dynamic condition in which an
individual is confronted with an opportunity, a constraint, or a
demand related to what he or she desires and for which the
outcome is perceived to be both uncertain and unimportant. Stress
is not always necessarily bad in itself.
As pointed out earlier, stress does not automatically have del-
eterious effects on individual employees or an organisation’s per-
formance. In fact, it is generally recognised that low levels of stress
can even enhance job performance. For example, mild stress, such
as getting a new supervisor or being involuntarily transferred,
may intensify the desire for more information for the job. This
may lead employees to new and better ways of doing their jobs.
Also, mild levels of stress may lead to increased activity, change
and overall improvement in performance. People in sales or cre-
ative fields (for example, newspaper journalists and television
announcers who work under time pressure) may actually benefit
from mild levels of stress. Consider the superior performance that
an athlete or a stage performer gives in ‘clutch’ situations. Such
individuals often use stress positively to rise to the occasion and
perform at or near their peak. On the other hand, professionals
like police officers and physicians may not benefit from constant
mild stress.
Interestingly, stress does not have the same impact on everyone.
There are individual differences in coping with stressful situations.
Some people go to pieces at the slightest provocation, while others
seem unflappable even in extremely stressful conditions. It is here

that EQ comes to our rescue and guides us to respond appropri-
ately to different stressors.
There are three potential sources of stress: environmental,
organisational and individual. Whether they lead to actual stress
depends on individual differences related to job experience and
personality. When you experience stress, it may be manifested as
psychological, physiological or behaviourial symptoms. For ex-
ample, a group that faces frequent work-related dangers is law
enforcement officers. Stress is the hidden assailant in law enforce-
ment. Job stress among police officers often leads to alcohol abuse,
disruption of normal sleeping and eating patterns, poor nutrition,
paranoia, anger and fear. It has also been observed that stress is
most frequently caused by factors like marital and other family
difficulties, difficult relationships with fellow officers, manage-
ment-related problems, trauma associated with death, issues re-
lated to retirement, financial problems, debt management,
alcoholism and drug abuse. Organisational stress is the outcome
of multidimensional factors. Besides potential stressors that occur
outside the organisation, there are stressors associated with the
organisation itself. Although the organisation is made up of groups
and individuals, there are other macro-level dimensions, unique
to the organisation, that may contain potential stressors such as
policies, unfair and arbitrary performance reviews, pay inequalities,
inflexible rules, rotating working shifts, ambiguous procedures,
frequent relocation, unrealistic job descriptions, centralisation, lack
of participation in decision-making, line-staff conflicts, lack of
privacy, excess noise, heat or cold and poor/inadequate feedback
about performance. It has been noted that as organisations become
larger and more complex, there are an increasing number of ac-
companying stressors for individual employees. As companies of
today and tomorrow compete in an increasingly competitive global
marketplace, organisational stressors can become even more se-
vere. In a recent survey of CEOs of Fortune 500 companies, over
three-fourths of the respondents agreed with the statement that
large companies would have to push their managers harder if they
are to compete successfully with other global competitors.
Some people thrive on stressful situations, while others are

overwhelmed by them. What accounts for the varying ability of
people to handle stress? Needless to say, it is your emotional
response to a particular situation that makes the difference. EQ
helps you to cope with stressful situations. Stress management,
therefore, largely depends upon striking an emotional balance
between a potential stress condition and your reaction to it. In
addition, there is increasing evidence that social support and inter-
personal relationships with co-workers or supervisors can buffer
the impact of stress. The underlying logic is that social support
acts to mitigate the negative effects of stress. Only professionals
with a higher degree of EQ can develop such an effective support
system.
Conflict is another emotional upset you face in day-to-day life.
Conflict consists of interactive, opposing behaviours between two
or more persons, groups or larger social systems with incompatible
goals. A survey of managers by the American Management
Association revealed that managers spent about 24 per cent of
their time dealing with conflicts. Considering the amount of time
spent on handling conflict, it seemed reasonable to expect conflict
resolution to be an important factor determining managerial per-
formance.
Conflict resolution also requires understanding and application
of emotional intelligence. Conflict refers to all types of opposition
or antagonistic interaction. There is constructive as well as de-
structive conflict. Constructive conflict can lead individuals and
organisations to become more creative and productive by rising to
the challenge. Destructive conflict consumes personal and
organisational resources in hostility and bitterness. Undesirable
conflict virtually always escalates into a serious problem if left
unresolved. Once a conflict is diagnosed, a resolution technique
must be chosen. There are situations where conflict avoidance
makes sense. Frequently, however, avoiding issues simply aggra-
vates the problem. The way a conflict is resolved by managers is
significant both in terms of effective individual and organisational
performance, and in terms of human satisfaction and health at the
workplace. Individual conflicts and their expression have been
studied by psychologists who argue that an interactive approach

must be adopted in dealing with individual conflict, one that takes
into account the persons involved in a conflict situation and how
and why the discontent is expressed.
An extensive range of choices is available to individuals to
express their disagreement with one another in case of a conflict.
These include both conventional actions (going slow or quitting
a job) and unconventional actions (rule breaking or pilfering).
Managers should be trained to understand how, by adopting
effective two-way communication and appropriate managerial tech-
niques, the occurrence of conflicts can be realistically reduced. The
task of motivating subordinates on how to handle conflicts effec-
tively is not an easy one. Over time, this has not only become more
complex, but increasingly more important. Managers must resolve
conflicts effectively in order to successfully achieve both
organisational as well as individual goals. If a manager is able to
recognise his or her own strengths and weaknesses, clearly under-
stand the requirements of the job, use his or her strengths and
overcome weaknesses through continuous learning on the job,
only then will he or she be effective in conflict resolution. This
can be achieved through an understanding of EQ, as was seen in
a commercial bank (see box below).
+ Managing Emotional Upsets in a

Commercial Bank
Introduction
A private sector commercial bank opened its new branch in a high-
end business market of New Delhi. Despite the trained staff
and good infrastructure, it did not attract new customers in the first
six months of its commencing operations. The bank manager was at
sea to decipher where and what had gone wrong. There was pressure
from the top management to either perform or quit. He tried all
management tricks to break through the employees’ habits and
translate them into new behaviour at work, but nothing worked.
‘These employees just do not want any positive change,’ he lamented.
Contd.
Contd.
Diagnosis
In the middle of the financial year, the manager happened to read
an article on EQ in a national daily and decided it was worth looking
into. He invited the EQ experts to conduct experiments and suggest
interventions. The EQ team scheduled a one-day workshop with all
employees, on a weekend, for initiation and self-assessment. They
were asked to make EQ a personal commitment and gradually make
it a part of their daily work. An EQ test was conducted and its scores
tabulated. Sharp differences were noticed among the managers at
inter-personal level. Most of them failed to qualify in most of the
major parameters of emotional competence, especially in their abil-
ity to handle emotional upsets. The single most frequently men-
tioned factor descriptive of their behaviour was that their stress levels
were unreasonably high which made them too harshly critical,
insensitive or demanding. The group reacted to stress and conflict
in a defensive manner by denying, covering up or even passing on
the blame. The other specific emotional competencies found lacking
were self-control, job-related dissatisfaction, tension, anxiety, irrita-
bility, boredom, rigidity and poor relationships. Those who failed to
deliver, typically, were overly ambitious and only too ready to get
ahead at the expense of other people. Due to the insensitive char-
acteristic of the group, they were unable to build a strong network
of cooperative, mutually beneficial relationships. Neither were they
able to adapt to changes in organisational culture, nor accept or
respond to feedback. They could neither listen nor learn.
Intervention
The EQ team facilitated the feedback of each member of the bank’s
staff from their respective superiors, peers and subordinates. The
data collected was on certain critical emotional competencies that
were found lacking. The feedback received in the ‘focus group’ as
well as ‘individual interactions’ was then communicated to the
concerned employee, followed up by psychological coaching. They
were asked to first interpret their own scores and see what changes
could be made to improve their individual performance as well as
that of the bank. They were coached to recognise and name the
underlying emotions in each related feedback. This process helped
Contd.
Contd.
the employees know how they are looked upon by their peers, and
to what extent their own views match others’ perceptions. In addi-
tion to the feedback and coaching, the group was also trained in
specific emotional skills as thrown up by the diagnosis process. The
EQ experts then developed short-term as well as long-term vision
for the bank, based on existing and proposed-to-be-acquired emo-
tional skills. Two short-term seminars on emotional intelligence
were conducted with the aim of improving the employees’ EQ skills.
Outcome
Those who received EQ intervention reported that they could now
handle pressure and control angry outbursts from customers effec-
tively. Most of them admitted that they were able to bear stress,
remain calm, confident and dependable in the heat of crises. They
had now learned to assume responsibility by admitting their mis-
takes and failures, taking appropriate action to fix problems, and
moving on without lamenting about their lapses. They were more
appreciative of diversity and were able to get along with all types
of people. Employees and management could see changes in the
day-to-day operations. There was improvement in communication,
respect had increased as people sought to understand one another
rather than be judgemental or take others/things for granted. They
were now more willing to accept advice and feedback. These ‘soft’
changes resulted in an improved bottom line.
Variable 2003 2004

Customer Satisfaction 2.1 8.4
(on a 10-point scale)
Market share of the area 26% 80%
Revenue Increase 50% 90%
Absenteeism 8% <2%
Employee Grievances 22% <3%
Stress Management Dormant Active
Conflict Resolution Dormant Active
After the EQ intervention, one client commented, ‘everything

looks so beautifully different here. The people around here are
no longer the same. They behave differently now.’ The manager
Contd.
Contd.
declared in a meeting at the end of the financial year, ‘the unex-

pected turnaround has finally happened. The results and relation-
ships are the witnesses to the same. I never knew that an emotionally
empowered individual or organisation could bring in so much of
happiness and profits in such a short time.’ The employees ac-
knowledged that the EQ training had helped them address issues
that were keeping them from optimal performance. A lady em-
ployee smiled, ‘It has transformed my personal life too. I understand
my family better now and they also appreciate my viewpoint.’
BE AN EMOTIONAL ‘WINNER’
To be emotionally intelligent means to be an emotional winner and
not an emotional loser. When a person recognises another with a
smile, a nod, a frown or a verbal greeting, he or she is using one
or the other emotional network. These networks elicit a variety of
emotions, ranging from anger, anxiety, frustration, sorrow, con-
tentment or disappointment to affection, peace, trust, appreciation
and motivation. This is where emotional intelligence comes into
play: it tells a person how to
Few people are 100 per cent react to the various different
winners or losers. It is a matter emotions of life. An emotion-
of degree.
The art of influencing situations
ally intelligent person is in a
can make you either a star better position to understand
performer or a disastrous failure. his or her own emotions and
those of others, and so can take
the correct decision in any situation. This may be explained through
notions such as ‘winners’ and ‘losers’. Each human being is born
as someone new, someone who has never existed before. Each one
is born with the capacity to win in life. Each person has a unique
way of seeing, hearing, touching, tasting and thinking. Each one
has his or her unique potentialities and limitations. Each can be
a significant, thinking, aware and creative being: a productive
person, a winner. The words winner and loser can have many
meanings. When we refer to a person as a winner, we do not
necessarily mean that it is someone who makes another lose. A

winner, to us, is one who responds authentically by being credible,
trustworthy, responsive and genuine, both as an individual and as
a member of society. A loser, on the other hand, is someone who
fails to respond authentically. Few people are 100 per cent winners
or losers; it is a matter of degree. Winners or losers respond to
situations they encounter, differently.
A ‘winner’ knows A ‘loser’ is someone who

that there is: always laments:
l A time to be aggressive and ‘If only I had married someone
a time to be passive else . . . ’
l A time to be together and ‘If only I had a different job. . .’
a time to be alone
l A time to fight and a time ‘If only I had finished school . . . ’
to love
l A time to work and a time ‘If only I had been handsome/
to play beautiful . . . ’
l A time to cry and a time ‘If only my spouse had
to laugh stopped drinking . . . ’
l A time to confront and a ‘If only I had been born rich . . . ’
time to withdraw
l A time to speak and a ‘If only I had better parents . . . ’
time to be silent
l A time to hurry and ‘If only I had genuine friends . . . ’
a time to wait
The winners are fully attentive and completely involved in their

work and perform at their peak because they reflect high EQ. Others
perceive them as accessible and engaged, and see how they contrib-
ute their creative ideas, energy and intuitions. The others, the los-
ers, are all too familiar—they go through their work as a routine,
obviously bored, or otherwise disconnected. In a sense, they may as
well not have shown up. An example is a receptionist at a hotel who
hated her job. She says, ‘Sitting up here in front and smiling and
typing and being friendly, it’s useless. It’s just a role, and there isn’t
any satisfaction in it for me. These eight or nine hours is a waste.’
In contrast, another receptionist in the same hotel considered the

same job as refreshing, rewarding and full of opportunities. She says,
‘you interact with new faces every other minute. It’s quite interest-
ing. I do not get bored for even a second during the entire day’s
work.’ Let us see the following case to prove this point further.
+ Winner versus Loser

Winners and losers react to identical situations differently. There
is this case of two executives who were refused a promotion because
of negative evaluations by their superior. One reacted to the setback
with rage and fantasised about killing his boss; he complained to
anyone who would listen and went on a drinking binge. ‘It seemed
like my life was over,’ he said later. He avoided his boss, lowering
his head when they passed each other in the hall. ‘Even though I
was angry and felt cheated,’ he added,’ deep down I feared that the
boss was right, that I am worthless, that I had failed, and there was
nothing I could do to change that.’
In contrast, the other executive, although equally stunned and
angry, had a more open mind: ‘I can’t say I was surprised, really. He
and I have such different ideas, and we’ve argued a lot.’ The execu-
tive went home and talked this matter over with his wife to figure
out what had gone wrong and what he could do about it. Engaging
in such introspection, he realised that he had not been giving his
maximum effort. With that knowledge, his anger faded, and he
resolved to talk to his boss. The result: ‘I had some discussions with
him and things went very well. I guess he was troubled about what
he had done, and I was troubled about not working up to my
potential. Since then, things have been better for both of us.’
You may have guessed that the key competence that mattered
here was EQ, which hinges on how we interpret our setbacks. A
loser, like the first executive, saw the setback as conforming to some
fatal flaw in him that could not be changed. The net result of such
a defeatist attitude was, of course, a feeling of pessimism and
helplessness: If you’re doomed to fail, why try? The other executive,
a winner, in contrast, sees a setback as a result of factors he has the
power to do something about, not some flaw or deficiency in
himself. Like the second executive, a winner can deal with a setback
by finding a positive response.
Being a winner requires not being overwhelmed by anxiety, but

being open to others. It needs perseverance. This means total
attention to and immersion in the task on hand. As a winner, you
are more attuned to those around you and to the needs of the
situation, and you adapt fluidly to what is needed. In other words,
you are ‘in flow’. And that can help you to be a winner in most
situations.
LEARN THE ART OF INFLUENCING PEOPLE

Your ability to impact and influence others is closely related to
your ability to connect and use your emotions. You will agree that
people are rarely influenced by logic alone; emotions are equally
important. When you work with others, with your emotions, you
can influence the behaviour of others and the work can become
enjoyable and productive. Being at ease with emotions also makes
it easier to relate to different types of people. The art of effectively
influencing people at the workplace varies from person to person.
For example, people with varying levels of EQ have varying de-
grees of influence on others. In the following example, let us see
how this emotional skill is used by people.
+ The Merger of Two Firms

After the merger of two of the largest financial firms in the US, the
press heralded the event as a crowning achievement. Within weeks
of the announcement, numerous meetings were held in the two firms,
detailing just how the two heavyweight companies would merge into
a single giant. As is usual in the case of such mergers, hundreds of
employees were expected to lose their jobs since many functions
would be duplicated between the two firms. But how could this news
be conveyed to the employees without making the reality worrisome?
One department head in the firm conveyed the information in
the worst possible manner. He gave a gloomy, even menacing,
speech: ‘I don’t know what I’m going to do, but don’t expect me to
be nice to you. I have to fire half the people here, and I’m not exactly
Contd.
Contd.
sure how I’m going to make that decision, so I’d like each of you
to tell me your background and qualifications so that I can start
firing you.’ His counterpart in the other firm did better. His message
was upbeat. ‘We think this new company will be a very exciting
platform for our work, and we’re blessed with talented people from
both organisations to work with. We’ll make our decisions as quickly
as we can, but not until we’re positively sure we’ve collected enough
information, to be fair. We’ll update you every few days on how
we’re doing. And we’ll decide both on the basis of objective per-
formance data plus qualitative abilities, like teamwork.’
You may have noticed that the art of influencing the people by
the two department heads varied. In the former firm, everyone was
demotivated. They were heard saying, ‘I’m not being treated fairly.’
They were bitter, demoralised and said, ‘I don’t know if I even want
to work for this firm anymore.’ In the second organisation, the
employees were more motivated because they were excited about
the prospects. They knew even if they did not end up with a job,
it would be a fair decision.
The art of influencing people entails handling their emotions.

Both department heads were influential, but in completely oppo-
site ways.
Star performers are skilled at sending emotional signals that
make them powerful communicators, and enable them to sway an
audience, that is, make them leaders. Apart from this, they have
high EQ. On the other hand, those who fail to understand the
emotions of others, bring poor management results to an
organisation, and are generally low on EQ.
MANAGE YOUR ANGER

Everyone gets angry at some point of time or other. This is natural
and easy. But the management of anger is not easy. It requires
learning of specific skills to handle anger. Let us see how anger
influences our personality and whether it can or cannot be man-
aged. That anger kills, shortens the life span, greatly increases the
risk of many life-threatening Anger management is like using

diseases including heart disease, traffic lights. The red light
stroke, cancer and high blood means stop, calm down; the
pressure, and the incidence of amber light means think through
depression, anxiety and other the problem; and the green light
means a positive, non-aggressive
emotional disorders, is well solution.
known. Alcoholism, drug ad-
diction, and other compulsive behaviours such as workaholism are
strongly associated with anger. Even extramarital relations can be
adduced to uncontrolled anger. Angry people complain more of
aches and pains than others, and are prone to colds, headaches and
upset stomachs. Laboratory experiments have shown that even
subtle forms of anger impair problem-solving abilities and general
performance. Anger leads to a narrow and rigid mental focus,
obscuring the possibility of any alternative perspective. At the
workplace, anger has an adverse impact on performance. It makes
you a ‘reactoholic’, that is, reacting to other people’s ‘push buttons’;
it makes you a powerless reactor rather than a powerful actor.
There is no attempt to define anger as a negative or positive
emotion. Practical experience shows that often in personal and
work situations ‘anger’ is known to be a positive emotion, if used
consciously. Using anger sometimes gets a job done quickly and
effectively. Anger is based on your not being conscious of your
own, true feelings and is always a reaction to deeper feelings of
hurt and vulnerability. Anger destroys positive feelings through an
urge to avenge or punish which can quickly degenerate into self-
righteousness. It creates power struggles; its only purpose is to
exert power over someone else or prevent another from exerting
power over you.
An angry person tends to have only one ‘right way’ of doing
things which, if selected in anger, is seldom the best. Yet, conven-
tional wisdom says there is nothing you can do when angry which
you cannot do better when not angry. Psychologists insist that
anger can be managed through emotionally intelligent reaction.
You need to learn some emotional skills.
Do not allow anger to keep you from the success you can other-
wise achieve. Learn how to manage anger before anger regulates
you. In the world today there is a great deal of anger, some of which
can be dangerous. People become enraged at the prospect of
feeling disregarded, unimportant, accused, guilty, distrusted, de-
valued, rejected, powerless and unloved. These emotional turbu-
lences are often attributed to family members, co-workers, and
even society at large, thus making individuals powerless to exercise
regulation. Emotional management of anger is possible only
through compassion for oneself, re-
There is no such thing as storing core values and thus making
uncontrollable anger. it possible to have compassion for
others. Anger management uses the
principles of emotional intelligence: being aware of an internal
experience, being able to control the meaning of your emotional
experience and cultivating empathy for the emotional experience
of others.
Simultaneously, apply emergency tactics. In order to avoid bad
feelings and avoid hurting yourself and those you love, learn to
know that you do have the absolute power to stop hurting people
you love even though you feel hurt and angry. You have a lot more
inner strength than you realise and you do not need to lash out
in response to anger. You should learn to detect the early signs of
anger; what, for instance, does aggression feel like in your head,
eyes, mouth, neck, shoulders, chest, back and hands. Anger arises
from hurt. Focus on the hurt, not the anger. What is it that hurt
you, hurt him or her? How can you improve the situation? Once
you ask yourself these questions, you need not be abusive. Know
that when you are angry, you are not yourself. The angry you is
not the real you. Anger is merely a symptom of hurt. Finally,
remember that the simplest solution is to take time out (leave the
room or the house) if you cannot find another solution. The effects
of anger have more to do with its duration than its frequency and
intensity. Do you know how to judge the duration of anger? The
normal experience of overt anger lasts only a few minutes. Subtle
forms of anger, such as resentment, impatience, irritability and
grouchiness, can persist for hours and even days at a time.
Emotional management of anger not only increases emotional
intelligence, but also eliminates problems of resentment, divorce,
domestic violence, child abuse, alcohol/drug relapse, emotional

abuse, teen violence, shame, resentment, feelings of powerlessness
and low self-esteem. It improves the emotional quality of your life,
job performance, social skills and family relationships by increas-
ing your compassion, interest, enjoyment, intimacy and commit-
ment. Anger is a reaction to psychological hurt or threat of hurt
in the form of a diminished sense of self. Vulnerability to psycho-
logical hurt depends entirely on how you feel about yourself.
When your sense of self is weak or disorganised, even the most
trivial thing can make you irritable or angry. When it is solid and
well integrated, insults and frustrations in life just roll off your
back. For instance, if you have had a bad day, if you are feeling
guilty or have experienced a failure, or feeling disregarded, deval-
ued, or irritable, you may come home to find your child’s shoes
in the middle of the floor and may burst out, ‘That lazy, selfish,
inconsiderate, little child.’ However, when you come home after
a great day of feeling fine about yourself and see the same shoes
in the middle of the floor, you think, ‘Oh, that’s just funny,’ and
not think twice about it. This is true to all other real time life
situation where you can decide to react positively, if you get angry.
Needless to say, anger management is an emotional competency
that is essential for the survival and good health of any organisation
and its productivity. The art of anger management also helps
individual managers to understand, visualise and take corrective
measures as and when required. Employees and employers can
both benefit if they learn the art of handling anger in a way that
is emotionally intelligent. In the current industrial environment
where strikes, violence, union rivalry, and so on, have become a
regular feature, an emotional response is the key to handling
difficult situations. The following case study will help to under-
stand this better.
Learn emotional skills to handle unwanted emotions. What to
do when you are feel angry, passive, frustrated, jealous or cheated?
Honestly, you need to have some skills or competencies to handle
difficult emotional problems affecting your life and health. One
of the greatest competencies is to delay the gratification of satis-
fying a particular dominant emotion on the spur of the moment.
+ The Angry Woman

Here is the case of a qualified professional. She is the CEO of a
top business house that she inherited from her family. She is good
in the technical aspects of her job, but does not adapts herself
emotionally and loses temper very easily. Despite her professional
expertise she has a totally disorganised personality and no sense of
rationality when she acts. Her temper is more painful to bear and
she often gets angry with her subordinates who usually prefer to
remain silent. Being impatient, she orders that every job be com-
pleted ‘yesterday’. She feels that what she does is perfect and that
what she says is the gospel truth. She is highly suspicious and
attributes this trait to her family. Being unable to trust anyone, she
feels depressed in interpersonal relations. She lacks empathy and
expresses anger to satisfy her own psychological needs. She vents
her anger on her surroundings for no valid reason and has a thou-
sand excuses to justify such behaviour. She thus distracts herself
from experiencing unpleasant feelings by blaming others. While
attending to her job, she inadvertently says something that offends
people in the organisation. Sometimes when people raise the issue,
she simply asks how people could possibly get offended about such
trivial things. Her personality reflects her turbulent upbringing and
her tragic experiences and frustrations at all levels.
She is an angry woman, not emotionally intelligent. She is smart,
but has a negative attitude. She cannot handle many complex
problems relating to anger at the workplace and elsewhere. Unfor-
tunately, she does not have a positive attitude and in the process
harms herself as well as the people around her. She tends to be a
misfit in the organisation and rationalises her behaviour by criticising
others. People with low EQ do have emotions, and these feelings
can reach such an intensity that they can erupt. Indeed, such people
are more likely to become emotionally overwhelmed than those who
consistently recognise the physical signals of emotion, because
suppressed emotions can eventually rise to the surface, causing
physical ailments and unexpected emotional outbursts.
In simple words, have patience and buy yourself some time before
jumping to take any action. During angry situations, for example,
listen to the other’s point of view, even if it takes a while. This will
greatly decrease your chances of overreacting to a situation and will

give others time to figure out the genesis of the problem and result
in cooling down the situation. EQ experts say that even if you
count 10 with closed eyes the anger fades away as it usually does
not last for more than 6 to 10 seconds. Being flexible in approach
solves many seemingly unsolvable problems.
OTHER RELATED AREAS
And finally, development of EQ forcefully impacts your life in

many ways. EQ requires the development of certain specific
emotional skills. Some of the management areas where emotional
skills can be developed to have gainful outcome are:
Corporate culture: Creating an environment where employees

feel safe, trusted, special, needed, included, important, coop-
erative, focused, productive, motivated, respected and valued.
Hiring: Selecting employees who relatively high on emo-
tional intelligence, that is, emotionally sensitive, aware, op-
timistic, resilient, positive and responsible.
Customer service: Develop EQ to help your customers feel
heard, understood, helped, served, respected, valued and
important.
High technology management: Helping technical experts in
improving their emotional and people skills, that is, creating
a high-tech, high-touch workplace.
Turnover: Realising turnover reduction by helping employ-
ees feel appreciated, recognised, supported, challenged, re-
warded and respected.
Training: Raising EQ at all levels of the business through
emotional literacy and EQ awareness workshops.
Productivity: Enhancing intrinsic motivation, increasing em-
ployee commitment, cooperation and cohesion. Reducing
time spent on conflicts, turf-battles, defensiveness and inse-

curity.
Goal setting: Setting goals based on feelings. For example,
setting customer satisfaction as a goal and setting similar
goals for employees, seeking feedback on feelings and mea-
suring and tracking performance.
Emotional support: Mitigating negative emotions such as fear,
worry, anxiety and stress. These negative emotions lower the
functioning of the immune system, increase blood pressure,
increase the risk of heart attacks and cancer, prolong recovery
times and cause migraine headaches. On the other hand, it
has been seen that providing emotional support leads to
tangible health benefits.
Leadership: A leader with high EQ is emotionally aware.
Such a leader is also able to read universalised emotions in
others, is emotionally literate in the sense that he or she is
able to concisely articulate emotions; and has a broad vo-
cabulary of feeling words. Thus, such a leader does not easily
become defensive or angered. Apart from acknowledging
fears and encouraging others to do likewise, the leader is
empathic and accepts others and shows compassion, instead
of being demanding and intolerant. Not only does the leader
treat all feelings with respect, but is also inspiring and
motivating.
5
Emotional Intelligence:
The Empirical Evidence
If you look at the historical roots of emotional intelligence, you will

find that when psychologists began research on intelligence, they
focused on non-emotional aspects such as thinking, cognition,
intellect, memory and problem-solving (read IQ). However, there
were researchers who recognised early on that emotional aspects
such as feelings, moods and non-cognition were equally important
(read EQ). We will present, in this chapter, a review of all signifi-
cant research work done in the field of emotional intelligence.
I Defining Emotional Intelligence
II Levels of EQ Required for Various Jobs
III Emotional Intelligence Competencies
IV EQ in the Indian Perspective
V Do Different Professions Require Different Levels of EQ?
VI Emotional Intelligence of IAS Officers
VII Emotional Intelligence and Leadership Behaviour
VIII Relation between EQ and IQ among Adolescents
IX EQ and Managerial Effectiveness: An International Study
X EQ and Well-being of Adolescents
XI The Soft Art of being a Tough Leader
XII Emotional Intelligence and Stress Management
XIII Managing Human Capital: An EQ Perspective
XIV The Making of an EQ Test
XV Other Research Studies
This chapter contains scientific data and research. The general reader may wish to skip
it.
I. DEFINING EMOTIONAL INTELLIGENCE

E.L. Thorndike (1920) had long ago identified a dimension of
intelligence and named it social intelligence, and described it as the
‘ability to understand and manage men and women, boys and girls
to act wisely in human relations. It is an ability that shows itself
abundantly in the nursery, on the playground, in factories, and
sales rooms’. However, he found that measuring these traits was
as not as simple as measuring IQ. He realised that social intel-
ligence was a complex amalgam of several abilities, or of an
enormous number of specific social habits and attitudes. His
references to social intelligence included three elements: (a) the
individual’s attitudes towards society such as politics, economics,
science and values such as honesty; (b) social knowledge such as
being well versed in contemporary issues and general knowledge
about society; and (c) the individual’s capacity for social adjust-
ment, such as interpersonal re-
EQ is the ability to understand lations and family bonding. It
and manage men and women, may be noticed that the third
boys and girls to act wisely in aspect of Thorndike’s defini-
human relations. tion of social intelligence did
contain elements like ‘ability to
deal with people’ and ‘introversion and extroversion’ types of per-
sonality, which is more akin to today’s emotional intelligence.
However, it may be clarified that Thorndike’s definition included
almost everything relating to human intelligence ranging from
social, psychological, economic, emotional, personality types, af-
fective and non-affective. As far as the present discussion is con-
cerned, we may infer that Thorndike did refer to emotional aspects
of intelligence in his definition of social intelligence as early as
in 1920. His contentions are of great scientific help to modern
researchers trying to establish the construct validity of emotional
intelligence.
D. Wechsler (1940) defined intelligence as ‘the aggregate or
global capacity of the individual to act purposefully, to think
rationally, and to deal effectively with his environment’. As early
as 1940, he referred to ‘intellective’ as well as ‘non-intellective’
EMOTIONAL INTELLIGENCE: THE EMPIRICAL EVIDENCE 105
elements, by which he meant affective, self, and social factors.

Furthermore, Wechsler proposed that the non-intellective abili-
ties, that is, emotional abilities, are essential to determine one’s
ability to succeed in life. He found emotional intelligence to be
an integrated with an individual’s personality development. How-
ever, his views on emotional
abilities did not attract much Emotional abilities are essential
attention and psychologists the to determine ones ability to
world over continued to define succeed in life.
intelligence in terms of an
individual’s intellective or thinking ability. In fact, a great part of
the world, especially the developing and under-developed coun-
tries, still believes that it is your ‘academic achievements’ that
matter for success in life.
Howard Gardner (1993) writes about ‘multiple intelligence’ and
proposed that ‘intra-personal’ and ‘interpersonal’ intelligences are
as important as the type of intelligence typically measured by IQ
and other related tests. He says that ‘my intelligence does not stop
at my skin’ and it constitutes
tools such as his computer and Interpersonal intelligence relates
its database, his professional to people who are leaders
colleagues and others whom he among their peers and are good
can correspond with through at communicating.
e-mails. Gardner ascribed in-
terpersonal intelligence to people who are leaders among their
peers and are good at communicating. Also, they seem to under-
stand others’ feelings and motivations. He further elaborated that
interpersonal intelligence does exist, and people with this kind of
intelligence may be shy but are aware of their own feelings and
self-motivated too. Unfortunately, psychologists largely ignored
Gardner’s references to ‘emotional intelligence’ and his definition
of ‘intelligence’ was widely accepted as being dominated by ‘ratio-
nal intelligence’. Even today, Gardner’s modern research is a re-
flection of his passion with the concept that he defines as linguistic,
logical–mathematical, bodily–kinesthetic, spatial intelligence,
musical intelligence, interpersonal intelligence and intra-personal
intelligence. His reference to ‘interpersonal and intra-personal
intelligence’ and its interpretation has, so far, attracted little from

the academic world. Nonetheless, the fact remains that Gardner
did mention emotional intelligence as a concept to define ‘inter-
personal’ and ‘intra-personal’ intelligence.
Peter Salovey and John Mayer (1990) coined the term ‘emo-
tional intelligence’ and described it as ‘a form 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 infor-
mation to guide one’s thinking and action’. For instance, they
found in one study that when a group of people saw an upsetting
film, those who scored high on emotional clarity (which is the
ability to identify and give a name to a mood that is being
experienced) recovered more quickly. In another study, individuals
who scored higher in the ability to perceive accurately, understand,
and appraise others’ emotions
Salovey and Mayer coined the were better able to respond flex-
term emotional intelligence. ibly to changes in their social
environments and build support-
ive social networks. Salovey and Mayer (1997) further elaborated
that emotional intelligence was ‘the ability to perceive emotions,
to access and generate emotions so as to assist thought, to under-
stand emotions and emotional knowledge, and to reflectively regu-
late emotions so as to promote emotional and intellectual growth’.
Emotional intelligence, according to them, involves areas such as
(a) identifying emotions: the ability to recognise how you and those
around you are feeling; (b) using emotions: the ability to generate
emotion, and then reason with this emotion; (c) understanding
emotions: the ability to understand complex emotions and emo-
tional ‘chains’, how emotions transition from one stage to another;
and (d) managing emotions: the ability which allows you to manage
emotions in yourself and in others’.
Peter Salovey is Chairman of the Department of Psychology at
Yale University and conducts research in areas such as psychologi-
cal significance and function of human moods and emotions.
Daniel Goleman (1998) defines emotional intelligence as
‘the capacity for recognising our own feelings and those of others,
for motivating ourselves, and for managing emotions well in
ourselves and in our relationships. Emotional intelligence de-

scribes abilities distinct from, but complementary to, academic
intelligence or the purely cognitive capacities measured by IQ’. He
has also identified a set of emotional competencies that differ-
entiate individuals from one other. The competencies fall into four
clusters: (a) self-awareness: the
capacity for understanding Emotional intelligence describes
abilities distinct from, but
one’s emotions, one’s strengths complementary to, academic
and one’s weaknesses; (b) self- intelligence measured by IQ.
management: the capacity for
effectively managing one’s motives and regulating one’s behaviour;
(c) social awareness: the capacity for understanding what others
are saying and feeling, and why they feel and act as they do; and
(d) social skills: the capacity for acting in such a way that one is
able to obtain the desired results from others and reach personal
goals. Goleman explains that these competencies assist leaders to
inspire organisations to greatness, salespeople to build strong and
profitable customer relationships, and employees to delight cus-
tomers they deal with every day. Moreover, these competencies
can and should be taught to children in the early stages of life.
It can be seen that Goleman has borrowed extensively from earlier
exponents of general intelligence in the field of psychology, in his
definition of emotional intelligence. Moreover, his contentions
are largely based on his ‘personal experiences’ as a reporter, for
many years, on brain and behavioural science with The New York
Times. Additionally, Goleman prefers to call his model of emo-
tional intelligence as ‘theory of performance’ rather than ‘theory
of personality’. His emphasis is on making a business case for
emotional intelligence that builds on paradigms of emotional
competencies. He has, however, not succeeded in telling the sci-
entific world the distinction between the ‘emotional competencies’
and ‘emotional personality traits’ of an individual. A perusal of his
recent writings reveal that he talks more about the ‘theories of
personality’ propounded by psychologists such as Thorndike,
Gardner and others. His independence from the personality theory
has not been substantiated by the theory of performance. The
basis on which he advocates widely published guidelines to take
the concept of emotional intelligence away from the theory of

personality and towards the theory of performance, may not be
acceptable to modern-day psychologists.
Dr Goleman is founder and Chairman of the Consortium for
Research on Emotional Intelligence in Organisations, based in
the Graduate School of Applied and Professional Psychology at
Rutgers University. The Consortium seeks to recommend best
practices for developing emotional competence. He is yet to arrive
at a widely acceptable definition of emotional intelligence and
has, in fact, revised his own definition several times in the recent
past. He has urged researchers worldwide to carry out ‘original
research’ to establish the ‘construct validity’ of the definition of
emotional intelligence. However, to his credit, he has been able
to convey the concept of emotional intelligence to the world in
simple language.
According to Reuven Bar-On (1997), ‘emotional intelligence
reflects one’s ability to deal with daily environment challenges
and helps predict one’s success in life, including professional and
personal pursuits’. Bar-On, a clinical psychologist with Trent
University in Canada, is also said to have coined the term EQ,
emotional quotient, in 1985 to describe his approach to assessing
emotional intelligence. A grow-
Bar-On, coined the term EQ, ing body of research suggests
i.e., emotional quotient, in 1985
that emotional intelligence as
to describe his approach to
assessing emotional intelligence. measured by emotional quo-
tient is a better predictor of
‘success’ than the more traditional measures of intelligence quo-
tient (IQ). Based on 17 years of research by him on over 33,000
individuals worldwide, he has developed the ‘Bar-On Emotional
Quotient Inventory’ (EQ-i™) which measures emotional abilities
such as self-regard, emotional self awareness, assertiveness, inde-
pendence and self-actualisation, empathy, social responsibility,
interpersonal relationship, reality testing, flexibility, problem-
solving, stress tolerance, impulse control, optimism and happiness.
Though Bar-On’s claim of having collected data from more than
33,000 individuals is disputed by the scientific community, his
coinage of the term ‘EQ’ is appreciated. But there is another
critical observation by the experts and researchers worldwide about

his ‘Emotional Quotient Test’. He has commercialised the concept
of emotional intelligence by making the EQ test developed by him
available on the Internet and elsewhere for a price, thus restricting
its circulation among and evaluation by the scientific community.
Dalip Singh (2003) defines emotional intelligence as ‘the ability
of an individual to appropriately and successfully respond to a vast
variety of emotional stimuli being elicited from the inner self and
immediate environment. Emotional intelligence constitutes three
psychological dimensions: emotional sensitivity, emotional matu-
rity and emotional competency, all of which motivate an individual
to recognise truthfully, interpret honestly and handle tactfully the
dynamics of human behaviour’.
Let us discuss these three emotional factors in detail.
i. Emotional Competency
Managers have to master the following emotional competencies
that have been identified after detailed research. These competen-
cies are:
TACKLING EMOTIONAL UPSETS

This includes tackling frustrations, conflicts, inferiority complexes,
etc. It also means avoiding emotional exhaustion such as stress,
burnout and negativity of emotions. People in conflict are gener-
ally locked in a self-perpetuating emotional spiral in which the
genesis of the conflict is usually not clear. Finding ways to deal
with anger, fear, anxiety and sadness are essential signs of emo-
tional competency. For example, learning how to manage yourself,
when upset, is one such asset. Being able to channelise emotions
to a positive end is another key skill to raise your EQ. Inferiority
complex arising from issues such as knowledge, education, physi-
cal characteristics, religion, region, caste, sex and creed are not
uncommon. Inferiority complex is also reflected in the low self-
esteem, negative feelings and low opinion about oneself. Research
shows that a high level of emotional intelligence helps overcome
inferiority complex.
HIGH SELF-ESTEEM
Many managers often give themselves a negative feedback. On the
other hand, there are those who believe that optimism can be a
useful asset. Research conducted in Indian organisations has in-
dicated that leaders should learn to be optimistic in order to boost
their self-esteem. High self-esteem gives a manager realistic con-
fidence to perceive challenges as learning opportunities, resulting
in constant growth and improvement. High self-esteem is the
greatest gift a manager can give to himself. Unfortunately, most
of us suffer from a wounded self-esteem that often leads to a
psychological invalidation of the self. Managers should learn and
realise that high self-esteem is reflected in the feelings of confi-
dence and competence.
TACTFUL RESPONSE TO EMOTIONAL STIMULI

This means being creative and practical towards emotional prompts
elicited from the inner self and from the immediate environment.
An emotionally intelligent manager will try to manipulate the on-
going environment to his/her advantage by reacting appropriately.
HANDLING EGOISM
Egoism is based on the view that the fundamental motive behind
all emotional conduct is self-interest. A self-centred manager talks
incessantly about himself and his actions and is interested only in
his own concerns. Tackling ego problems without hurting one’s
self-esteem is the key to success. An ‘I am never wrong’ attitude
may be harmful in many situations. One should not be an egoist.
It is the root cause of problems in interpersonal relations. Taking
the initiative to resume dialogue and breaking the ice in situations
where both parties have stuck to their original stand and have
refused to budge, is a sign of emotional competency.
ii. Emotional Maturity

Emotional maturity is reflected in the behavioural pattern ex-
hibited by managers while dealing with the inner self and the
immediate environment. Let us now discuss some of the impor-
tant aspects of emotional maturity.
SELF-AWARENESS
One of the basic emotional skills is the ability to recognise dif-
ferent feelings emanating from within and giving a name to them.
Many managers are, in fact, unable to recognise their feelings and
are therefore inclined to deny them. Knowing one’s emotional
strength and weaknesses is of great help because the inner self has
to constantly respond to the outer world. It is generally believed
that if one cannot interpret one’s own emotions, he or she may not
be able to do the same for others. This will reduce your effective-
ness in handling interpersonal relationships.
DEVELOPING OTHERS
Recognising the value of contributions of others and encouraging
their participation can often do good. Appreciating others’ points
of view and involving them actively in a project are signs of an
emotionally intelligent manager. Unfortunately, we in India seem
to lack this natural gift.
DELAYING GRATIFICATION
Managers may learn to delay gratification of reacting to a par-
ticular situation instantaneously. This helps to gain time to judge
whether what is about to be said or done in the heat of the
moment is the best course of action, by expressing personal con-
cern without anger or passivity, and come out a winner. A manager
must have plenty of patience and must not allow emotions to
get the upper hand. Delaying gratification ‘is doing right’ and has
far-reaching consequences in attaining success in personal and
professional life.
ADAPTABILITY AND FLEXIBILITY

Knowing how and when to take the lead and when to follow
are both essential emotional skills. Managers should know when
to be aggressive and when to be passive. He should also know
that there is a time to confront, withdraw, speak or remain silent.
However, to do so, the manager has to control powerful negative
tendencies such as jealousy, manipulation and the feeling of self-
grandeur.
iii. Emotional Sensitivity
In the psychological sense, sensitivity means the characteristic of

being peculiarly sensitive and judging the threshold for various
types of stimulations, evoking sensations, feelings and emotions.
Managers would gain much by developing the following person-
ality traits.
UNDERSTANDING THE THRESHOLD OF

EMOTIONAL AROUSAL
Managers should be in a position to respond to stimuli of low
intensity. Equally important is the ability to be aware of the
relationship between feelings and actions. What, for instance,
triggered a particular emotion? What was the feeling behind a
specific action? These are questions that managers ought to ask
themselves to understand the intensity of emotions better.
EMPATHY
Empathy is the ability to sense how other people feel. It is
the ability to share and accept another person’s feelings. In India,
we tend to call it the quality of humanness. It is the ability to
listen to others without getting carried away by personal emotions.
It is important to be able to distinguish between what others
do or say, and one’s own personal reactions and judgements. If you
have empathy you will not hurt people; rather you will help them.
IMPROVING INTER-PERSONAL RELATIONS

Developing quality inter-relationships has a positive effect on all
concerned. Positive inter-personal relations is a definite sign of
success. The key to good inter-personal relations is to believe in
the basic elements of trust, confidence and reliance. Research
shows that the primary cause of failures among executives is their
poor inter-personal relations at the workplace, resulting in stress
and anxiety and lack of trust in others.
COMMUNICABILITY OF EMOTIONS
The influence of emotions is contagious and is communicated
from one person to another instantaneously. A cheerful manager
communicates a message of confidence and self-respect. In con-

trast, expressions of negative feeling by a manager communicate
a message of pessimism, bitterness, suspicion and inferiority. Hence,
managers should learn how to communicate positive emotions
through verbal and non-verbal mediums.
A comparison of the EQ model based on definitions just dis-
cussed, is given below.
Self- Self- Self-

awareness management direction
Dalip Singh Sensitivity Maturity Competency
Daniel Know Choose Give
Goleman yourself yourself yourself
Reuven Intra- Inter- Adaptability
Bar-On personal personal
Ester Orioli Sense Understand Apply
Salovey, Mayer, Perceive Regulate Generate
Caruso
II. LEVELS OF EQ REQUIRED FOR

VARIOUS JOBS
Martin Yate (1977), in his research, found that different jobs
require different levels of EQ. It is now recognised that emotional
intelligence plays an important role in many areas of life, includ-
ing work. Researchers have ex-
Some jobs require and some do
amined the skills and aptitudes
not require a great deal of
required to succeed in certain emotional intelligence.
kinds of jobs. The role of emo-
tional intelligence and the actual level of it required for various
jobs, have also been examined. Jobs that can be accomplished
individually or by working with others in fixed, set or structured
ways do not require a great deal of emotional intelligence.
Notwithstanding this, a high EQ can set you apart from your
colleagues and lead you to other forms of success at the work-

place.
Jobs which demand interaction with other people, or working
in informal teams, or empathising with and understanding others
are the ones that require emotional intelligence. If you lack the
requisite level of emotional intelligence, you may not only find
such jobs difficult to cope with, but also less satisfying.
Bosses and leaders, in particular, should have high EQ because
they represent the organisation, they interact with the largest
number of people within and outside the organisation and they
set the tone for employee morale. Leaders high on empathy are
able to understand their employees’ needs and provide them with
constructive feedback.
Different jobs also call for different types of emotional intel-
ligence. For example, success in sales requires the empathic ability
to gauge a customer’s mood and the interpersonal skill to decide
when to pitch a product and when to keep quiet. In contrast,
success in painting or professional tennis requires a more indi-
vidual form of self-discipline and motivation.
TABLE 5.1: Level of EQ Required for Various Jobs

(From low to high EQ)
Biochemist (lowest) Librarian
Chef EEG Technologist
Billing Clerk Consultant
Forester Broker
Systems Analyst Radiological Technician
Electrical Engineer Dental Hygienist
Mechanical Engineer Benefits/Compensation Analyst
Auditor Retail Sales Associate
Underwriter Fireman
Accountant Environmental Lawyer
Geophysicist Writer
Geneticist Environmental Educator
MIS Manager Dentist
Software Engineer Police Officer
Chemical Engineer Nurse Aide
Civil Engineer Nurse/Occupational Therapist
Contd.
Contd.
Restaurant Manager Recreational Therapist
Waiter/Waitress Training Manager
Medical Assistant Adult Education Teacher
Medical Secretary Public Relations Professional
Dental Laboratory Technician Nurse
Travel Agent Human Resources Manager
Controller Teacher
Paralegal Physical Therapist
Secretary Psychiatric Aide
Medical Record Technician Special Education Teacher
Optician Family Medical Doctor
Loan Officer Internist
Insurance Agent Geriatric Care Specialist
Editor MSW/Social Worker
Sales Representative Human Services Worker
Urban Planner Psychiatry (Highest)
Yate listed various jobs on the basis of the level of emotional

intelligence they require for success and satisfaction (see Table
5.1). It is clear from this list that a psychiatrist requires the highest
level of EQ to deal with clients as compared to a botanist, who
may require a lower level of it. EQ and success in various profes-
sions and jobs have been studied and compiled by the Consortium
for Research on Emotional Intelligence in Organisations. The first
study undertaken in a major Asian bank compared the EQ and
IQ of a group of people and measured their work performance.
III. EMOTIONAL INTELLIGENCE COMPETENCIES
R. Boyatzis et al. (2000) have described a model of emotional

intelligence competencies that reflect four domains: (a) self-aware-
ness, (b) self-management, (c) social awareness and (d) relationship
management. The model appears more theoretical as its applica-
tions in practical situations have not been tested. It would defi-
nitely add more value to the model, as shown in Table 5.2, if it
is tested in real-life situations and the results made known. The
framework presents 20 competencies that nest in four clusters of
general emotional intelligence abilities. The framework illustrates,

for example, that we cannot demonstrate competencies of trust-
worthiness and conscientiousness without mastery of the funda-
mental ability of self-management or the competencies of influence,
communication, conflict management, and so on, without a handle
on managing relationships.
TABLE 5.2: Framework of Emotional Competencies

Self Other
Personal Competence Social Competence
Self-Awareness Social Awareness

l Emotional self-awareness l Empathy
Recognition l Accurate self-assessment l Service orientation
l Self-confidence l Organisational awareness
Self-Management Relationship Management
l Self-control l Developing others
l Trustworthiness l Influence
l Conscientiousness l Communication
Regulation l Adaptability l Conflict management
l Achievement drive l Leadership
l Initiative l Change catalyst
l Building bonds
l Teamwork & collaboration
These clusters are discussed in detail in the following sections.
i. The Self-Awareness Cluster

This cluster deals with the understanding of feelings and accurate
self-assessment, and comprises three competencies relating to
performance at the workplace.
EMOTIONAL SELF-AWARENESS
It reflects the importance of recognising one’s feelings and how
they affect one’s performance. At a financial services company,
emotional self-awareness proved crucial in financial planners’ job
performance.
ACCURATE SELF-ASSESSMENT
At another level, self-awareness is the key to realising one’s strengths
and weaknesses. Among several hundred managers from 12 dif-
ferent organisations, accurate self-assessment was the hallmark of
superior performance. Individuals with the accurate competence
in self-assessment are aware of their abilities and limitations, seek
out feedback and learn from their mistakes, and know where they
need to improve and when to work with others who have comple-
mentary strengths.
SELF-CONFIDENCE
A high degree of self-confidence among supervisors, managers,
and executives, distinguishes the best from the average performer.
ii. The Self-Management Cluster
This cluster refers to managing internal states, impulses and

resources, and includes six competencies relating to workplace
performance.
EMOTIONAL SELF-CONTROL
Heading the list is competence in emotional self-control, which
manifests largely as the absence of distress and disruptive feelings.
Signs of this competence include being unfazed in stressful situ-
ations or dealing with a hostile person without lashing out in
return.
TRUSTWORTHINESS
Trustworthiness competence translates into letting others know
one’s values and principles, intentions and feelings, and acting in
ways that are consistent with them. Trustworthy individuals are
forthright about their own mistakes and confront others about
their lapses. Deficiency in this ability can derail a career.
CONSCIENTIOUSNESS
The signs of conscientiousness competence include being careful,
self-disciplined and scrupulous in attending to responsibilities.
ADAPTABILITY
If there is any single competence our present times call for, it is
adaptability. Superior performers in management ranks exhibit
this competence.
ACHIEVEMENT ORIENTATION
This is the competence that drives success of entrepreneurs. In its
most general sense, this competence, also known as achievement
drive, refers to an optimistic striving to continually improve per-
formance.
INITIATIVE
Those with strong initiative competence act before being forced
to do so by external events. This often means taking anticipatory
action to avoid problems before they happen, or taking advantage
of opportunities before they are visible to anyone else.
iii. The Social Awareness Cluster

This cluster refers to reading people and groups accurately, and
encompasses three competencies relating to performance at work.
EMPATHY
Empathy competence gives people an astute awareness of others’
emotions, concerns and needs. The empathic individual can read
emotional currents, picking up on nonverbal cues such as tone of
voice or facial expression.
SERVICE
The ability to identify a client’s or customer’s often-unstated needs
and concerns and then match them to products or services is an
individual’s service competence. This empathic strategy distin-
guishes star sales performers from average ones. It also means
taking a long-term perspective, sometimes trading off immediate
gains in order to preserve customer relationships.
ORGANISATIONAL AWARENESS
The ability to read currents of emotions and political realities in
groups is a competence vital to behind-the-scenes networking and
coalition building that allows individuals to wield influence, no

matter what their professional role.
iv. The Relationship Management Cluster

This cluster refers to inducing desirable responses in others and
has 12 competencies relating to performance at work.
DEVELOPING OTHERS
Developing others involves sensing people’s developmental needs
and bolstering their abilities—a talent not just of excellent coaches
and mentors, but also outstanding leaders.
INFLUENCE
We practice the essence of influence competence when we handle
and manage emotions effectively in other people and are persua-
sive. The most effective people sense others’ reactions and fine-
tune their own responses to move interaction in the best direction.
COMMUNICATION
Creating an atmosphere of openness, with clear lines of commu-
nication, is a key factor in organisational success. People who
exhibit communication competence are effective in the give-and-
take of emotional information, deal with difficult issues in a
straightforward manner, listen well and welcome sharing informa-
tion, and foster open communication and stay receptive to bad
news as well as good.
CONFLICT MANAGEMENT
Effective conflict management and negotiation are important to
long-term, symbiotic business relationships, such as those between
manufacturers and retailers. In a survey of retail buyers in depart-
ment store chains, effectiveness at win–win negotiating was an
accurate barometer of the health of the manufacturer–retailer
relationship.
VISIONARY LEADERSHIP
Those adept at visionary leadership competence draw on a range of
personal skills to inspire others to work together towards common
goals. They are able to articulate and arouse enthusiasm for a shared
vision and mission, step forward as needed, guide the performance
of others while holding them accountable and lead by example.
CHANGE CATALYST
An effective change leader articulates a compelling vision of new
organisational goals. A leader’s competence at catalysing change
brings greater efforts and better performance from subordinates,
making their work more effective.
BUILDING BONDS
Competence in building bonds epitomises stars in fields like
engineering, computer science, biotechnology, and other know-
ledge work fields in which networking is crucial for success. These
stars tend to choose people with a particular expertise or resource
to be part of their networks.
COLLABORATION AND TEAMWORK

Collaboration and teamwork competence has taken on increased
importance in the last decade with the trend toward team-based
work in many organisations. Teamwork itself depends on the
collective emotional intelligence of its members; the most produc-
tive teams are those that exhibit emotional intelligence competen-
cies at the team level.
Although there is theoretical significance in showing that each
competence in itself has a significant impact on performance, it
is also in a sense an artificial exercise. In life, and particularly on
the job, people exhibit these competencies in groupings, often
across clusters, and allow competencies to support one another.
Emotional competencies seem to operate most powerfully in syn-
ergistic groupings, with evidence suggesting that mastery of a
‘critical mass’ of competencies is necessary for superior perfor-
mance. Organisations and individuals interface in ways that re-
quire a multitude of emotional intelligence abilities, each most
effective when used in conjunction with others. Emotional self-
control, for instance, supports empathy and influence competen-
cies. Finding a comfortable fit between an individual and an
organisation is easier when important aspects of organisational
culture (rapid growth, for example) link to a grouping of compe-

tencies rather than to any one. Competencies operate together in
an integrated fashion, forming a meaningful pattern of abilities
that facilitate successful performance in a given role or job. How-
ever, the model of emotional intelligence competency framework
has its share of criticism that its propagators need to address at
once through future research.
IV. EQ IN THE INDIAN PERSPECTIVE
Dalip Singh (2003) has, after empirical study, arrived at a defini-

tion of emotional intelligence in the Indian perspective. Research
on human behaviour in Indian
homes and organisations has The Indian family is a closely-
shown that the Indian family is knit entity with visible
a closely-knit entity with vis- emotional bonding.
ible emotional bonding. The
members of the family are interdependent, not only economically
and socially, but also emotionally. The bonding is unlimited and
everlasting. When Indians go abroad, they experience an uncon-
trolled emotional craving for their family and homeland. The
emotional bonds may be seen in the relationship between husband
and wife, parents and children and also between children.
Similarly, Indian business also reflects an emotional environ-
ment. The elements of bonding in the family are carried over to
the workplace and may be felt from the relationship between an
employer and the employee. Unlike in developed countries, Indian
business is yet to adopt a thoroughly professional approach that
is usually characterised by impersonal relations, devoid of emo-
tions. Indian business is still dominated by a family environment
and is run on emotional ties. The commitment to business or
family business is wholesome, unchallenged and undisputed. This
results in a semi-permanent emotional commitment of employees
to work in an organisation for their entire life. The Indian executive’s
personality reflects a distinctive management style that is more
empathetic, understanding, non-manipulative and benevolent. The
Indian executive normally stays on in one organisation for long

periods and job-hopping is not very common in the country. The
Indian management style revolves around our cultural roots and
upbringing. An Indian grows up in a system where family ties and
the sense of belonging get top priority. Coming from such an
environment of strong family ties, an youngster gets a shock when
he grows up and sees the job environment practicing management
philosophies which he cannot identify with at all. The bonding
that he or she is used to, either does not exist or are not as strong
in developed countries like the US and the EU. For example, the
most common contradiction in management styles between
America and India is that the former has a contractual style of
management and the latter has a lifetime employment concept.
The US-based industrial environment is based on a hire-and-fire
system that ignores emotional commitment of employers and
employees towards each other. The American system, for obvious
reasons, is repugnant to the bond-loving Indians.
It may also be appreciated that the emotional set-up in Indian
society is completely different from that in the US, Europe and
other developed societies. One may generalise by saying that
Indians are more emotional as compared with their counterparts
in developed countries. A recent research of successful Indians
there tells us that they are not necessarily the happiest people.
The India-centric approach proves that most Indians value emo-
tional bonds and long-term relationships. However, shockingly
enough, well-known Indian management institutions have not
been able to come out of the various complexes that they suffer
from. They are still proud of the fact that their faculty has been
trained in an American institute without recognising that the
American management style is not suited to Indian conditions.
None claim that their faculty has done research on Indian man-
agement and is trying to find out what is good for Indian corporates.
This is a modern management paradox that needs to be addressed
at once.
Many experts worldwide have attempted to define emotional
intelligence. Interestingly, most of the research work on this sub-
ject has been carried out in the US, with some stray research
findings in Europe and Canada. The concept of emotional intel-

ligence has originated from the US. Hence, the concept is unwit-
tingly favourably inclined towards the US population. The
emotional characteristics or emotional competencies being con-
sidered as essential are, therefore, more close to the heart of the
US due to the culture bias. The Consortium for Research on
Emotional Intelligence in Organisations is probably the only
organisation in the world that has taken the responsibility to carry
out quality research on emotional intelligence. The majority of
literature and research is also US-based with very little work being
done elsewhere. Hence, on the basis of limited research, can we
conclude that the components of emotional intelligence as being
propagated by American researchers are exhaustive? Can we in-
clude some more psychological inputs or remove some? Are the
psychological characteristics, identified by researchers as the com-
ponents of emotional intelligence, universal? Are these culture-
specific? Can emotional intelligence be defined in any other way?
Do we need to take a fresh look and have a culture-specific
definition of emotional intelligence reflecting the Indian psyche?
To answer some of these questions it was decided to conduct an
empirical study and determine the concept of emotional intelli-
gence keeping in view the Indian perspective.
A national-level interactive workshop was organised by the
PHD Chamber of Commerce and Industry in New Delhi on 16
August 2002 to discuss the theme ‘Emotional Intelligence at
Work’. Established in 1905, PHDCCI today is an apex business
chamber in India that has actively served trade and industry for
more than nine decades. It has around 1,500 direct members
including corporate entities from large, medium and small-scale
sectors, export houses and professionals. Through its 112 associa-
tion members, the chamber reaches out to 35,000 small-scale
units. Offering varied services in tune with the requirements of
its constituents, the chamber provides a common platform for
meetings of representatives of trade, business and industry with
senior government officials at the central and state levels, and plays
an important role in the formulation of government policies. The
PHDCCI is a premium national industrial body of industrialist,
businessmen entrepreneurs and institutions in India. The Cham-

ber believes in the philosophy of progress, harmony and develop-
ment of Indian business, and organises interactive workshops,
seminars and discussions on important contemporary issues relat-
ing to HRD, personnel management and entrepreneurship devel-
opment. The participants in the EQ seminar included more than
100 chief executives and managing directors of leading Indian
business organisations. Among others, psychologists from Univer-
sity of Delhi, Punjab University, Chandigarh, and Kurukshetra
University, Kurukshetra, Haryana, were also invited. It was an
open house interactive discussion together with a technical session
on ‘Emotional Intelligence at Work’. Professor N.K. Chadha of
University of Delhi, who has developed the popular EQ test in
collaboration with the author for the Indian population, admin-
istered the test to the participants and provided its scoring and
interpretation on the spot. Dr Singh, the author, explained the
concept of emotional intelligence and its various ramifications in
professional and personal life.
After the discussions, there was consensus among the partici-
pants that the definition(s) provided by American psychologists
had a definite cultural bias. It was thought appropriate to evolve
a new definition of emotional intelligence and its psychological
characteristics, and have an entirely fresh look at the construct
validity of the concept. It was felt that emotional characteristics,
as defined by psychologists worldwide, did not cover the whole
range of human behaviour and its reactions to divergent stimuli
in day-to-day life. It was argued that the Indian context required
a specific cultural, social, psychological and behavioural definition
based on its distinct cultural and social milieu to explain the
concept of emotional intelligence. The use of the term ‘emotional
intelligence’ to depict certain feelings, moods and behaviours also
came under attack and it was felt that a more appropriate defi-
nition of emotional intelligence may be evolved in the Indian
context.
Keeping in view this background, the psychological experts
present at the workshop wanted to know from the participants
what, they ‘felt’, constitutes emotional intelligence. This was thought
necessary in order to establish a construct validity of the concept

of emotional intelligence. At the end of the workshop, the par-
ticipants were given a question that they had to answer on the spot.
The participants were told to keep in mind the broad concept of
emotional intelligence, the scores they had obtained on the EQ
test administered to them, and their personal feelings of internal
and external environment of self and work while answering the
question given below:
Question: What components/characteristics/traits do you FEEL

(not think) constitute emotional intelligence? Please indicate FIVE
choices:
Answers:
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
Name _______________________________________ (optional)
Profession/Class _______________________________________
Age __________________________________________________
Sex _______________ M ________________ F ________________
Date and place ____________________________________________
The experts also decided to seek responses to the same quest-

ion from postgraduate and undergraduate university students
who had a reasonably good knowledge and exposure to psychol-
ogy as a subject, in order to determine what they felt about
the concept. The sample and its characteristics are given in Table
5.3.
TABLE 5.3: Study on Postgraduate and

Undergraduate Students
Sr. Sample Sample Institution
No. Description Size Studied
01. CEOs/Entrepreneurs/ 74 PHD Chamber of Commerce
Industrialists and Industry, New Delhi
02. Postgraduate students 42 Department of Psychology,
University of Delhi
Punjab University, Chandigarh
04. Postgraduate students 20 Faculty of Management Studies,
University of Delhi
05. Postgraduate students 15 Management Development Institute,
Gurgaon, Haryana
Kurukshetra University, Haryana
MDU University, Rohtak
08. Postgraduate students 22 Department of Computer Application,
Haryana Technical University, Hissar
09. Graduate students 25 Department of Psychology, Government
College, Sector 46, Chandigarh
10. Graduate students 25 Institute of Management Education,
Sahibabad, Uttar Pradesh
11. Graduate students 30 Faculty of Commerce, Delhi School of
Economics, University of Delhi
Total 322
Later, a team of experts on psychological testing from University

of Delhi, Defence Institute of Psychological Research, Ministry
of Defence, Government of India, and Department of Psychology,
Punjab University, Chandigarh, tabulated the responses. The
responses obtained were ‘tally marked’ to obtain the frequency
and percentage of responses, in order to identify the dimensions
constituting emotional intelligence. As may be seen, the sample
was collected from 322 subjects from different institutions,
and the total number of responses obtained was 1,610 (322 × 5).
After content validly analysis by the experts, these responses
were found to constitute four major dimensions, as shown in Table
5.4.
TABLE 5.4: Frequency of Response

Sr. Dimensions Frequency of Percentage
No. Responses
1 Emotional competency 545 33.85
2 Emotional maturity 450 27.95
3 Emotional sensitivity 375 23.30
4 Others/Invalid* 240* 14.90*
Total 1610 100.00
* It may be seen that 240 responses (14.90 per cent) were not considered as these
were found to have a variance of 1 to 3 per cent only, and therefore declared
invalid. Some of the responses in this dimension were family background, mental
phenomena, putting in hard work, perceiving emotions, will power, rational
thinking, social interaction and knowledge sharing.
The responses to the test discussed are shown in graphic form

in Figure 5.1.
FIGURE 5.1: Dimensions of Emotional Intelligence
The analysis further shows that three dimensions have been

identified, with frequency ranging from 375 to 545 and 85 per cent
of the variance being explained by them. Based on these findings,
emotional competency (33.85 per cent), emotional maturity (27.95
per cent) and emotional sensitivity (23.30 per cent) have emerged
as the key dimensions constituting emotional intelligence.
l Emotional Competency The capacity to tactfully respond

to emotional stimuli elicited by various situations; having
high self-esteem and optimism; communication skills; abil-

ity to tackle emotional upsets such as frustration, conflicts,
egoism and inferiority complexes; enjoying emotions; doing
what succeeds; ability to relate to others; emotional self-
control; capacity to avoid emotional exhaustion such as stress
and burnout and learning to avoid negativity of emotions.
l Emotional Maturity The ability to evaluate emotions of
oneself and others; identify and express feelings; balance the
state of heart and mind; appreciate others’ points of view;
develop others; delay gratification of immediate psychologi-
cal satisfaction; and being adaptable and flexible.
l Emotional Sensitivity Constitutes understanding the thresh-
old of emotional arousal; managing the immediate environ-
ment; maintaining rapport, harmony and comfort with others
and letting others feel comfortable in your company. It also
involves being honest in interpersonal dealings; interpreting
emotional cues truthfully; realising communicability of
emotions, moods and feelings; and having an insight into
how others evaluate and relate to you.
These dimensions of emotional intelligence are presented dia-

grammatically in Figure 5.2.
Based on the above empirical process, the following operational
definition is proposed by the author in the Indian context:
Emotional intelligence is the ability of an individual to appropriately and
successfully respond to a vast variety of emotional stimuli being elicited from
FIGURE 5.2: Defining Emotional Intelligence

the inner self and immediate environment. Emotional intelligence constitutes

three psychological dimensions: emotional sensitivity, emotional maturity and
emotional competency, which motivate an individual to recognise truthfully,
interpret honestly and handle tactfully the dynamics of human behaviour.
This operational definition refers to certain terms that require

interpretation. Ability refers to the conscious emotional effort by
an individual to adapt to the environment; emotional stimuli means
prompts from the inner self and the immediate environment;
motivate means how behaviour gets satisfied, energised, sustained
and directed to achieve desired goals; appropriately means a right
mixture of heart and head, i.e., pros and cons of a particular
emotional reaction; success means to do what one has tried or
waited to do with a favourable result; tactfully means being creative
and practical.
As a clinical psychologist, I refer to my model of emotional
intelligence as a ‘theory of personality’, though some recent re-
searchers prefer to term it as a ‘theory of performance’ by making
a business case out of it. The personality theories as established
by Hans Eysenck, Alfred Adler, Carl Jung, B.F. Skinner, Gordon
Allport, Sigmund Freud, Abraham Maslow and other legends in
this field, have concluded that ‘personality consists of those per-
manent and semi-permanent modes of behaviour which characterise
an individual and make him or her different from other people’.
These individual differences are called ‘traits’—sociability, persis-
tence, impulsiveness, suggestibility, pride and humility, and so on.
Certain personality traits usually correlate with others. We know,
for example, that people who are sociable are often impulsive,
venturesome, physically active and talkative as well.
The relationship between traits gives rise to the higher concept
of personality ‘types’. One such type dimension is ‘extroversion and
introversion’ with extreme extrovert characterised by sociability,
impulsiveness, ventureness, outgoing nature, etc.; and introverts
being exactly the opposite. Another dimension of personality is
that of emotionality and stability. Psychologists believe that though
many dimensions of personality traits and types are strongly
determined by genetic factors, the emotionality dimension is,
however, relatively less influenced by genetic factors and more by
the limbic system of the brain. Hormones too are intimately

related to the emotional-stability dimension of a personal. Hence,
it may be appreciated that affective, non-affective or emotional
aspects of an individual’s life were always a part of the definitions
of personality. ‘Emotions’ are an integral part of personality; so is
‘intelligence’. Psychologists studying personality have empirically
found that ‘intelligence’ is the foremost trait of the personality of
an individual. Hence, any discussion on emotional intelligence
cannot be treated as valid if is does not specifically refer to the
theories of personality. You cannot de-link intelligence from per-
sonality. While elaborating on the concept of emotional intelli-
gence, a discussion on personality is but obvious. Let us conclude
by saying that the origin of the term ‘intelligence’ is from ‘person-
ality theories’ and the origin of the term ‘emotional intelligence’
is from ‘intelligence’ as defined in the personality theories. Intel-
ligence is an area of personality that is usually treated apart from
other aspects although it interacts closely with the personality
traits and types. A very intelligent extrovert, for example, is very
different from a dull extrovert.
V. DO DIFFERENT PROFESSIONS REQUIRE

DIFFERENT LEVELS OF EQ?
In yet another research, Dalip Singh (2003) attempted to find out

if different professions required different levels of emotional in-
telligence. The salient features of the research paper are produced
below.
Introduction This research has been carried out by Singh (2003)
to test the hypothesis that different professions may exhibit dif-
ferent levels of emotional intelligence. Goleman (1996) defines
emotional intelligence as knowing what feels good, what feels
bad, and how to go from bad to
The researchers hypothesis good. It includes emotional aware-
is that different professions ness and emotional management
require different levels of
emotional intelligence.
of skills that provide the ability to
balance emotion and reason so as
to maximise one’s long-term happiness. Emotional intelligence

includes components such as self-awareness, the ability to manage
moods, motivation and empathy, and social skills such as coop-
eration and leadership. It is believed that learning difficulties and
problems of maladjustment at the workplace have their origin in
poorly developed emotional awareness in early childhood. Emo-
tions enable human beings to respond appropriately to a variety
of environmental situations. In today’s business world, manage-
ment pundits have always wondered whether different professions
exhibit different emotional intelligence levels or not. Some pro-
fessions may exhibit a great deal of emotional intelligence while
others may not.
There are professions that require interacting with people, work-
ing in teams or having informal relationships. For example, leaders
may need a higher degree of EQ because of the very nature of their
job, which requires them to interact with a large number of people,
and empathise and understand their needs and desires. Experience
shows that success in sales requires an ability to judge clients’
moods and the emotional skill to decide when to promote the
product and when to keep quiet. Such professions may be satis-
fying only when one has the requisite level of emotional intelli-
gence. In contrast, jobs that can be executed individually in
structured or fixed ways may not require a great deal of emotional
intelligence. For instance, success in painting or professional ten-
nis may require more self-discipline and motivation, and less EQ.
The researcher’s hypothesis is that different professions require
different emotional levels.
The emotional competence of a person is a learned capability
that leads to outstanding performance at work. It is believed that
emotional intelligence determines the potential to learn practical
skills that are based on the five elements of self-awareness, moti-
vation, self-regulation, empathy and adeptness in relationships. The
emotional competence of a person shows how much of his poten-
tial is translated into on-the-job capabilities. For example, provid-
ing good customer service is an emotional competence based on
empathy. Similarly, trustworthiness is a competence based on
self-regulation or handling impulses and emotions well. Both
customer service and trustworthiness are competencies that can

lead to outstanding performance in certain professions. However,
simply having a high level of emotional intelligence does not
necessarily guarantee that a person will be professionally success-
ful. A person may be high on empathy but he may not have
acquired the skills based on empathy that lead to superior cus-
tomer service, the ability to coach or monitor staff, or the ability
to bring together a diverse team. Similarly, self-awareness, opti-
mism and empathy may be more relevant to other professions.
Hence, emotional and personal competencies are vital for certain
professions. The workplace is the ideal setting for the promotion
of these emotional competencies. Some professions have realised
that emotional abilities hold the key to a successful career and they
are now showing greater interest in developing these abilities.
Before we move ahead it is necessary to define ‘success’. The word
may have different meanings for different people. So, what is ‘suc-
cess’? Is it to reach top positions at the workplace? Is it being rich
and wealthy? Is it being powerful, dominating or influential? Is it
occupying senior positions in the bureaucracy? It is a relative term.
Most of us assume we know what success is. But is there a
standard definition for the word? Synonyms for the word ‘success-
ful’ include prosperous, flourishing, thriving, prospering, booming,
growing, mushrooming, fruitful, lucrative and advancing. But the
problem is how do you measure and quantify success? For example,
a professional may consider himself to be successful when he
reaches the top position in his organisation. On the contrary, a
housewife may consider herself successful if she leads a satisfying
personal life. While selecting the subjects from various professions
for the present study, it was never our intention to categorise the
subjects as ‘successful’ or otherwise. The subjects were chosen
keeping in mind variables such as experience, seniority, standing
in the profession and turnover in the business, in order to make
the sample representative.
Objective The objective of the present study was to ascertain
empirically whether different professions require different levels
of emotional intelligence or not. Further, the aim was to grade the
professions in descending order of EQ.
Methodology Before taking up the study, it was thought necessary

to define ‘profession’. According to the Longman Dictionary of
Contemporary English, a profession ‘is a form of employment
especially the one that is possible for educated persons after training
such as law, medicine or teaching, and that is respected in society as
honourable and include the whole body of people in a particular
profession and reflects one’s belief, opinion or feeling’. Based on
this definition, various professions were selected for the study.
It may be pertinent to point out that the professions selected for
the study pre-supposed a high level of intelligence quotient (IQ)
among them. This is due to the fact that these professions require
passing difficult exams and obtaining degrees, diplomas and high
academic pass percentages. The EQ test developed by Chadha
(2001) was used to collect data. The test, which contains 15
situations measuring different emotional responses and their blends,
has been standardised for Indian managers, businessmen, and
bureaucrats. The retest reliability for the test was found to be 0.94.
The split-half reliability in the case of odd-even items was 0.92 and
that for the first half and the second half was 0.90. Both reliability
coefficients are significantly higher which indicate that the present
scale is highly consistent and reliable. The empirical validity of the
scale was calculated by administering the scale of Daniel Goleman
and present scale to a sample of 60 subjects. The validity was found
to be 0.89, which indicates that the present scale is valid.
Let us see a sample situation given in the test relating to the
police profession and measuring empathy and tactfulness. Imagine
that you are a police officer posted in a sensitive area. You get the inform-
ation that there have been violent ethnic clashes between two religious
communities and a large number of people have been killed from both
sides and property damaged. What action will you take? (a) Decide not
to visit spot personally as there may be a danger to your life. (b) Take
your time to responding any case this is not the first time riots have
occurred. (c) Try to handle the situation tactfully by assuaging the
feelings of both communities, tracking down the reasons for clash,
and taking all desired remedial measures. (d) Send your subordi-
nate inspector to study the situation. (e) Arrange to hand over the
dead to the respective families after getting the postmortem done.
A list of 27 professions was drawn up by four experts in psy-

chology from Punjab University, Chandigarh. It was decided to
study as many professions as possible. After analysing various
professions on the basis of emotional intelligence required, job
requirements, job profile, stress experienced, and internal and
external psychological factors, these experts decided to retain 18
professions in the present study. The professions deleted by the
experts were army, navy, air force, para-military, post and telegraph,
forest, library, fire service and writing. The experts felt these
professions might require a separate study due to their entirely
varied nature of work and the emotional competencies required.
Since the sample involved subjects from different professions at a
fairly senior level, it was decided to use the non-probability sam-
pling technique which requires that there is no way of estimating
the probability that each element has an equal chance of being
included in the sample. This technique is characterised by collect-
ing data from the first available individual of the population. The
experts of psychological testing also suggested that a minimum of
15 subjects be included in the study from each profession to have
reliable and valid results. However, there was no restriction on the
maximum number of subjects in each profession. Once the sample,
its nature and number of subjects were finalised, the data collection
process was taken up. The EQ test was explained to the subjects,
instructions read out and the test was administered. Individual care
was taken to establish rapport with the subjects and only willing
participants were asked to fill up the questionnaire. The subjects
were assured full confidentiality. A team of six postgraduate stu-
dents from the psychology department of Punjab University,
Chandigarh, who had sufficient experience in conducting similar
research, collected the dataover a period of 60 days on different
dates and times. A total of 395 questionnaires were distributed out
of which 354 were returned. Seven questionnaires were rejected as
these were found to be incomplete giving a sample size of 347.
The 18 professions covered in the study were: artists (persons
associated with dance, drama and acting), insurance (officers of
nationalised insurance companies), advertising (persons managing
advertising agencies), social work (NGOs, Red Cross Society, Child
Welfare Society), teaching (university teachers), legal (advocates),

tourism (managers of recognised tourist agencies), politics (mem-
bers of legislative assemblies), business/entrepreneurship (persons
having their own business with a turnover of more than Rs 5 crore
a year), police (Indian Police Service officers), judiciary (sub judge
and above), administration (Indian Administrative Service offic-
ers), information technology (computer programmers, software
engineers), medicine (MBBS doctors), banking (managers and
assistant managers), engineering (executive engineers and above),
accountancy (chartered accountants having a standing of more
than five years in the profession), and nursing (para-medical staff ).
Results The results obtained on subjects are presented in Table 5.5
in descending order:
TABLE 5.5: The Results

Average
Number EQ Scores Standard
Sr. Name of of from High Inter- Devi-
No. Profession Subjects to Low pretation ation
1 Artist 15 290 Extremely high 5.7
2 Insurance 25 285 Extremely high 17.5
3 Advertisement 20 285 Extremely high 11.5
4 Social work 15 285 Extremely high 31.8
5 Teaching 20 280 High 23.5
6 Legal 25 260 High 8.9
7 Tourism 22 255 High 14.6
8 Politics 15 255 High 8.2
9 Business/
Entrepreneurship 15 255 High 16.8
10 Police 25 250 High 26.7
11 Judiciary 15 245 Average 5.5
12 Administration 25 215 Average 7.4
13 Information
Technology 15 210 Average 11.6
14 Medicine 20 210 Average 14.5
15 Banking 20 200 Average 23.4
16 Engineering 20 200 Average 7.3
17 Accountancy 20 195 Average 27.9
18 Nursing 15 185 Average 14.0
Further, the data was subjected to Cluster Analysis to find cluster

of professions having homogeneity on EQ scores. For this pur-
pose, basic data was analysed with the help of the correlational
analyses technique and then Holzinger B-coefficient of
belongingness was used to get various clusters. The correlational
matrix obtained was 18 ? 18 for the purpose of subjecting it to
cluster analyses and formulating the appropriate clusters based on
the B-coefficient technique. Based on the above statistical analy-
sis, the following clusters (as shown in Table 5.6) were formulated:
TABLE 5.6: Clusters and Professions
Clusters Professions Included Interpretation
Cluster I Artist, Insurance, Advertisement, Extremely high
Social work
Cluster II Teaching, Legal, Tourism, Politics, High
Business/Entrepreneurship, Police
Cluster III Judiciary, Administration, Information Average
Technology, Medicine, Banking,
Engineering, Accountancy, Nursing
The cluster analysis clearly reveals that all the 18 professions

can be clustered into three clusters. The first cluster constitutes
four professions exhibiting an extremely high EQ level—artist,
insurance, advertisement and social work. This means that with
reference to EQ these professions are similar. This probably indi-
cates that one needs to have an extremely high degree of EQ to
achieve job satisfaction in these professions. The second cluster
consists of six professions: teaching, legal, tourism, politics, busi-
ness/entrepreneurship and police. The professions in this cluster are
homogeneous in nature and show a kind of commonalit y. To be
‘successful’ in any of these professions, one needs a high EQ level.
The third cluster constitutes eight professions exhibiting average
EQ: judiciary, administration, information technology, medicine,
banking, engineering, accountancy and nursing. In these profes-
sions, individuals with moderate EQ can also perform effectively.
The above EQ scores have been presented in a bar diagram in
Figure 5.3.
FIGURE 5.3: Professions
Discussion In the first cluster are some professions that require one
to consolidate one’s emotional skills. People in the first cluster—
artist, insurance, advertisement and social work—may need to ex-
press feelings, identify and label feelings and manage and control
impulses. That is exactly the reason why EQ scores of these
professions are found to be extremely high. These professions may
also require interpreting emotional cues that may influence social
behaviour. These emotional competencies may help them in prob-
lem solving and decision-making. These are also the professions
that require use of non-verbal skills such as communicating through
eye contact, facial expression, and tone of voice or gestures. For
example, it is the job of an insurance salesperson to approach
prospective clients to sell insurance policies. Experience shows
that a number of people slam the door on the salespersons’ faces,
resulting in a feeling of acute frustration. It is, therefore, under-
standable that this profession requires an extremely high level of
EQ to help an insurance salesman re-access his/her capabilities and
evolve fresh strategies to overcome similar feelings in the future. An

insurance salesperson, therefore, needs to be an optimist, an impor-
tant emotional competence and one with high EQ will take failure
as a challenge without getting demoralised. A US-based national
insurance company has also found that salesmen who were weak in
emotional competencies such as self confidence, initiative and
empathy sold policies with an average premium of US $54,000 only,
but those very strong on these emotional competencies sold policies
with premiums worth US $114,000.
In the second cluster, are professions that require a high level
of EQ. For example, the teaching profession requires emotional
competencies such as rapport, harmony and comfort while dealing
with groups. A teacher with high IQ may not necessarily be high
in these emotional competencies. Hence, teachers with high EQ
seem to exhibit open and free expression of ideas that lead them
to creativity and mutual respect. In the police profession, a person
has to constantly work under stress emanating from threat to life,
while encountering criminal elements and dealing with communal
clashes. The police officer is expected to handle the situation
tactfully and the job requires firmness and empathy in appropriate
doses. A police officer with high EQ knows how to manage
emotions of people, emotions of victims in difficult times such as
ethnic clashes, rape, political demonstrations and student strikes.
Political leaders, as well as successful businessmen/entrepreneurs,
advocates, and the people engaged in tourism are supposed to be
high on EQ.
The remaining eight professions in the third cluster—judiciary,
administration, information technology, medicine, banking, engi-
neering, accountancy and nursing—have obtained average scores
in the EQ test. This is indicative of a trend that these professions
may not require a high degree EQ. In other words, a moderate
level of EQ appears to be sufficient to be successful in these
professions. Bureaucrats, for instance, display average EQ scores,
and need to have self-confidence, motivation and the ability to
manage emotions. At the same time, they face conflict, stress and
burnout from internal and external factors. These findings show
that IAS officers with moderate EQ can deal with situations
effectively. The judiciary also displays a moderate EQ score. The

field of information technology needs a dedicated and individu-
alistic approach at the workplace. The software engineer, computer
programmer or computer engineer has to concentrate on program-
mes that require minimal interaction with people. Hence, it is not
surprising that the study has thrown up an average EQ scores in
these professions. Other researchers have also found that scien-
tists, engineers and IT professionals may prove to be effective in
their professions even with a moderate amount of EQ. Similarly,
in medicine, banking, engineering and accountancy professions,
the job is entirely impersonal, involving monetary transactions and
financial matters that usually have little or no interaction with
people. In financial institutions, rules and regulations are well
defined and cannot be changed or modified. Hence, an average
EQ is fine in these professions.
We may conclude by saying that different professions do require
different levels of EQ. However, having a high or average EQ
cannot simplistically be labeled as ‘good’ or ‘bad’ in a profession.
It is necessary to have the right balance of various emotional
competencies that can help one become a star performer. We have
also found that although many professions exhibited moderate
EQ, it should not be interpreted that high EQ is not required in
these professions.
VI. EMOTIONAL INTELLIGENCE OF IAS OFFICERS
The present study had been conducted at University of Delhi,

Department of Psychology by Roopsmita Rajkhowa in 2002. The
Indian Administrative Service (IAS) is the highest-ranking civil
service in India and is the successor to the erstwhile Indian Civil
Service of British India. IAS officers hold key positions in gov-
ernment both at the Centre and in the states. After selection,
officers are assigned to a state IAS cadre. During the normal
course of a career, they are posted at the sub-division and district,
and serve in the state secretariats or as head of departments of field
offices. Officers may move from positions at the state, under
deputation to the Central Government, central public sector

undertakings, recognised autonomous organisations, etc. At a senior
level, such as special secretary or secretary to the Central Govern-
ment, the selected officers usually continue to work till they retire
at the age of 60. The IAS examination conducted by the Union
Public Service Commission (UPSC) is supposed to extend equal
opportunities to all. The Indian Administrative Service is a legacy
of the British period; the British, who ruled India for almost two
centuries, established a system of bureaucracy whose two out-
standing features were its ‘elitism’ and ‘loyalty’ to its masters. The
system dates back to Macaulay’s Report of 1854 that demonstrated
his profound belief in liberal education. As an all India service, it
is under the ultimate control of the Union Government, but is
divided into state cadres, each under the immediate control of a
state government. Today, the IAS is the core of the country’s
administrative structure, which shares its tasks with a number of
other all India, central and state services.
The typical IAS officer displays a curious crab-like attitude: he
dawdles over the simplest of decisions, vacillates when it comes
to taking the big initiative, and displays a keen sense of self
preservation. At the first sense of danger, which he can sense rather
well, he dives into his shell and shirks all responsibility. His
dithering is born out of fear that he will be trapped in some
departmental enquiry, face suspension or transfer or receive an
termination order terminating for taking some action that annoys
the people who wield influence. So, there is a heightened sense
of insecurity and frustration that paralyses initiative, drive, zeal or
enthusiasm. He is unable to go out of his way to clear files that
are stuck in the bureaucratic labyrinth because he fears he will be
suspected of showing undue favour in exchange for some grati-
fication. If he goes strictly by the rules, he is accused of harassing
the public and is labeled a heartless bureaucrat. Hence, the civil
servant is often confused about the correct course of action.
Emotionally they are not in a position to express themselves due
to their high status and position in the government and in society.
Most tend to suffer from depression and loneliness at the height
of their career, where they cannot share their thoughts, values and
perceptions with their seniors or colleagues. He is often forced into

a tense standoff with fellow bureaucrats, politicians, businessmen
and the judiciary. Despite a well-laid-down policy on transfers and
postings of officials, politicians interfere in appointments by trans-
ferring their favourite officials to their constituencies or areas of
influence, irrespective of whether this is in accordance with the
policy. Senior bureaucrats are often shunted out of their positions
if they try to resist such interference. Bureaucrats become
demoralised and feel humiliated, angry, disgruntled and extremely
unhappy. They seem to have no remedy against such situations and
silently bear the pain. Often, businessmen and industrialists form
a nexus with politicians and put pressure on these officers; some-
times, even MLAs and MPs make unreasonable demands and ill-
treat bureaucrats. Bureaucrats often tolerate this, but sometimes
there are angry exchanges. The higher judiciary often serves con-
tempt notices on bureaucrats for failing to comply with High
Court orders, though the bureaucrats may not be wholly or directly
concerned with the subject. This creates unnecessary tension and
conflict; and officers have to often tender apologies before the
court in accordance with the existing law of the land. Sometimes,
the media also joins hands with politicians in order to get petty
favours from them. The Press publishes unauthenticated reports
against bureaucrats that hurt and demotivate an able officer.
Bureaucrats themselves have axes to grind, resulting in conflicts
amongst themselves. There have been innumerous instances of
senior bureaucrats maltreating juniors, writing unfavourable as-
sessment reports on the performance of non-complying juniors,
being unsympathetic to juniors’ genuine problems, expecting too
much from young, inexperienced officers, or vying with each other
for top positions in the hierarchy. Such conflicts create confusion
in administration, slow down the development process, lower the
efficiency in delivery of public services and bring a bad image to
the entire bureaucracy.
This pioneering research has been carried out using the emo-
tional intelligence test published in the first edition of this book.
The researchers were increasingly convinced that negligent amount
of work has been done in this area and they undertook this study
to get a deeper insight into emotional makeup of Indian Admin-

istrative Service (IAS). An attempt has been made in this study
to establish the EQ of IAS officers in India. The problem is an
open-ended one with no hypothesis made in advance, as it is an
exploratory study.
The objectives of the present study were twofold:
1. To make a profile of the various EQ levels of IAS officers,

and
2. To compare the emotional intelligence of Group I and Group
II (46–60 years) officers and to examine significant differ-
ences, if any, between the groups.
The sample consisted of 60 IAS officers belonging to the

Assam cadre. The sample was further divided into two groups on
the basis of age. Group I consisted of officers in the age group of
30 years to 45 years and Group II, consisting of officers in the age
group of 46 to 60 years. In the present study, incidental sampling
technique was used. This is part of the non-probability sampling
technique, which states that there is no way of estimating the
probability that each element has an equal chance of being in-
cluded in the sample. This technique is characterised by collecting
data from the first available individuals of the population.
The tool used for the present study was a structured question-
naire called Emotional Intelligence Test developed by Professor
N.K. Chadha (see Chapter 7). The selection of EQ test was guided
by the applicability of the measure in the Indian context, high
reliability and validity of the instrument and ease in its adminis-
tration. After selecting the sample, all the respondents were pro-
vided with an idea about the purpose of the study. The EQ test
was administered after necessary instructions were given to the
respondents. Only willing respondents were given the question-
naire, a rapport was established and maintained throughout the
period of data collection. Maximum care was taken to see that no
item was omitted and respondents were assured that their indi-
vidual results would be kept confidential.
The findings have been summarised in Table 5.7.
TABLE 5.7: Mean and Standard Deviation (N = 60)

on the Variable of Emotional Intelligence
Variable Mean Standard Deviation
Emotional intelligence scores 222.75 30.63
Table 5.7 indicates that the sample has a mean of 222.75 with a
dispersion of 30.63. This implies that the sample falls in the
average to high level of EQ and has homogeneity. In other words,
EQ is normally distributed in the sample with a large number of
IAS officers falling in the middle category.
TABLE 5.8: Comparison between Group I and Group II IAS Officers

Variable Group I Group II
(30–45 yrs) (46–60 yrs) t
Mean SD Mean SD Value
Emotional intelligence 218.33 28.59 227.16 32.42 0.975
Table 5.8 shows that means for emotional intelligence are

218.33 and 227.16 for Group I and Group II respectively, and the
SD scores obtained are 28.59 and 32.42 respectively for both the
groups. It can be seen here that the mean for Group II is higher
than the mean of Group I, as is the standard deviation score. The
t obtained for the Group I and Group II officers has not been
found to be significant for the variable of emotional intelligence,
i.e., no significant difference between the means was noted on the
variable emotional intelligence across ages.
The data obtained has further been presented graphically for
better understanding. Table 5.9 shows the profile of the various
TABLE 5.9: EQ Level of IAS Officers

Sr. No. EQ Level No. of Officers
1 High 9
2 Average 46
3 Below average 5
Total 60
levels of EQ under which the IAS officers fall (absolute numbers).

An individual is allotted to a particular level according to his/her
score obtained.
It is evident from Table 5.9 that the majority of officers are in
the ‘average’ category of emotional intelligence, i.e., 46 out of a
total number of 60 officers, which is around 77 per cent, while 15
per cent are in the high EQ level and the remaining in the low
EQ level. A graphical representation of the same is shown in
Figure 5.4.
FIGURE 5.4: EQ Level
Interpretation of the results shows that on emotional intelli-

gence, the mean scores for the total sample has been found to be
222.75; this score falls under the percentile rank of P-50, which
is average. It is seen that 77 per cent of IAS officers fall in this
category. It appears that a moderate level of EQ is sufficient for
dealing effectively with their organisational needs and job require-
ments: acknowledging and understanding the feelings of self and
others, and handling stress and conflicting situations. However, 15
per cent of IAS officers have shown high EQ scores, implying
thereby that there seems to be a trend among IAS officers to move
from moderate to high EQ scores.
For Group I (30–45 years) and Group II (46–60 years), the
means for emotional intelligence are 218.33 and 227.16, respec-
tively. It may be observed that Group II is slightly higher on the
EQ score as compared to Group I. This indicates development of
EQ with age, although the scores of both groups fall in the average
EQ category. The variation in scores, i.e., standard deviation is also
found to be higher in Group II than in Group I. This shows that
the older group among the IAS officers is higher on EQ than the
younger group though the difference is not statistically significant.
In other words, it appears that EQ is independent on age. This
raises a question: Can EQ increase with age? Maybe one can
acquire more knowledge and maturity as one grows older. Age also
seems to bring more experience and help in handling the hassles
in life.
VII. EMOTIONAL INTELLIGENCE AND

LEADERSHIP BEHAVIOUR
Introduction
B.K. Punia (2005), in the study conducted by him, found that
leaders with higher emotional intelligence see changes as oppor-
tunities for betterment, and they cherish not stability but ongoing
development of individual workers and of the organisation itself.
This entire phenomenon paradigm shift delves into the concept
of emotional intelligence and leadership behaviour. The basic
contention of this research is to develop a generalist view about
the impact of emotional intelligence on leadership behaviour of
Indian corporate executives. The paper unfolds the existing lead-
ership frame vis-à-vis emotional intelligence level of Indian ex-
ecutives, drawn with help of standard scales on the subjects. The
paper concludes with certain important guidelines for enhancing
leadership effectiveness through emotional intelligence specifi-
cally tailored to Indian industrial environment.
In Indian business, CEOs are often heard saying ‘business done
by brain and not by heart’. They view that people with low
emotional intelligence lead to low productivity and poor manage-
ment. Indian professional approach at large could be felt to be very
traditional, i.e., non-emotional approach devoid of personal rela-
tions. Many fatal flaws are related to classical emotional failures,
such as poor working relations, authoritarianism or excessive
ambition and conflict with top management. It is healthy for

mind, body, heart and spirit to experience feelings as and when
they arise. Leaders who are attuned to their own feelings and the
feelings of others can use their understanding to enhance the
organisation’s effectiveness.
Scope and Methodology

The study at hand has been conducted to examine the leadership
frame of Indian executives, their level of emotional intelligence,
and also to ascertain the impact of emotional intelligence on
leadership orientation and behaviour of the executives. The study
also aims at suggesting guidelines for enhancing leadership effec-
tiveness through emotional intelligence. Though study has been
conducted in the Indian subcontinent yet its findings can be
equally useful for rest of the Asian countries due to similarities
in the work cultures. In the present study an exploratory-cum-
descriptive research design has been followed to reach at the
above-mentioned objectives. Data has been collected from 250
executives by applying convenience-cum-purposive sampling.
Though data has been collected from the executives working in
different organisations of the National Capital Region, Delhi, yet
due care has been taken to pick up the respondents from diverse
geographical regions and religions to make the sample represen-
tative. The data has been collected with the help of three scales/
inventories developed by three distinct authorities in their respec-
tive fields. The first scale on Leadership Orientation helps in
studying the four-leadership frames, i.e., structural, human re-
source, political and symbolic frames of a learning organisation.
This scale consists of six questions with four options of each and
the respondents were asked to rank them from four to one to
ascertain their leadership frame. Lawrence Otis Graham has de-
veloped the second research instrument on Leadership Develop-
ment that aims at knowing the ‘passive bias’ of a leader. This
instrument consists of 12 statements to be answered in yes or no,
and gives a leader’s behaviour in his surroundings and its impact
on decision-making, as a leader should definitely consider ways to
become more diversity aware and culturally sensitive. The third

instrument, an Emotional Intelligence Test, has been developed
by N.K. Chadha, a psychologist at University of Delhi. This test
consists of 15 different situations with five options of each to
measure the level of emotional intelligence in a leader. The data
collected with the above mentioned there research instruments has
been duly analysed, interpreted and correlated to reach at the
objectives of the study.
Results and Discussion

The data collected with the help of research instruments has been
analysed and interpreted on the basis of different demographic
factors like age, sex and marital status. As the organisations of
the day are operating in the global world, hence it calls for dealing
with diversity on a broader stage than ever before. Dimensions of
diversity are both primary such as gender, age and secondary such
as marital status, religion etc. There are several reasons for
organisations for recognising the need to value and support the
prevailing cultural diversity. This phenomenon of diversity has
made the task of the present day business leaders much challeng-
ing. Only those leaders with higher amount of emotional stability
are expected to be more effective and gain competitive advantage.
The ensuing discussion deals with unfolding the existing leader-
ship frames, passive bias towards diversity and emotional intelli-
gence level of Indian executives on the basis of three variables—age,
gender and marital status to ascertain the leadership styles in
relation to emotional intelligence in learning organisations.
Impact of Age on Emotional Intelligence and

Leadership Behaviour
Age-wise respondents were categorised in four age groups, i.e.,
executives with less than 25 years, 26–35 years, 36–45 and above
45 years of age. The results on the leadership frames reveal that
personnel below 25 years of age and those in the age group of
26–35 are of multiple type leadership frames, while those in age
groups of more than 35 years are of humanistic frame. This

connotes that the young generation of executives have long-range
vision and they recognise and support a diverse organisational
community. It also signifies that lower age group executives are
more willing to work in global world and trap opportunities from
various cultures by capturing unique characteristics of others.
However the personnel above 35 years of age have been found less
prone to multiple orientations as their experience has turned them
to be humanistic and ensnare the opportunities in the same culture
instead of diversified one. The results further illustrate the level
of passive bias of executives in relation to their age. It can be
gauged that personnel above 45 years of age have high passive
bias, while a absolute passive bias is totally absent from any of the
age groups. Though a medium level of bias has been recorded
significantly in every age group, yet it is highest in the executives
who are less than 25 years of age. Hence it can be concluded that
the degree of passive bias increases with age, which in turn indi-
cates that the executives with growing age resist changes, and like
to work in their own manner. The phenomenon of resistance to
change increases bias, which is neither appropriate nor desirable
for the individual, organisation and the society at large. The results
demonstrate the emotional intelligence level of the executives in
relation to their age reveals a parabolic trend. It means that a
person’s emotional intelligence level first increases with the age,
reach at a peak and than start decreasing. In the age group of below
25 years about 50 per cent respondents have an average level of
emotional intelligence; those in the age groups of 26–35 years and
36–45 years have recorded high level of emotional intelligence
to the tune of 39 per cent and 54 per cent respectively. 80 per cent
of personnel above 45 years of age have shown an average level
of emotional intelligence. Thus the respondents above 25 years
but less than 45 years of age have witnessed comparatively more
emotional stability.
The analysis above concludes that the person’s leadership style
changes with age. As and when a person is less willing to adapt
to changes and bring diversity, it will lead to a bias. The reason
behind this lies in the fact that with growing age though a person’s
emotional stability increases, but after peak it starts declining

thereby creating proportionate relationship between emotional
intelligence and leadership behaviour of the executives.
Impact of Marital Status on Emotional

Intelligence and Leadership Behaviour
Generally, it is believed that a person’s life gets a sea change after
marriage due to additional responsibilities, changes in the priori-
ties, interchange of culture etc. This occurrence of change is bound
to affect the performance of the person at the work place as well
and the industry executives who are already burdened with the
office work. Therefore, to what extent the marital status affect the
emotional stability, leadership frame and the bias of executives at
work place is very relevant and timely in this milieu. The findings
reveal that unmarried executives generally opt for multiple frames
followed by structural frame of leadership. Married executives give
equal preference to multiple and humanistic frame of leadership.
It is also worth noting a fact that unmarried executives did not
register their option for humanistic and symbolic frame at all. This
difference in the leadership frames perhaps may be due to other
factors and additional responsibilities and not because of marriage.
Though the degree of biases is affected least according to martial
status yet the married executives are comparatively biased as com-
pared to unmarried executives. Though emotional intelligence
does not seem to be dependent on the marital status of a person
yet it gives some interesting findings on the subject. The level of
emotional intelligence in both the categories, i.e., married and
unmarried executives has been found to be high or average, how-
ever unmarried executives have registered higher amount of
emotional stability. Comparatively lower emotional intelligence in
the married executives seems to be an outcome of overwork and
additional and diverse type of responsibilities. The analysis of
above shows that there is not significant correlation between
martial status, emotional intelligence and leadership behaviour.
Whatever little variations have been observed seem to be an
outcome of other factors and not that of marriage.
Impact of Gender on Emotional Intelligence

and Leadership Behaviour
Men and women are two equal partners of the society, and even
Indian constitution does not permit to discriminate on the basis
of sex. However Indian women generally have to face discrimina-
tion due to her being female. Though this tendency is disappearing
with advancement of the society yet it has not fully liberated from
it. The change in the attitude of the society has also led the
corporate world to change its outlook and attitude towards women
executives. Many research studies have been conducted and the
growing organisations’ philosophy towards gender equality has
come in the form that today women are expected to ‘look like lady
and act like man’. Moreover the organisations of the day are now
emphasising on the women leadership due to specific advantages
of the same and we find hardly any organisation/department
where women are not leading. May be it is service sector, manu-
facturing sector or any other administrative assignment women
have marked their presence in bold. In spite of this all certain
misgivings with regard to leadership styles of women executives
are still present in the Indian minds. So whatever variations emerge
on emotional intelligence and leadership behaviour executives on
the basis of gender is the subject of discussion for this section.
The study clearly brings out the leadership frames as adopted
by the executives. It can be envisaged that men executives generally
go for multiple frame of leadership in contrast to female executives
who are more oriented towards structural and humanistic frame.
This supports the fact that male executives are accepted more as
the marketing, production personnel and are developed as such,
while women executives are more acceptable in human resource
management, financial management (office job) departments due
to her leadership frame and orientation of being structural or
humanistic. The wide difference on the basis of sex has made the
Indian women to believe that the marketing field is not her first
cup of tea and that is why the number of women executives in
this field are comparatively less but those who have established
themselves herein are very successful. The findings also portray the
level of passive biases in both the genders and it may be observed

that male executives are more prone to bias as compared to the
female executives. Female executives being more humanistic and
tolerant have been found less biased in decision-making. In the
Indian culture it is the general saying that female is another name
of sacrifice and patience, which in turn speaks about her emotional
stability. The gender wise level of emotional intelligence shows
that women are more emotionally stable due to their high level
of emotional intelligence. EQ of majority female executives has
been found high and average; where as the male counterparts are
low in the EQ level which leads us to conclude that women are
more capable of handling the people and recognising their needs
as compared to men. Hence it can be concluded from the above
discussion that women executives go for humanistic or structural
frame of leadership in contrast to male executives who go for larger
amount of multiple frame. Male executives’ decisions are generally
more biased as compared to female executives and women execu-
tives have been found more emotionally stable making them
effective leaders.
Conclusion
The opening up of the Indian economy through liberalisation,
privatisation, globalisation and natural thrust towards information
technology had made the task of Indian managers more demand-
ing. The challenges get multiplied when the industry executives
have to work in diversified work cultures. The workforce diversity
has not only affected the emotional stability of the executives but
has also come on the way of leadership behaviour and effective-
ness. In the present study it is found that a person’s leadership style
changes with age. As and when a person is less willing to adapt
to changes and bring diversity, it will lead to a bias. The reason
behind this lies in the fact with growing age though a person’s
emotional stability increases, but after peak it start declining thereby
creating proportionate relationship between emotional intelligence
and leadership behaviour of the executives. Marriage does not
come much on the way of a leader in terms of his behaviour, and
emotional stability. Women executives have been found with

humanistic or structural frame of leadership. Male executives’
decisions are more biased as compared to female executives but
women executives have been found more emotionally intelligent.
In nutshell tomorrow is the day of those industry executives who
are more emotionally stable and show leadership effectiveness
even in diverse circumstances irrespective of their age, marital
status or gender.
The study shows the linkage between emotional intelligence
of leader and the performance indicates a positive correlation.
When a leader exhibits competencies like initiative, nurturing
attitude, team building, self-confidence, achievement motivation,
and empathy etc, the performance is bound to be more effective.
The results of the study can be translated into specific suggestion
to enhance leadership effectiveness and that through emotional
intelligence. A leader’s passion for work reasons less for money or
power and his ability to pursue goals vigorously and persistently are
more important. Instead of securing short-term gains, achieve-
ment for the sake of achievement should be the goal of every
manager and which in turn need high level of achievement moti-
vation in the leader to help him in leading from the front. Every
leader should be aware that his job is as much about getting people
to work together as a team, as it is about motivating individual
member of the team. Thus, the leader’s aim should be to build a
team, which is cohesive, self-supporting and must know where it
is going. In order to develop a team spirit, high morale and induce
a feeling of shared responsibility for achievement, the leader must
foster an environment of mutual trust and confidence and create
a feeling of interdependence among the team members.
VIII. RELATION BETWEEN EQ AND

IQ AMONG ADOLESCENTS
Lakshmi Sitaram (2005) defines the term adolescence as to be the

period of transition from dependence to self-dependence. Adoles-
cence is generally considered to include the years from the onset
of puberty, or approximately age 11, through age 19 years. The

overall growth and development leads adolescents to experience
anxieties and uncertainties, which adds to the adjustment prob-
lems of the youth. It has been found that the most common causes
of all the problems among adolescents are mental illness, poor
ability in resolving conflicts and handling emotions. Understand-
ing the characteristics, needs, interests, problems and growth
potential of maturing adolescents is necessary to help them expe-
rience a gradual and relatively peaceful development from early
childhood to adulthood. In some cases, excellent emotional con-
trol, social adaptability and intelligent behaviour are evident, while
in others little evidence of maturity in these developmental aspects
is seen. In fact, the term intelligent behaviour is being substituted
for intelligence, to stress the functional implication of its meaning.
Intelligence involves not just a single ability; its multiple abilities,
categorised as cognitive and non-cognitive intelligences, assess a
person’s performance in more than one domain. The children who
are better able to cope with stress, get along with others and enjoy
their lives become less impulsive and more successful problem
solvers and adapters.
Adjustment in adolescents is defined as a continuous process
of maintaining harmony among the attributes of self and the
environmental conditions that surround them. Adjustment is
just an ability to select appropriate and effective measures to meet
the demands of the environment while maintaining a healthy
attitude towards the circumstances. During adolescence, when
the body changes from that of a growing child to that of an adult,
this change needs adjustment in both physical and psychological
aspects.
Among the innumerable variables that may influence adjust-
ment, birth order and demographic factors are the most influenc-
ing ones. Birth order is the sequence of birth of children in a given
family. Other demographic factors like age, gender, type of family,
socio economic status, number of siblings must also be considered.
Adolescents who are normally known to be emotionally malad-
justed can be identified through this study and studied in relation
to their social environment.
The objective of the present study is to understand intelligence,

emotional intelligence and adjustment and also to find the rela-
tionships between intelligence, emotional intelligence and adjust-
ment among adolescents. The sample included a population
comprising male and female adolescents in the age range of 15–16
years. A majority of them belonged to nuclear families and nearly
41 per cent of the families had two children, while 48 per cent of
the families belonged to a mid-socio-economic background.
The significant findings of the empirical research are summarised
as under:
l Overall assessment of adolescents The results reveal that

most of the adolescents fall under the average category on
intelligence, emotional intelligence and on adjustment too.
On intelligence, 41 per cent of adolescents fall under average
category while on emotional intelligence, 50 per cent were
found to have average emotional intelligence. On adjust-
ment, again 50 per cent males were found to have average
adjustment while in females 45 per cent of them had average
adjustment.
l Factors affecting intelligence Except for gender, all other
factors like age group, birth order, type of family and socio
economic statuses was found to have influenced the perfor-
mance of adolescents on intelligence.
l Factors affecting emotional intelligence The patterns of
emotional intelligence levels did not vary much with the
influence of gender, age, birth order and type of family. The
only factor, which was found have affected the performance
on emotional intelligence was socio economic statuses of
adolescents.
l Factors affecting adjustment and its dimensions Accord-
ing to the result, the factors that influenced overall adjust-
ment were age, type of family, birth order and socio economic
status.
l Correlation among intelligence, emotional intelligence and
adjustment Correlation between emotional intelligence and
intelligence reveal that there is a positive correlation between
the both but the correlation per cent was just 19 per cent,
which is a mild correlation percentage. Emotional intelligence
was also found to have positively correlated with adjustment.
Higher the individual’s ability to be aware of his own and
others emotions, higher will be the ability to maintain a
harmonious relationship between himself and environment.
It was also found that Intelligence had positive correlation
with adjustment.
l Interaction of intelligence, emotional intelligence and ad-
justment as dependent variables Regression analysis be-
tween the variables, factors and their interactions revealed
the following: Adjustment, intelligence, socioeconomic sta-
tus and an interaction of these variables can be used to
predict emotional intelligence. Similarly, it was found that
adjustment, emotional intelligence, socioeconomic status and
an interaction of these variables can be used to predict in-
telligence in adolescents. The analysis also revealed that
Emotional intelligence and number of siblings can be used
to predict adjustment in adolescents.
The study concludes that a positive relation was observed be-
tween emotional intelligence, intelligence and also with adjust-
ment. Though the relationship among these are not very strong, it
can be stated individuals who can adjust themselves better and who
have good intelligence quotient, will be in a better position to cope
with stress, get along with others, and enjoy their lives. They are
usually found to be less impulsive and more successful problem
solvers and adapters. Development of these facets of emotional and
personal aspects can significantly help optimise academic poten-
tial, interpersonal relationships, and ultimately, life success.
IX. EQ AND MANAGERIAL EFFECTIVENESS:

AN INTERNATIONAL STUDY
Objectives
Dalip Singh (2005) explored the nature of management practices
in Indian organisations and those that prevail in organisations
managed through Japanese, American and European managerial

systems. Emotional intelligence and managerial effectiveness have
been considered as dependent or consequent variables for the
purpose of the study to establish their relationship with the dif-
ferent management styles. In addition, an attempt has been made
to arrive at an operational definition of emotional intelligence in
the Indian context. Further, this study also looks into gender and
positional issues dealing with job-related activities. The interface
of managerial effectiveness and emotional intelligence with demo-
graphic variables is also subject matter of the study.
Emotional intelligence, and its relevance for organisations, is of
utmost importance to modern day managers. Organisations do not
deal with materials alone, they also deal with people. The emo-
tional intelligence of an organisation can be judged from the way
it deals with issues of leadership, interpersonal relations, commu-
nication and relations with other organisations. How do managers
counter stressful and conflicting situations? How do they handle
frustrations? The answers to some of these questions could reflect
the emotional intelligence of a manager.
Managerial effectiveness is a crucial element of an organisation.
An organisation’s functions and behaviour are influenced by the
degree of its managerial effectiveness. If a manager is able to
recognise his own strengths and weaknesses and also that of his
subordinates, understands the requirements of his job well, uses
his own strengths and overcomes weaknesses through continuous
learning on the job, he/she may be considered as effective and at
the same time successful in motivating the subordinates and achiev-
ing the goals of the organisation.
Organisations Studied
Four organisations, with Indian, Japanese, American and Euro-
pean management and operating in India for the last two years,
were taken into consideration for the present study. The total
sample size was 204, comprising 83 middle-level managers and
121 senior-level managers. Also, the sample consisted of 149
males and 55 females. Only those managers who were at least
graduates, with more than five years of experience, aged 26 years

or more, and earning more than Rs 20,000 per month were
selected randomly for the data collection.
Method of Data Collection

The questionnaire method was used for the purposes of data
collection. The Emotional Intelligence Test designed by Chadha
(2002), the Managerial Effectiveness Test designed by Kaur (1998)
and Information schedule were used. All required precautions
were kept in mind while collecting the data. Statistical analysis was
done to interpret the results, and which included descriptive analysis,
inferential analysis, correlational analysis, content analysis and
graphical representation.
Conclusions
The main conclusions of the present study are enumerated below:
1. The Correlational analysis has revealed that there is positive

relationship between emotional intelligence and managerial
effectiveness of managers. For instance, the managers high
on emotional intelligence would generally be high on mana-
gerial effectiveness also and vice-versa. Emotional intelligence
has been recognised as a key determinant to managerial
success in today’s high stress environment both in life and
as work. The available research conducted on the subject
shows that people with high emotional intelligence are
happier, healthier and more effective on the job. This is
because they have an awareness of their feelings and are able
to strike a balance between reason and emotions that makes
them good leaders and team players. Managerial Effectiveness
on the other hand is defined as achieving the organisational
goals and objectives effectively. From the results of the present
findings, it may be concluded that a high and positive rela-
tionship exists between emotional intelligence and manage-
rial effectiveness.
2. Another significant conclusion of the present study is that

emotional intelligence and experience are found to be posi-
tively and significantly related to each other. These findings
support the view that experienced managers are more emo-
tionally intelligent than the less experienced ones. Experi-
ence may be defined as having more years of service in terms
of years, maturity gained over a period of time and during
training activities. The present research concludes that as a
manager gains more experience and maturity by spending
longer periods on a particular job, he/she exhibits higher
emotional intelligence.
3. The study also concluded that male and female managers
are positively and significantly different on the variable emo-
tional intelligence. The mean scores indicate that female are
higher on emotional intelligence as compared to males.
The Consortium for Research in Emotional Intelligence in
Organisations (2005) has also reported that men and women,
as groups, tend to have a shared gender-specific profile of
strong and weak points. An analysis of emotional intelli-
gence in thousands of men and women reveal that women
were more aware of their emotions, showed more empathy
and were adept interpersonally. Men on the other hand were
more self-confident and optimistic, adapted more easily and
handled stress better.
4. The results obtained were further subjected to comparison
among the Indian, Japanese, American and European
organisations. The conclusions arrived at are as follows:
l Comparison of managers of American and European

organisations showed that American managers are high
on the variables qualification, level and income, while
European managers are high on experience, managerial
effectiveness and emotional quotient.
l While comparing managers of American and Japanese
organisations, it has been observed that American man-
agers are high on qualification, experience, level, manage-
rial effectiveness and emotional quotient. Japanese
managers are high on only one variable as compared to

their American counterparts, that is, income.
Managers of American and Indian organisations showed
different competencies: American managers are high on
qualification, age, income and managerial effectiveness,
while perusal of mean scores of their Indian counterparts
shows that they are high on experience and emotional
quotient.
Comparison of managers of European and Japanese
organisations revealed that European managers are high on
five variables: qualification, experience, age, managerial
effectiveness and emotional quotient. In contrast, Japanese
managers are found to be high on only one variable—
income.
While comparing managers of European and Indian
organisations, it has been observed that European man-
agers are high on qualification, experience, managerial
effectiveness and emotional quotient, while Indian man-
agers are high on age and income.
Managers of Japanese and Indian organisations showed
different competencies when compared with each other.
While Japanese managers are high on the variables quali-
fication and income, Indian managers scored high on
experience, age, managerial effectiveness and emotional
quotient.
5. The conclusions drawn from the study of the four organis-

ations are now discussed from the perspective of the variables
emotional intelligence, managerial effectiveness, qualification, age,
experience and income.
EMOTIONAL INTELLIGENCE
The study has revealed that European managers lead in emotional
intelligence as compared to the rest of the sample, followed by
Indians, Americans and Japanese, in that order. These conclusions
may be seen in Figure 5.5.
280
260
Meanscore
240
220
200
India Japan America Europe
FIGURE 5.5: Comparison of Four Groups on the Variable

‘Emotional Intelligence’
It may be concluded that a high score on emotional intelligence

by European managers shows that they are emotionally intelligent
as compared to others. Although, a European managerial model
has not yet been developed, the synthesis of the business cultures
of important countries of this region—England, Germany, Italy,
France and Sweden—prove that European managers handle their
personal and professional life intelligently. For instance, they have
a higher degree of risk avoidance and are rather unwilling to take
a risk and pursue an uncertain venture. The most successful people
in life are considered to be the ones who have learned to manage
their emotional reactions, to neutralise or transform negative
emotions and processes and gain new richness of experience.
Spencer (1997) analysed more than 300 top-level executives from
15 global companies and found that characteristics like achieve-
ment drive and leadership emotional competencies distinguished
‘star performers’ from the average.
The results also show that Indian managers are high on emo-
tional intelligence, coming just after the Europeans. This signi-
ficant finding is clearly reflective of Indian management culture
and business environment. Indian firms reflect an emotional
environment with elements of familial bonding being carried over
to the workplace, as seen in relationships between employer and

employee (Chadha 2005). This explanation leaves no doubt that
Indian managers are indeed high on emotional intelligence and
this finding is perfectly in tune with the philosophy of Indian
management systems.
American managers are also high on emotional intelligence
and adopt emotionally intelligent behaviour in their personal and
professional life. This phenomenon may be explained by the Ameri-
can way of living. People in the West grow up with comparatively
less emotional security due to factors such as high divorce rates,
single parent families, and so on. As they grow up, they find a
sense of stability in their seemingly unstable and insecure atmo-
sphere. Thus, when they start working and find a management
culture that is contractual in nature, with a hire-and-fire style,
they are not disturbed. In fact, such a situation motivates them
to work harder. The net outcome of such management practice
is that the Americans have learned to manage their emotions
intelligently early in life. This also helps them in their professional
life by making them adept at tackling the turbulent situations on
the job: retrenchments, contractual agreements and hire-and-fire
management systems, stress, frustration, burnout, anxiety and
interpersonal conflicts. It may be concluded that the American
system of management teaches managers to manage their emo-
tions intelligently.
Although Japanese managers are lower on EQ as compared to
European, Indian and American managers, they are in the cat-
egory of moderate emotional intelligence. The Japanese believe
in lifelong employment, where workers spent their entire working
life with a single enterprise, which in turn provides employees a
feeling of security and belongingness. The Japanese reflect group
behaviour where every one helps the other for a common cause.
They have a culture of sharing, where even enemies help each
other in order to survive, and this is an important indicator of
emotional intelligence. This also explains why the Japanese, in
general, feel that they are part of a larger community where what
they do is important to everyone. This culture enables Japanese
managements to get considerable involvement from workers.
Their emotional bonding is reflected in simple gestures such as

the top brass and ordinary staff wearing the same uniform, eating
in the same canteen and using the same parking lot. Hence, the
conclusion that the Japanese have a moderate level of emotional
intelligence is in tune with their management model.
MANAGERIAL EFFECTIVENESS
The comparison of managers of the four organisations reveals that
the European managers have highest managerial effectiveness,
followed by the Americans, Indians and Japanese in that order.
The comparisons are shown given in Figure 5.6.
European managers are high on managerial effectiveness which
is in harmony with European management model, and characterised
by its strength in engineering, technical training and craft. Their
emphasis is on managing the organisation effectively by way of
acquiring more and more knowledge and skills. Such a profes-
sional approach is crucial for being an effective manager. Hence,
it is no surprise that European organisations working in India are
high on managerial effectiveness.
180
175
170
Meanscore
165
160
155
150
India Japan America Europe
FIGURE 5.6: Comparison of Four Groups on the Variable

‘Managerial Effectiveness’
The Americans also believe in three well-established dimen-

sions of management–technical, conceptual and human—which
are fully reflected in the American management culture. They
have also tuned themselves to develop and upgrade their mana-
gerial skills over a period of time. They see competition as one of
the most productive ways of distributing awards. All these mana-
gerial components make American managers more effective than
others, as found in the present study.
We find that on managerial effectiveness, Indians rank after
Europeans and Americans. This is reflective of the fact that Indian
management ethos are largely borrowed from American or Euro-
pean management systems. Indian business is becoming ‘profes-
sional’ due to global competitiveness. The economy is opening up
and restrictions on the industry and business have largely been
removed. The private sector is also opening up and sharing the
profits with social responsibility. The country has made remark-
able progress in information technology, telecommunication, ag-
riculture, technical education, medical science and many other
areas. It may therefore be concluded that the modern day business
knowledge has resulted in managerial effectiveness of Indian
managers.
Japanese managers have scored lowest on the variable manage-
rial effectiveness. Although the Japanese management system is
a well-managed, coordinated style of management, its employees
working in India are found to be low on managerial effectiveness.
This could be because Japanese organisations have a drawback in
terms of inefficient monitoring of and lack of control over their
top management. Another reason could be the practice of ‘rotation’
in the Japanese system where managerial staff is moved around
from job to job over the years. The rotation is fairly frequent,
usually every two or three years, giving the employees very little
time to learn the job well. These factors seem to have resulted in
them having low scores on managerial effectiveness.
QUALIFICATION
The results obtained indicate that American managers have higher
qualifications as compared to the rest of the group. Further,
the Japanese and Europeans are next in the order, and Indian
managers being least qualified.
These findings are significant in that they show that the
American business and management culture motivates a manager
to acquire more and more academic and professional qualifications
in order to move up in the hierarchy. The same appears to be true
in the case of Japan and Europe where also technical, professional
or on-the-job qualifications are considered important. However,
the Indian system of management does not appear to support this
view as Indian managers are seen to be the least qualified. This
could be due to the fact that the importance of ‘Professional
Management’ is not yet considered very important in India.
EXPERIENCE
The findings also reveal that the European managers more years
of experience. Indians and Americans follow them in that order,
and the Japanese have the least work experience.
It may be noticed that all four groups have moderate to high
work experience. This shows that they all value experience of
a manager to achieve organisational goals. These findings are
in tune with the different management cultures prevalent in
these countries. For instance, the European management system
is considered to be professional in nature. In case of India, since
professional management has not yet picked up, there is a ten-
dency to depend on the experience of managers and workers. As
far as American management system is concerned, they still be-
lieve that managerial skills cannot be completely taught and being
able to deal effectively with other persons is either an inborn skill
or can only be developed and upgraded over a period of time.
Though the Japanese managers have scored low as compared to
the rest of the group, they value lifetime employment and link
seniority with wages and promotion.
AGE
While comparing the four groups on the variable age, it has been
found that American managers are of the higher age, followed by
the Indians, Europeans and Japanese, in that order.
This shows that the American management system has more

senior managers in the higher age groups. In the case of India,
a lower age level indicates that young managers can also join
and occupy managerial positions. The same is true of European
and Japanese management systems that encourage younger man-
agers to participate in the decision-making process. This may also
indicate the beginning of professional management practices in
India.
INCOME
The comparison of the four groups on the variable income has
shown interesting results. For instance, Japanese managers have
the highest income level, followed by Americans. The Indian
managers have higher incomes as compared to their European
counterparts but lower than that of the Japanese and Americans.
Significantly enough, though, Europeans have the lowest incomes.
These findings indicate that the Japanese and American
organisations are giving higher wages to their Indian employees
to maintain the best international standards. Interestingly, Indian
organisations are also paying their employees well mainly due to
global competition and demand on quality. The European
organisations are found to be paying lower wages to its employees
in India. This may be because of acute unemployment coupled
with the availability of a sufficient number of professionally quali-
fied managers who are willing to work for lower wages, especially
in foreign organisations. Such an offer gives Indian managers
international exposure, competitive experience and a sense of self-
esteem while working with a foreign employer.
X. EQ AND WELL-BEING OF ADOLESCENTS
Meena Sehgal (1999) proposes that health professionals have

become increasingly concerned with physiological well-being and
ways to promote it, rather than focus on negative dimensions like
anxiety, depression and insecurity. Some of the most common
indicators of positive well-being are happiness, optimism and life
satisfaction. Self-esteem has been defined as the personal evalua-

tion of one’s worth; happiness as the balance between positive and
negative effects; life satisfaction as a ‘global evaluation by the person
of his or her life’; and optimism as the ‘general tendency to expect
a favourable outcome in one’s life’. Presumably, people who believe
that their actions will lead to favourable outcomes will persist in
those actions. If there are individual differences in the tendency to
expect success, optimists would achieve more and have more good
things happen to them. For researchers who emphasise on social
fabric, the theory of life satisfaction as the key indictor of well-being
has gained significance. Life satisfaction seems to complement
happiness. Some other researchers have theorised about Psycho-
logical Well-Being. A multidimensional model of Well-Being
which includes dimensions of Self Acceptance, Positive Relations
with others, Sense of Autonomy Environmental Mastery.
Purpose in Life and Personal Growth is being termed as most
effective. In late 1995 and early 1996, another concept, Emotional
IQ (Emotional Intelligence) or EQ, was identified as the key
to success, well-being and successful relationship. Studies from
hundreds of companies, mostly multinational, has identified the
following qualities of EQ which make people ‘the best from the
rest’ and highly successful, an important aspect of well-being.
Some of the major qualities that make up emotional intelligence
are: (a) Self awareness, (b) Mood management, or control over
emotions, (c) Self motivation or positive motivation which is
the marshalling of feelings of enthusiasm, zeal and confidence,
(d) Impulse control i.e., the essence of emotional self-regulation
and the ability to delay impulse in the service of a goal, and
(e) People Skills or the capacity to know how others feel and
develop good interpersonal skills.
It has been opined that it is not Intelligence (Intelligent Quo-
tient) alone, but EQ (Emotional Quotient) as well, that contrib-
utes to success, happiness, life satisfaction and the feeling of
well-being.
The present study was an exploratory attempt to investigate the
relationship between EQ, intelligence, psychological well-being
and the Eysenckian Personality dimensions.
Sample
The sample consisted of 150 adolescents—75 girls and 75 boys—
between 15 and 17 years of age, selected randomly from Model
Schools in Chandigarh.
Tests & Tools

1. Eysenck Personality Questionnaire (Eysenck & Eysenck
1975).
2. Psychological Well-Being (Verma & Verma 1989).
3. Cattell’s Culture Fair Intelligence Test (1971).
4. EQ inventory, constructed based on Goleman’s concept of
EQ.

Means, standard deviations (SD) and t-ratios were calculated
separately for girls and boys. As none of the t-ratios emerged as
significant, the sample was pooled and treated as one large group
(N = 150) of adolescents. Inter-correlations were calculated among
various measures and the results are presented in Table 5.10.
TABLE 5.10: Means, SDs and Intercorrelations (N=150)

M SD Correlations of EQ with
1. Emotional Quotient 24.34 2.84 1. Psychoticism –.07
2. Psychoticism 6.73 3.14 2. Extraversion .11
3. Extraversion 13.72 3.9 3. Neuroticism .02
4. Neuroticism 9.83 4.53 4. Lie Score .08
5. Lie Score 8.62 3.94 5. Intelligence .20
6. Intelligence 29.53 6.35 6. Psychological 24**
7. Psychological 18.13 3.31 Well-Being
Well-Being
*Significant at .05 level, **Significant at .01 level.
As can be seen in Table 5.10, EQ and IQ dimensions show a

moderate significant positive correlation; Psychological Well-Being
also showed high significant positive correlation with EQ. How-

ever, none of the Eysenckian personality dimensions were related
to EQ. Most earlier researches have linked personality with
emotional experiences. Theoretically, one would have expected a
positive correlation between Extraversion and EQ and negative
correlations between Neuroticism, Psychoticism and EQ. How-
ever, an Israeli psychologist, Reuven Bar-On, who made the first
commercially available test to measure EQ, defined emotional
intelligence as ‘capabilities, competencies and skills that influence
one’s ability to succeed in coping with environmental demands
and pressures which directly affect one’s overall Psychological
Well-Being’. Bar-On 1997 reported low insignificant correlations
between the EQ dimensions of his test and Eysenckian dimen-
sions of Personality. Perhaps, Personality and Well-Being repre-
sent conceptually distinct constructs. Personality traits are stable
patterns of behaviour, whereas Well-Being is a desirable psycho-
logical state that may change in response to life’s achievements.
As proposed by Goleman and Reuven Bar-On, EQ was related
positively with Psychological Well-Being among adolescents in
the present study. To conclude, one may safely propose that the
concept of EQ can go a long way in being used as an index of Well-
Being and mental health, and it can be advocated that this dimen-
sion potentially makes for successful, and psychologically and
mentally healthy, individuals.
XI. THE SOFT ART OF BEING A

TOUGH LEADER
Parmananda Chabungban (2005) proposes that by developing

Emotional Intelligence one can build a bridge between stress and
better performance. In leadership and managing, the soft skills
that a person needs are as important as some of the other skill sets
that he/she brings on board. Stress management, one of the di-
mensions of human resource management, involves several soft
skills, while the concept of Emotional Intelligence (EQ) is logi-
cally qualified to be called the hub of a larger set of soft skills.
Stress is not always bad, but it is a much-quoted ailment at

work. The effects of stress are costly to both the organisation and
the employee if left unattended within a given timeframe. Indeed,
stress at the workplace is actually a barometer of the health of an
organisation. The problem is that havoc is wreaked below the
surface and mild symptoms of stress are often hidden. The symp-
toms of stress are typically grouped under three categories: mental
(anxiety, anger, mood swings, absence of humour), physical (head-
ache, neck ache, sweating, indigestion, weight gain or loss), and
behavioural (acting on impulse, stuttering, drug dependency, chang-
ing jobs). When its severity increases and proper intervention not
done at the right time, the individual may ‘hit the wall’ or even
attempt suicide. In the workplace, this results in high absenteeism,
high rate of accidents, reduced effectiveness, high attrition and
other corporate expenses.
EQ is the ability of person to control impulses and persist in
the face of frustration and obstacles, prevent negative emotions
from swamping the ability to think, feel motivated and confident
and to accurately perceive emotions, to empathise and get along
well with others. It has two spectrums: intra-personal skills and
inter-personal skills. They are the causal factors of distress, and at
the same time for panacea.
Today it is widely believed that EQ, rather than IQ, is the true
measure of human intelligence. Many studies indicate that school
grades and IQ are weak predictors of success in life. It is also
known now that IQ cannot be developed, whereas EQ can be
developed throughout one’s life span. In the workplace, IQ can
help you get hired, but it is your EQ that gets you promotion and
recognition. Emotional skills help push towards better perfor-
mance. It is therefore important to understand the true economic
value of EQ.
Emotional intelligence and performance are correlated. The
human body has a self-controlled feedback system that utilises its
resources for homoeostasis—the tendency of the human body to
maintain internal equilibrium. Distress denotes a break in normal
homoeostatic functioning in the event of a mismatch between
individual capability and ‘demands’. People usually assume that it
is important to reduce stress to prevent burnout (an extreme form

of stress). But ‘rustout’, the opposite of burnout, is no less impor-
tant. If an employee’s capacity is more than what his work de-
mands, he may experience rustout; if his capacity is not meeting
the demand, he may enjoy peak performance; and if his actual
capacity is not meeting the demand, then burnout is a possible
results. In all three conditions, employees need self-regulation to
increase stress respectively to keep it at the optimum. And, this
is where the performance of EQ is hailed.
Every individual has a ‘rational self ’; but when exposed to
stressor(s), it is often pushed aside by stress-building thoughts and
disrupts performance. We can learn to avoid stress-building
thoughts and replace them with ‘stress-busting’ thoughts. Con-
sider these two situations:
1. Stress-builder: ‘My boss did not respond to my “good morn-

ing”. He is displeased with my work. I will get a bad ap-
praisal.’
2. Stress-buster: ‘My boss may be in bad mood, but I should
not be in judgement of this. Unless I get a negative feedback,
I believe he is happy with me.’
The EQ framework incorporates dimensions like self-aware-

ness, flexibility, tolerance, optimism, empathy and social skills (the
ability to get along with others, to work well in teams, to handle
conflicts) that directly or indirectly contribute to stress manage-
ment. It is also true that EI influences performance. There are
interesting findings by Haygroup that high-EI executive teams
out-perform business targets by 15–20 per cent, and high EI
organisations have greater agility, resilience and focus. A 40-year
longitudinal study on 450 boys at Sommerville showed that IQ
has a bearing on performance at work. However, childhood abili-
ties to handle frustration, control emotions and get along with
people have direct links with work performance. Another study
came up with the finding that store managers who are able to
manage their own stress and stay unaffected have the most prof-
itable stores, and that outstanding flight attendants respond calmly
to disgruntled passengers. Similarly, among counsellors, superior

performers tend to respond calmly to angry attacks by clients.
Individuals who scored higher in the ability to perceive, under-
stand and appraise other’s emotions were better able to respond
flexibly to changes in their social environments and build support-
ive social networks. A study carried out in UK’s police service gives
a lucid picture about the positive impact of EQ in successfully
coping with stressful encounters. Another study on 62 CEOs and
their top management teams found that more positive the emo-
tions of people in management teams, the better are the company’s
business results (4–6 per cent higher market-adjusted earnings
per share) than companies with members of diverse emotional
outlooks.
Managers who attended a training programme on understand-
ing emotional responses and relating them to their thoughts and
behaviour showed significant increase in their EQ, general health,
morale, quality of work life and performance, and significantly
reduced stress as compared to those who did not join the programme.
It may be said that emotional intelligence could be a better
predictor of performance than personality. Though controversial,
there are many findings that show a small influence of IQ against
a great impact of EQ, on job performance.
Other studies have revealed that the most valued and produc-
tive employees are those who display high EI. The link between
EI and work performance is more significant in ‘people’ jobs.
Many of the tough challenges in any business involve people
rather than technology. The ability to manage emotions and handle
stress is a key aspect of emotional intelligence that is important
for success.
XII. EMOTIONAL INTELLIGENCE AND

STRESS MANAGEMENT
Darolia and Darolia (2005) studied the role of emotional intel-
ligence in coping with stress and emotional control behaviour, and
their findings are discussed in the following pages.
Sample
A sample of 400 adults (218 male and 182 female) in the age range
of 25 to 40 years was drawn randomly from Kurukshetra City in
Haryana, India, which covered people from all walks of life. The
subjects were categorised into low and high emotional intelligence
groups on the basis of lower and upper quartile of scores on
Multidimensional Measure of Emotional Intelligence (MMEI).
A total of 92 (50 male & 42 female) and 93 (52 male & 41 female)
subjects were placed in low and high emotional intelligence groups.
All the subjects were literate and covered a wide range of socio-
economic status.
Measures
1. Multidimensional Measure of Emotional Intelligence (MMEI):
The MMEI (Darolia, 2005) is comprised of 80 multiple-
choice items distributed in five dimensions, each consisting
16 items. The five dimensions covered by MMEI, i.e., Self-
awareness, Managing emotions, Motivating oneself, Empa-
thy, and Handling relationships are thoroughly investigate.
2. Coping Style Questionnaire (CSQ): The CSQ (Roger et al.,
1993) is a 41-item questionnaire, which taps four dimensions
of coping style. There are nine items for rational coping, nine
items for detached coping, 10 items for avoidance coping and
13 items for emotional coping.
3. Emotional Control Questionnaire (ECQ): The ECQ (Roger
and Najarian, 1989) was designed to measure the tendency
to inhibit the expression of emotional responses to stress and
illness. Fifty-six items ECQ taps four dimensions of emo-
tional control, i.e., Rehearsal, Emotional inhibition, Aggres-
sion control and Benign control.
Procedure
All the subjects were approached in residential localities and
respective organisations to seek their consent for psychological
testing. After seeking consent, they were contacted individually
and all the three tests were administered in a single session with
a rest of 5–10 minutes after each test. The testing was conducted
in peaceful conditions with adequate sitting arrangement. The
tests were administered in accordance with the procedure de-
scribed by the respective test authors.

The means, standard deviations, and F-ratios for low and high
emotional intelligence groups are shown in Table 5.11. It is clearly
evident from the F-ratios that on 6 of the 8 measures of coping
strategies low and high EI groups differ significantly. On both the
measures of adaptive coping styles, i.e., rational coping and de-
tached coping high EI subjects scored significantly higher than
their low EI counterparts. Mean scores of high and low EI subjects
on rational coping are 21. 61 and 18.65 (F = 28.01, p < .0001) and
on detached coping are 25.90 and 21.42 (F = 37.47, p < .0001),
respectively. These results clearly suggest that high EI subjects
predominantly use adaptive coping style on account of stressful life
events. The findings reveal that emotionally intelligent people
cope with stressful situation by realistically accepting it or some-
times successfully detaching themselves from stress generating
events. The less involved they feel with the event more effectively
they are able to cope. Interestingly, unlike low EI subjects high
EI subjects don’t feel helpless in coping with stressful events.
High EI subjects scored low on avoidance coping (M = 11.77) as
TABLE 5.11: Means, SDs and F-ratios
Variable Low EI Group High EI Group
Mean SD Mean SD F p
Rational Coping 18.65 4.30 21.61 3.24 28.01 <.0001
Detached Coping 21.42 5.73 25.90 4.10 37.47 <.0001
Avoidance Coping 17.17 4.22 11.77 3.11 98.26 <.00001
Emotional Coping 10.74 4.02 13.18 3.61 18.92 <.001
Rehearsal 6.64 2.81 6.28 2.76 .78 ns
Emotional Inhibition 6.47 1.97 6.39 2.16 .07 ns
Aggression Control 6.27 2.11 7.66 2.52 16.39 <.001
Benign Control 7.70 2.34 9.19 1.85 23.27 <.0001
compared to low EI subjects (M = 17.17) F = 98.26, p < .00001.

It indicates that low EI subjects involve in maladaptive coping
style by engaging in denial of stressful event or just giving up on
account of stress. On the other hand, high EI subjects involve in
expressing feelings and seeking emotional support from others. It
is clearly reflected in higher mean score of high EI group on
Emotional coping (M = 13.18) relative to those in low EI group
(M = 10.74), F = 18.92, p < .001).
On two of the four measures of emotional control also low and
high EI subjects differ significantly. Mean scores of low and high
EI subjects on Aggression control are 6.27 and 7.66, respectively
(F = 16.3, p < .001). It suggests that high emotionally intelligent
people tend to inhibit the expression of their aggression and
hostility successfully. Similarly, high EI subjects were found to be
high in benign control, i.e., maintenance of patience on account
of stress as compared to their low EI counterparts. Mean scores
of low and high EI groups on benign control are 9.19 and 7.70,
respectively (F = 23.27, p < .0001). These findings clearly establish
that emotionally intelligent people, who are able to understand
and recognise their emotions, manage themselves appropriately so
that their impulsiveness and aggression is kept under control in
stressful situations. However, on Rehearsal and Emotional inhi-
bition components of emotional control strategy, low and high EI
groups did not differ significantly. As indicated in the case of
Emotional coping strategy, high EI people express their emotional
feelings freely, therefore they don’t tend to inhibit it.
It is assumed that if low and high emotional intelligence groups
differ in coping strategies, linear combination of such coping
strategies may predict EI group membership to a greater precision.
With respect to this prediction, the obtained data were subjected
to stepwise discriminator analysis. The results of discriminator
analysis have been given in Table 5.12. A perusal of these results
reveals that Avoidance coping, being the most potent predictor of
group membership, entered the equation at step 1, F-to-enter
equals to 98.26 (df = 1/183, p < .0001). At step 2 Rational coping
entered the equation with F equal to 92.55 (df = 2/182, p < .0001).
With the entry of two variables in the equation Wilk’s Lambda
reduced to 0.50. Lower Wilk’s Lambda suggests more discrimina-

tion by the variables between the groups. Aggression control
(F = 82.91, df = 3/181, p < .0001), Benign control (F = 67.79, df =
4/180, p < .0001), and Emotional coping (F = 57.65, df = 5/179,
p < .0001) entered the equation at step 3, 4, and 5, respectively.
Stepwise discriminator analysis identified these five coping strat-
egies as most potent predictors of EI group membership. With the
entry of these five variables Wilks’ Lambda reduced to 0.38 indi-
cating high degree of discrimination between the groups. The
individual contribution of these coping strategies is indicated in
terms of standardised canonical coefficient. Obviously, canonical
coefficients of Avoidance coping is highest (.84) which took entry
at step 1, and lowest for Emotional coping (.27) which was the last
to enter the equation. The overall canonical correlation of these five
variables with EI group membership equals to .785, which may be
regarded as fairly high. These results clearly indicate high degree
of classification accuracy based on identified set of discriminators.
TABLE 5.12: Summary of Stepwise Discriminator Analysis

Step Variable Entered Wilk’s F Df p *Canonical
No. Lambda Coefficient
1 Avoidance Coping .65 98.26 1/183 <.0001 –.84
2 Rational Coping .50 92.55 2/182 <.0001 .81
3 Aggression Control .42 82.91 3/181 <.0001 .51
4 Benign Control .40 67.79 4/180 <.0001 .27
5 Emotional Coping .38 57.65 5/179 <.0001 .27
*Canonical correlation = .785.
The findings of comparisons of low and high emotional intel-

ligence groups as well as multivariate discriminator functional
analysis present an unequivocal evidence supporting the role of
emotional intelligence in coping with stress. In the realm of stress
and its coping, the range of variables that fall within the EI
domain, its seems likely that at least some of them particularly
managing emotions, empathy, and handling relationship are likely
to boost effective coping. The results prove that EI helps in coping
with stressful situations.
XIII. MANAGING HUMAN CAPITAL:

AN EQ PERSPECTIVE
Shamira Malekar (2005) prepared a matrix of managing human
capital from the perspective of emotional intelligence. She says that
a superior’s behaviour is acceptable to subordinates when viewed
as a source of satisfaction and motivation. There is an expectation
that the behaviour must be just and fair. The leader must facilitate,
coach and reward effective performance. Management focuses
on getting others to do what they would not do on their own. It
involves thinking strategically, committing to self-improvement
and lifelong learning, creating an innovative culture, helping others
become leaders, developing a solution-focused workforce, dissemi-
nating information and instilling a mindset of continuous im-
provement. It focuses on building a solid, cohesive organisation
that strives toward being an industry leader. This research focuses
on three of the five parameters of Daniel Goleman’s concept of
emotional intelligence and directs its applicability to the workplace
so that it becomes a more workable and enjoyable place.
Objectives
The objective of this study was to discuss the modalities of the
three parameters of emotional intelligence under consideration
and to provide a relationship between three of the five attributes
of emotional intelligence and organisational effectiveness in
managing employees.
The three parameters are social relationships, empathy and moti-
vation. Social relationships are open systems that interact with
their surroundings. Consequently, members in a social relationship
should be aware of the nature of their environment, and their
impact on other members both within and outside their own social
environment. Empathy is the ability of organisations to realise
that it is absolutely essential to understand and communicate with
its employees in a way that makes them feel comfortable and share
their grievances with experts in order to find solutions to their
problems. This will help the employee to utilise his energy and
competency in the most effective way that would be beneficial for

both the employee and the organisation. The path to this begins
with listening to the needs and requirements of employees, and
their difficulties, all of which need to be addressed. Organisations
realise that it is not sympathy, but empathy, that the employee
expects. An empathetic individual listens carefully to what the
other individual has to say and makes him feel comfortable. But
nowhere in the conversation does he reveal to the troubled person
that he is feeling sorry for the position he finds the individual in.
He genuinely shows the troubled person his concern over the
situation, but strongly restrains from showing himself as a person
who pities the troubled individual. He only expresses his under-
standing of the problem and, at times, also offers probable solutions
he finds best suitable at that time. Motivation means that the
manager is to get people to contribute in activities that are consid-
ered to be of vital importance in accomplishment of the organisation’s
goals and objectives. Clearly, guiding people’s activities in a desired
manner requires knowing to the best of the manager’s ability, what
leads people to do things which motivate them. The corporate and
its senior managers needs to motivate their employees and subor-
dinates to do those things that they hope will satisfy the aforesaid
drives of the employees and induce the subordinates to work in a
desired manner. Thus, motivation is essentially the drive and effort
to satisfy a particular want whereas satisfaction is the contentment
after these wants and desires are satisfied.
Hence, emotional intelligence, or EI/EQ, has been one of the
most underrated components of any organisation’s HR plans. In
most cases, HR departments speak of recruitment, training and
even career planning, but very little revolves around the fitness or
competencies of individuals to undertake the roles that are ex-
pected to deliver the best business results. Often training plans are
made in a vacuum, considering only the desirable aspect of the
business without mapping the competencies of individuals and,
in some cases, it may be the reverse, which is in fact a far worse
situation.
It is important that the various roles in an organisation be
mapped vis-à-vis their competency requirements on to the EI grid
of Social Interaction, Empathy and Motivation. Roles defined at

lower levels in organisations are typically task oriented and the
component of the generic competencies tends to be low. But as
we go up the hierarchical ladder, the relevance of the EI parameters
starts to have increasing importance. Job design typically is the
combination of a role, its context and the expectations of that
role, its business outcome and the competencies that are required
of the person to make this role a success. These competencies
can be generic or functional. The latter has more to do with
knowledge and its application. The former is linked to the EI
parameters that define effectiveness of the holder of these generic
competencies.
Individuals who occupy job positions are a bundle of behaviour,
attitude and skills. They are not at the most supreme position in
each parameter that we choose to define but in most cases the sum
may be greater than the individual parts. Organisations define
generic competencies as achievement orientation, planning and
analysis, business orientation, communicating and influencing,
teamwork, leadership and interpersonal effectiveness. The compe-
tency scores under these broad heads need not be at the best of
each individual competency. The key is in the permutation and
combination of these competencies that makes for the best fit for
organisational positions. That best fit is best captured by mapping
these competencies on to the EI parameters of social behaviour,
empathy and motivation.
It is thus possible to draw up a framework for each competency
versus the three EI parameters as follows:
Impacting EQ Parameter
Social
Competency Interaction Empathy Motivation
Achievement Orientation High Low High
Planning and Analysis Low Low High
Business Perspective High Low Low
Communicating and Influencing High High High
Teamwork High High High
Leadership High High High
Interpersonal Effectiveness High High Low
This matrix can be used at the time of evaluation of a candidate

for a higher position as well as in a performance appraisal situation.
The disadvantage of the approach is in the amount of measure-
ment involved and the plethora of tools that may need to be
deployed to get the most effective results. This model is not the
simplest of ones to be put into practice, but once individuals in
organisations have been mapped on this matrix it is also possible
to work on the combinations of people that are likely to work most
effectively in teams and in pairs as the superior and the subordi-
nate. The results of such an application are also likely to hold for
a good period of time and the need for very frequent recalibration
may not arise at all.
Conclusion
There is rich potential in the application of EI to the management
of human capital. Very often, organisational systems fail to recognise
the softer facets of people and slot people into assignments for
which they are inherently incapable. Such situations result in
conflict and behaviour that is at times uncondonable and bitter.
Job design with an eye on the emotional intelligence content of
a role is as important as the definition of role, the competencies
it requires and the clean execution of tasks. A successful integra-
tion of these elements can lead to far greater organisational success
stories than those on board today and probably far healthier work
environments in these organisations as well.
XIV. THE MAKING OF AN EQ TEST
The EQ test provided in this book has been developed by Dr Dalip

Singh and Professor N.K. Chadha. Some of the readers may
be interested in knowing how this test was developed. We are
providing details of the procedure that was adopted to finalise the
test. This exercise usually is a cumbersome process involving
collecting a plethora of data from targeted subjects and making
a detailed statistical analysis. The most important step in making
a psychological test is its standardisation. This involves situation

selection, situation analysis and critically evaluating the reliability
and validity of a test on given parameters. Accordingly, the fol-
lowing steps were initiated to finalise the present EQ test.
Situation Selection
The subject EQ test was drawn up by compiling real-life situ-
ations experienced by individuals in their day-to-day life. The
situations were selected to avoid response bias such as ‘faking-
good’ or ‘social desirability tendency’ by the respondents. This
tendency refers to the inherent tendency of an individual to conform
to social norms. Psychologists today unanimously hold that the
tendency of the individual to give socially desirable rather than
true answers to emotional inventories lessens their usefulness.
There are ordinarily three approaches to control the social desir-
ability of an emotional inventory. One way is to arrange the
situations in an inventory in such a way that the subject is forced
to choose between two equally desirable options. But the forced
choice technique has its disadvantage because it seems to create
more problems than it solves. The second way is to use an inde-
pendent social desirability scale and the score on this scale may
be correlated with scores on other inventories to give an index for
this tendency. The third way is to have such situations in the
inventory that are relatively neutral with respect to such desirabil-
ity and thereby avoid a response bias. In the present context, only
such situations that have been deemed relatively neutral with
regard to social desirability tendency were introduced. In order to
achieve this, the situations were passed on to five judges/experts
on psychological, behavioural and emotional aspects, with a re-
quest to rate each situation on a nine-point rating scale ranging
from ‘extremely desirable’ through ‘neutral’ to ‘extremely undesir-
able’. A modified version of Edward’s instructions given to judges/
experts is given below.
In this test booklet, you will find 45 real-life situations from the immediate
environment regarding people’s liking, disliking, character, way of thinking
and doing tasks. These situations reflect some areas of emotional intelligence
such as self-awareness, self-regulation, handling relationships, motivation,

conflict resolution and stress management. We are not interested in knowing
whether the situation applies or does not apply to you personally. You are to
rate the situations in terms of whether you consider them desirable or
undesirable in others. Kindly make sure that you have rated each situation.
Please read each situation carefully and rate them on the scale given below
as to how socially desirable or undesirable they are if applied to other people.
Rating Meaning of rating

1 Extremely undesirable
2 Strongly undesirable
3 Moderately undesirable
4 Mildly undesirable
5 Neutral
6 Mildly desirable
7 Moderately desirable
8 Strongly desirable
9 Extremely desirable
After the experts had rated the situations, the ratings were
converted into scores. The mean value of each situation computed
on the basis of the experts’ ‘ratings’ on a 9-point scale constituted
the social desirability scale values for each situation. The mean of
the scale was, theoretically, 5. The items that had ratings of 1–3
and 7–9 were rejected as they were higher on socially undesirable
as well as socially desirable dimensions; hence ratings of 4–6 were
retained. According to Edward, the situations having social desir-
ability scale values around the mean of the social desirability
continuum are less prone to social desirability tendencies than
those that fall outside this range. As such, it was decided to retain
only those situations whose average experts’ ratings was more than
5. Two situations were consequently dropped. The remaining
43 situations were retained after rejection on the basis of social
desirability components.
Item Analysis
While analysing items of any psychometric tests, two types of
information are usually needed: index of situation difficulty and
index of situation validity. The question of situation difficulty does

not arise in emotional inventories, as there is no ‘pass’ or ‘fail’ in
response. To determine the index of situation validity, before ad-
ministering the scale to subjects for situation analysis, a clear
instruction in very simple language was also prepared and printed
on the first page of the scale so that each subject was able to follow
them before responding to situations. Subjects were asked to
respond to the situations by putting a tick mark under ‘yes’ if they
agreed and under ‘no’ if they disagreed. Two techniques were used
for the purpose of item analysis: (a) skewness (percentage of
responses) and (b) Chi-square (discrimination indices).
(A) SKEWNESS
For the purpose of skewness, 43 situations were applied to a sample
of 900 respondents from different walks of life. Based on the
reponses given in the four categories, percentages of responses
were calculated, and the results are presented below:
Frequency of Response (Skewness) N = 900

Response (percentage)
Item No. a b c d Decision
01 27 24 29 21 Retained
02 28 25 23 24 Retained
03 36 17 11 36 Rejected
04 26 25 27 22 Retained
05 25 25 30 20 Retained
06 9 31 10 50 Rejected
07 27 22 22 29 Retained
08 28 21 24 27 Retained
09 25 26 24 25 Retained
10 23 27 25 25 Retained
11 7 13 35 45 Rejected
12 26 26 24 24 Retained
13 20 25 25 30 Retained
14 24 26 27 23 Retained
15 26 30 24 20 Retained
16 23 27 26 22 Retained
17 11 9 12 68 Rejected
Contd.
Contd.
18 13 12 61 14 Rejected
19 27 27 26 20 Retained
20 31 23 24 22 Retained
21 29 25 23 23 Retained
22 26 28 21 25 Retained
23 11 59 18 12 Rejected
24 24 27 23 26 Retained
25 25 26 24 25 Retained
26 11 9 8 7 Rejected
27 25 26 24 25 Retained
28 63 11 12 14 Rejected
29 30 20 25 25 Retained
30 63 7 10 20 Rejected
31 20 50 25 5 Rejected
32 30 20 30 20 Retained
33 9 9 12 70 Rejected
34 25 30 20 25 Retained
35 12 13 60 68 Rejected
36 27 24 26 23 Retained
37 64 11 11 14 Rejected
38 15 55 15 15 Rejected
39 25 29 21 25 Retained
40 8 12 10 70 Rejected
41 23 27 24 26 Retained
42 15 10 15 60 Rejected
43 23 29 27 21 Retained
On the basis of the normality of the responses, the situations that

did not fit into the normality were rejected and those that fit in
were retained. Hence, 27 situations were retained and 16 were
rejected.
(B) CHI-SQUARE
Following Kelley’s instructions, the scale was administered on an
unselected sample from different professions of 300 (males and
females) for the purpose of situation analysis. The samples were
drawn from different sections of the society. The age range of the
subjects was 18 years to 50 years. They were managers, executives
from public/private sector undertakings, doctors, senior govern-
ment officers, entrepreneurs and industrialists from private sector,
teachers from colleges and universities, and from other professions

such as nursing, accountancy, engineering, banking, medicine,
information technology, judiciary, police, business, politics and
insurance. On the basis of the total scores of each dimension, the
27th percentile and 73rd percentile were computed which consti-
tuted the lower and the upper groups comprising 81 subjects each.
Chi-square for each item was computed from the phi-coefficient.
The phi-correlation and chi-square values with significant levels
for each item are presented below:
Situation Phi- Chi- Level of

Number correlation square Significance Remarks
01 0.33 17.64 0.01 Accepted
02 0.10 1.62 NS* Rejected
03 0.11 01.96 NS* Rejected
04 0.22 11.81 0.01 Accepted
05 0.14 03.18 NS* Rejected
06 0.24 09.33 0.01 Accepted
07 0.25 10.13 0.01 Accepted
08 0.18 05.24 NS* Rejected
09 0.39 24.64 0.01 Accepted
10 0.29 13.62 0.01 Accepted
11 0.20 06.48 0.05 Accepted
12 0.19 05.84 NS* Rejected
13 0.29 13.62 0.01 Accepted
14 0.11 01.96 NS* Rejected
15 0.34 18.73 0.01 Accepted
16 0.26 10.95 0.01 Accepted
17 0.09 01.31 NS* Rejected
18 0.30 14.58 0.01 Accepted
19 0.25 10.13 0.01 Accepted
20 0.10 01.62 NS* Rejected
21 0.22 07.84 0.01 Accepted
22 0.31 15.57 0.01 Accepted
23 0.29 13.62 0.01 Accepted
*Not significant.
The situations having non-significant chi-square values were

dropped from the scale at this stage. Two levels of significant
that are 5 per cent and 1 per cent were taken as the criterion for
dropping the situations. With this, eight situations were dropped
and, in the final EQ scale, 15 situations were retained.
RELIABILITY OF THE TEST

The concept of reliability occupies a central place in psychological
testing. According to Stanley, reliability is the first and primary
requisite of any measuring instrument. Reliability refers to internal
consistency and temporal stability of the measurement. Both
consistency and stability are intimately related, but are used in
different contexts. When the test yields consistent results upon
testing and retesting, it is said to have temporal stability. More
approximately, consistency means to what extent the test is inter-
nally consistent when administered once. Both stability and con-
sistency are incorporated under the single term, reliability.
For the present scale, test-retest and split-half reliabilities were
computed. To find the ‘retest reliability’, a sample of 150 (males
and females) was taken. A sample was drawn from different
streams of the population, as mentioned earlier. The present scale
was administered twice with a time interval of 15 days to the same
sample. Pearsonian ‘r’ was computed between the two sets of
measures to indicate the stability coefficient of the scale. The retest
reliability for the test was found to be 0.94. The ‘split-half ’ is
another method of estimating reliability coefficient. It measures
internal consistency of test scores. The data collected in the case
of retest on 150 subjects was taken for split-half reliability. The
whole data was divided into two halves, namely, ‘even’ and ‘odd’
as well as ‘first half and second half ’ for the total scale. The split-
half reliability in the case of odd-even items was 0.89 and for the
first half and second half was 0.91. Both reliability coefficients are
significantly higher, which indicate that the present EQ scale
enjoys high reliability.
VALIDITY OF THE TEST

In psychological measurement, the problem of validity arises because
the measurement instruments are indirect. As these instruments
are indirect measures, it is very essential to gather sufficient evi-

dence to support that the test measures the traits of characteristics
for which it was designed.Validity means truthfulness or useful-
ness of the test. Thus, validity of a test is concerned with what it
measures and how well it measures. A test stands valid against
some independent criteria. Validity is not governed by an ‘all-or-
none’ law; it is a relative term. The test is valid for a particular
purpose and in a particular situation only. Moreover, validity is not
fixed on unitary characteristics of the test; new validity indices
must be sought. In the present case, validity was determined with
the help of two techniques (a) face validity, and (b) empirical
validity. Face validity is confirmed for the test as seen by the
agreement of the five experts who found the test valid. The
empirical validity of the scale was assessed by correlating the scale
with ‘external criteria’. The external criteria taken in the present
study was a sample of 60 subjects. The test, designed by Daniel
Goleman, and the present scale was administered to these 60
subjects. The scores obtained from both tests were correlated to
determine the validity index. The validity was found to be 0.92,
which indicates that the present EQ scale is valid. Further, the
present scale was co-related with the emotional intelligence test
developed by Chadha (2005) on 60 subjects to determine the
validity index. The validity was found to be 0.78, which indicates
that the present test is valid.
Readers may note that like any other psychological concept, the
EQ test also has its share of criticism. Some psychologists have
doubts about the authenticity of EQ measurement. They say that
the idea that you can measure emotional intelligence as you can
IQ, is very misleading. Emotional skills are slippery and relative
in a way that IQ is not. They believe that it may not be entirely
possible to measure EQ characteristics such as anger, frustration,
love and empathy. For example, your communication ability with
someone you know is different from your communication ability
with a stranger, and each relationship will have its own character-
istic emotional communication. If you try to measure empathy,
your measurement will depend on whom you are empathetic
towards. However, psychologists have established that it is possible
to measure emotional characteristics of an individual by using

scientific tools.
XV. OTHER RESEARCH STUDIES
Benefits in Life
l There is convincing evidence that psychological states do

affect health. Depression, grieving, pessimism all seem to
worsen health in both the short run and long term (Martin
Seligman, Learned Optimism, 1998).
l Success depends on ‘mature adaptations’ including altruism,
humor, self-management, and optimism/anticipation. People
do change over time (George Vaillant, Adaptation to Life,
1995).
l As much as 80 per cent of adult ‘success’ comes from EQ
(Daniel Goleman 1996).
l 75 per cent of careers are derailed for reasons related to
emotional incompetencies, including inability to handle
interpersonal problems; unsatisfactory team leadership dur-
ing times of difficulty or conflict; or inability to adapt to
change or elicit trust (The Centre for Creative Leadership
1994).
l 85–95 per cent of the difference between a ‘good leader’ and
an ‘excellent leader’ is due to emotional intelligence (Goleman
1998).
l Impulsive boys are 3–6 times as likely to be violent as ado-
lescents, and impulsive girls are 3 times more likely to get
pregnant in adolescence (Block 1995).
l Optimism is a skill that can be taught. Optimists are more
motivated, more successful, have higher levels of achieve-
ment, plus significantly better physical and mental health
(Seligman 1995).
l The chronically sad/depressed are 2 times as likely to con-
tract a major debilitating disease (McEwen, Stillar 1993;
Robertson & Ritz 1990).
l People who accurately perceive others’ emotions are better

able to handle changes and build stronger social networks.
l Children’s abilities to handle frustration, control emotions,
and get along with other people is a better predictor of
success than IQ.
l Emotions and reason are intertwined, and both are critical
to problem solving (Damasio 1997).
l Social and emotional abilities were four times more impor-
tant than IQ in determining professional success and pres-
tige.
Benefits in School
l After EQ training, discipline referrals to the principals
dropped by 95 per cent ( Johnson & Johnson 1994).
l Social and emotional skills create higher achievement
(Ornstein 1986; Lakoff 1980).
l Improved emotional skills increase ‘on task’ behaviours
(Rosenfield 1991).
l Increased social and emotional skills reduce discipline prob-
lems (Doyle 1986).
l The basic unit of human memory is information in context
connected to feelings. This means that how someone
learns is as important as what someone learns (Maurice Elias
1999).
l Emotions give a more activated and chemically stimulated
brain, which helps us recall things better (Cahill et al.
1994).
l After 30 social-emotional lessons, hostility decreased and
pro-social behaviour increased (Grossman, Second Step).
l EQ training increases focus, learning, collaboration, im-
proves classroom relationships, and decreases both negative
‘put downs’ and violence (Anabel Jensen, Self-Science Pilot
Study, 2001).
l Emotions are more important and powerful to the brain
than higher-order thinking skills (Eric Jensen, Brain Based
Learning).
l People who have poor abilities at reading body language are

less academically successful (Katz and Hoover 1997).
l Children with highly developed social skills perform better
academically than peers who lack these skills (Grossman
et al. 1997).
l Students who are anxious or depressed earn lower grades/
lower achievement scores, and are more likely to repeat a
grade (Kovics and Baatraens 1994).
l Children’s written/spoken narratives are more accurate, de-
tailed, and coherent when preceded by emotional content
(Liwag and Stein 1995, cited in Frey 1999).
l Emotions are crucial to sensory development because they
facilitate the storage and recall of information (Rosenfield
1988).
l 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).
l Low levels of empathy are associated with poor school achieve-
ment (Nowicki and Duke 1992, cited in Frey 1999).
l Children who respond to setbacks with hope and resiliency
vs. anger and hopelessness achieve higher academic and
social success (Dweck 1996).
l Students who believe their teachers support and care about
them are more engaged with their work (Skinner and Belmont
1993); they value their work more, and have higher academic
goals (Goodnow 1993, cited in Frey 1999).
l 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).
l Scores on a test of hope are more accurate than the SAT at
predicting college grades (Snyder, 1991); the same is true of
a test on optimism.
l Teachers can help students lessen their frustrations, prevent
behavioural problems, and accelerate learning by providing
students with information and skills to make appropriate
choices (Dewhurst, 1991; Meyer, 1990).
Benefits in Business
l The reasons for losing customers and clients are 70 per cent
EQ-related (e.g., didn’t like that company’s customer service)
(Forum Corporation on Manufacturing and Service Com-
panies 1989–95).
l 50 per cent of time wasted in business is due to lack of trust
( John O. Whitney, Director, Deming Centre for Quality
Management).
l In one year, the US Air Force invested less than $10,000 for
emotional competence testing and saved $2,760,000 in re-
cruitment (‘How Do You Feel’, Fastcompany, June 2000).
l In a multinational consulting firm, partners who showed
high emotional intelligence (EQ) competencies earned
139 per cent more than the lower EQ partners (Boyatzis
1999).
l American Express tested emotional competence training on
Financial Advisors; trained advisors increased business 18.1
per cent compared to 16.2 per cent, and nearly 90 per cent
of those who took the training reported significant improve-
ments in their sales performance. Now all incoming advisors
receive four days of emotional competence training (‘How
Do You Feel’, Fastcompany June 2000).
l After supervisors in a manufacturing plant received training
in emotional competencies, lost-time accidents were reduced
by 50 per cent, formal grievances were reduced from an
average of 15 per year to 3 per year, and the plant exceeded
productivity goals by $250,000 (Pesuric & Byham 1996).
l Top performing sales clerks are 12 times more productive
than those at the bottom and 85 per cent more productive
than an average performer. About one-third of this differ-
ence is due to technical skill and cognitive ability while two-
thirds is due to emotional competence (Goleman 1998).
l UCLA research indicates that only 7 per cent of leadership
success is attributable to intellect; 93 per cent of success
comes from trust, integrity, authenticity, honesty, creativity,
presence, and resilience (cited in Cooper and Sawaf 1996).
l At L’Oreal, sales agents selected on the basis of certain

emotional competencies significantly outsold salespeople
selected using the company’s old selection procedure by
$91,370, for a net revenue increase of $2,558,360. Sales-
people selected on the basis of emotional competence also
had 63 per cent less turnover during the first year (Spencer
& Spencer 1993; Spencer, McClelland & Kelner 1997, cited
in Cherniss 2000).
l The most effective leaders in the US Navy were warmer,
more outgoing, emotionally expressive, dramatic, and so-
ciable (Bachman 1988, cited in Cherniss 2000).
Workers with high work pressures and poor time management

skills are twice as likely to miss work; employees who have strong
self-management skills cope better with work pressures (Essi
Systems 1997).
6
Guidelines for Training

and Development
Everyone prefers to feel important, needed, useful, successful,

proud, respected, rather than unimportant, interchangeable,
anonymous, wasted, unused, expendable, disrespected.
—N.K. Chadha
The Work Psychology and Human Resources Forum (WPHRF)

(2006) has prepared guidelines for developing EQ in organisations,
based on the best available knowledge on how to promote emo-
tional learning. This includes defining and simplifying training
procedures and processes. Many business leaders agree with the
basic message that success is strongly influenced by personal
qualities such as perseverance, self-control and skill in getting
along with others. These leaders cite the example of ‘super sales-
persons’ who have an uncanny ability to sense what is most
important to customers and develop a trusting relationship with
them. They also quote the example of customer service employees
who excel at helping angry cus-
‘EQ consultants can raise the tomers calm down and be more
emotional intelligence of reasonable regarding their prob-
employers/employees by
giving them effective EQ
lems with the product or service.
training.’ They also point to brilliant execu-
tives who do everything well
except get along with people, or to managers who are technically
brilliant but cannot handle stress, and who stall because of such
deficiencies.
GUIDELINES FOR TRAINING AND DEVELOPMENT 193
But what of the many employees who lack these important

emotional competencies? Is it possible for them to become more
emotionally competent? Many business leaders are less certain
about this question. For instance, when questioned about the
importance of emotional intelligence at work, the dean of a major
business school in Delhi enthusiastically agreed that it was crucial.
But when he was asked to describe how his school improved the
emotional intelligence of MBA students, he said, ‘we don’t do
anything. I don’t think that our students’ emotional intelligence
can be improved by the time they come here. They’re already
adults, and these qualities are developed early in life.’
On the other hand, there are those who claim that they can raise
the emotional intelligence of employees by giving them effective
EQ training. Scores of EQ consultants are organising workshops
and seminars designed to help employees become more emotion-
ally competent and socially skilled. A growing body of research on
emotional learning and behaviour modification indicates that it is
possible to help employers and employees of any age to become
more emotionally intelligent at work. This is substantiated by
research on training and development, organisational behaviour,
personnel management, human resources management, etc. For
instance, take the case of the engineer whose career stagnated
because he was shy, introverted and totally absorbed in the tech-
nical aspects of his job. Through emotional learning, it would have
been possible for him to understand that it would be beneficial for
him to frequently consult other people, make connections and
forge relationships. But merely knowing that he should do these
things may not have enabled him to do them. The ability to do
these things calls for emotional competence.
Emotional incompetence is often due to deeply ingrained habits
learned early on in life. These automatic habits are set in place as
a normal part of living, as experience shapes the brain. As people
acquire their habitual repertoire of thought, feeling and action, the
neural connections that support these are strengthened, becoming
the dominant pathways for nerve impulses. Connections that are
unused become weak, while those that are used repeatedly become
increasingly stronger. When these habits have been overly heavily
learned, the underlying neural circuitry becomes the brain’s default

option at any given moment, and makes people do things auto-
matically and spontaneously, often without being aware why they
choose to do so. Thus, for the shy engineer, lack of confidence is
a habit that must be overcome and replaced with a new habit—
self-confidence.
The WPHRF says that with effective training, emotional learn-
ing can be mastered. The training process includes four basic
phases. The first phase occurs even before the individual begins
formal training. This initial phase, which is crucial for effective
social and emotional learning, involves preparation for change, and
it occurs at both the organisational and individual levels. In the
second phase, the training focuses on the change process itself.
This includes the processes that help people change the way in
which they view the world and deal with its social and emotional
demands. The third phase, transfer and maintenance, focuses on
what happens after formal training experience has been gained.
The final phase involves evaluation. Given the current state of
knowledge about emotional learning, the complexity of programmes
designed to promote such learning and the unevenness in the
effectiveness of existing ones, evaluation should always be part of
the process. Each phase will be examined in depth to obtain greater
insight into the processes involved.
PHASE ONE: PREPARATION FOR CHANGE
Motivation is especially important in social and emotional learn-

ing. Such learning can be challenging for employees who have
already established a way of relating to others and to themselves.
It is important to be strongly committed to the change process for
an extended period of time. So, what can managers and trainers
do to increase learners’ motivation prior to the onset of the change
process? Several guidelines are available to address this question.
l Assessing the organisation’s needs Good training begins

with a proper needs assessment. For emotional training, there
are two particular challenges that must be addressed at this

point in the process. First, many employees in an organisation
may be sceptical about the link between emotional intelli-
gence and work performance. In a large financial services
company, for instance, there was considerable scepticism
regarding the value of training in ‘emotional competence’.
Top executives were shown the results of a study which
revealed that financial advisors who were able to cope better
with the emotional aspects of work involving clients sold
more life insurance policies. Once they saw the connection
between this particular type of emotional competence and
the bottom line, they encouraged advisors to participate in
emotional competency training programmes.
The second challenge is to identify the emotional compe-
tencies that are important for being successful. Sometimes,
crucial ones are easily overlooked. For instance, in a particular
airline, an initial needs assessment began with a consideration
of the airline’s business strategy. Since all airlines are similar
in price structure, any competitive advantage will depend, in
particular, on how well passengers are treated by the airline
personnel. As a result, the way in which the airline’s flight
attendants/airhostesses handled passengers became the focus
of its training efforts. The results revealed that top performers
exhibited two types of competencies: self-management skills
(resilience, efficiency and adaptability) and interpersonal
skills (caring for and managing customers well and team-
work). However, two other competencies—self-awareness
and empathy—support self-management and interpersonal
competencies, hence the need to include these also in the
training programmes. A careful assessment of the work
situation, informed by an understanding of the nature of
emotional competence, enabled the consultant to identify
both the surface level and deeper competencies that affected
performance.
l Assessing personal strengths and limitations There are two
challenges in the assessment of the emotional competence
of employees. First, people are usually less aware of skill
weaknesses in the social and emotional domains. They may

realise, for example, the difficult and frustrating interper-
sonal aspects of leading a work group. But they may not be
able to pinpoint the emotional skills that are needed to
improve their functioning in this area. They are probably
even less aware of the underlying attitudes and ways of
thinking which lead them into trouble, or how such ways of
thinking trigger complex emotional response patterns that
impede their effectiveness in dealing with difficult employ-
ees, customers or co-workers.
Second, these competencies are primarily manifested in
social interactions. Therefore, the best approach is usually
one that involves ratings by experts who interact with them.
However, personal beliefs, motives and feelings of experts
may influence their ratings of emotional competence. The
boss’s view of a manager’s self-awareness or ability to empathise
may vary widely from the perspective of the manager’s peers
and subordinates. The best assessment approach to emo-
tional learning is thus usually based on multiple ratings done
from multiple perspectives, such as boss, peer and subordi-
nate ratings.
l Providing feedback with care Motivation for change can be
enhanced when employees are given feedback on assessment
results. There are, however, many pitfalls in providing feed-
back on emotional competence as these competencies are
closely linked to employees’ identity and self-esteem. It is
one thing, for example, to be told that you need to improve
your driving, but it is quite another to be told that you
need to improve your self-confidence. If the feedback is not
provided with sensitivity and skill, employees often become
defensive.
Employees are more likely to respond positively to feed-
back when they trust and respect the person who gives it.
They are also more likely to be motivated to change when
they believe that the feedback is constructive and accurate,
and when they are supported in their efforts to identify the
specific steps that they can take to improve themselves.
Employees need sufficient time to think about the feedback

and its implications. In emotional development efforts, it is
especially important that the feedback is given in an atmo-
sphere of confidence and trust.
l Maximising learner choice Employees are more motivated
to change if they can freely choose to do so. In emotional
training, in particular, choice is very important.
As these competencies are closely linked to the essence of
what makes employees the people they are, it makes sense
if they are free to choose whether or not to participate in such
training. What is more important is that the choice is real.
If they are given a choice but not assigned to the training
they initially chose, they will be less motivated to learn than
those who are given no choice.
l Encouraging participation Emotional learning is perceived
as a ‘soft skill’. Employees may decide not to participate in
it unless they are convinced that the organisation’s manage-
ment is strongly endorsing it. The words and actions of
supervisors are especially important. Employees are more
likely to participate in development activity if their super-
visors support it. For instance, in a large financial services
company, a training programme on emotional competence
was popular because several regional vice presidents encour-
aged management groups to participate and also attended
the programme along with them.
The same was true of a programme designed to teach
airline crew the emotional skills that would enable them to
work better as a team. When senior management demon-
strated true commitment to the programme by providing
intensive and recurrent training, there was greater acceptance
of it among the airline crew.
l Linking learning goals to personal values Supervisors will
be more motivated to learn and change if they believe that
by doing so they will achieve the goals they value. For
instance, while instructing airline crew on how to work
better as a team in the cockpit, it was observed that it was
more effective to teach them ‘how to get a team off to a good
start’ and ‘how to address conflicts among members con-

structively’, rather than to instruct them about ‘behavioural
styles’.
While most salient personal values are often work related,
this need not be necessarily true. For example, attempts to
motivate learners by demonstrating that the training will
contribute to career success may be futile if success has no
meaning for them. Fortunately, there are numerous other
incentives for emotional learning. In a popular emotional
competence programme, for example, many participants
reported that the skills they learned were as valuable in
managing relationships at home as they were at work.
l Adjusting expectations Expectations about performance can
become self-fulfilling prophecies. Employees who are con-
fident that they will succeed in a training programme will
not only be more motivated, but also more successful. Un-
fortunately, as far as emotional learning is concerned, many
employees are sceptical about the prospects of improving
emotional intelligence. Those who find emotional problems
challenging are particularly dubious about their ability to
improve. To maximise motivation, learners need to believe
that not only does emotional competence lead to valued
outcomes, but that it can also be improved. Furthermore,
they need to have a realistic expectation of what the training
process involves.
l Recognising readiness to change Research on a wide variety
of behaviour change programmes reveals that employees pass
through several stages of readiness for change before they are
actually ready to make a true commitment. In the first stage,
they deny that they have any need for change. In the next
stage, they begin to realise that they need to improve, but they
are not sure that anything can be done about their problems
and they put off making a decision. In the third stage, they
recognise that there is a problem and that there are ways of
dealing with it, but they have not formulated a concrete plan
of action. It is not until the fourth stage that they are ready
to act. It is at this stage that they have a concrete plan and
they put it into action. Before the training begins (or towards
the beginning of the training), trainers should, ideally, assess
the level of readiness of each potential participant. On the
basis of such an assessment they should design appropriate
intervention, which will vary for people at different levels
of readiness.
PHASE TWO: TRAINING
Motivation in emotional learning continues to be an important

issue during the training phase. The amount of time, effort and
potential threats to self-esteem during emotional learning indicate
that trainers should monitor every employee’s motivation and
intervene continually to bolster it. One of the most important
factors influencing motivation during the training phase is the
relationship between the trainer and the learner.
l Fostering a positive relationship between the trainer and

the learner The relationship between the trainer and the
learner is critically important. For instance, in an emotional
learning programme designed to teach assertiveness, partici-
pants are less likely to drop out and will show more positive
change at the end of the programme if they enjoy a positive
relationship with the trainer. Trainers who are empathic,
warm and genuine (all attributes of emotional intelligence)
develop more positive relationships with participants in
behaviour change programmes, and are more likely to be
successful. Trainers who use a confrontational style only
succeed in making participants more resistant.
l Maximising self-directed change Employees are more likely
to develop emotional competence when they decide which
competencies to work on and set their own goals. Training
programmes on emotional competence also benefit when the
trainer adapts the training to match employees’ needs, goals
and learning style preferences. For instance, in a stress man-
agement programme, participants were taught a variety of
approaches to relaxation. They were then encouraged to try

all options and then select the best one for themselves. If
none of them worked well, they were encouraged to try other
approaches to manage stress, such as improving their time
management skills. The basic message of the programme was
that since people differ, there is no single approach to man-
aging stress that works well for everyone.
l Setting clear goals Social and emotional learning can be
enhanced by setting specific and clear goals. A goal such as
‘learn how to listen better to subordinates’ is likely to be less
effective than one which advocates ‘using active listening at
least three times each day for three weeks’. Specific and
challenging goals support social and emotional learning
because they maximise self-efficacy, mastery and motivation.
The most effective trainers are able to help learners set clear
and challenging goals without infringing on their sense of
ownership of the goals.
l Breaking goals into manageable steps For many employees,
trying to bring about even modest improvements in emo-
tional competence can be frustrating. Although challenging
goals are more motivating than simple ones, it also helps
if goals are attainable. When employees attain goals, their
self-efficacy increases, leading to the setting of new and
more challenging goals. For instance, an MBA student lacked
the self-confidence necessary to approach people for a part-
time job. The larger goal of developing self-confidence was
overwhelming (as also vague), and he was helped to break
it into smaller, more realistic action steps. The first step was
to update his resume, which was easy and could be done
without seeking any external assistance. The subsequent steps,
which were increasingly more difficult, included contacting
the chairman of the finance department by the following
month to request a meeting, discussing various opportuni-
ties with the chairman, and also with his mentor, a local
executive. As a final step, the student was to scan the local
job advertisements and call to apply for promising jobs.
In this way, the goal of increasing self-confidence became
attainable, and steady progress was made and success, rather

than frustration and failure, characterised the process.
l Maximising opportunities to practice The relationship
between practice and learning is one of the oldest and most
well established principles in psychology and management.
Emotional learning calls for more frequent practice than any
other type of learning because old, ineffective neural connec-
tions need to be weakened and new, more effective ones
established. Such a process requires repetition over a pro-
longed period of time. Learners need to practice on the job
for such a transfer to occur.
l Providing frequent feedback on practice Feedback is im-
portant during the change process as an indicator of whether
the employee is on track. It also helps to sustain motivation,
as feedback can be highly reinforcing. Feedback is especially
useful in emotional learning because learners often have
trouble recognising how their emotional behaviour manifests
itself. In fact, because self-awareness is a core competence,
those who need the most help in emotional competence
programmes may be particularly weak in this area. Thus, they
should be given even more focused and sustained feedback
as they practise new behaviours.
l Relying on experiential methods More active, concrete,
experiential methods in emotional learning such as role
play, group discussions and simulations, usually work better
than the lecture method or assigned reading.
In order to re-programme neural circuits, it is important
to actually engage in the desired pattern of thought, feeling
and action. The lecture method is effective to increase
employees’ understanding of emotional intelligence, but ex-
periential methods are essential to effect real behaviour change.
A study of managerial and sales training programmes launched
in a large corporation demonstrated the superiority of expe-
riential methods in social and emotional learning. Programmes
that used experiential methods led to twice as much im-
provement in performance (as rated by supervisors and peers)
as did others.
l Building in support Change is enhanced through ongoing

support from individuals and small groups. Such support is
especially valuable for those who are trying to enhance their
emotional competence. Coaches, mentors as well as indi-
viduals who are going through the same change process, can
help sustain a person’s hopes and motivation. Emotional
training programmes are usually more effective when they
encourage the formation of groups where people give each
other support throughout the change effort.
In a stress management programme designed for a group
of middle-level managers in a high profile firm, trainers
assigned participants to a ‘support group’ early in the first
session. All small group work during the course of the
programme took place in these support groups, and facilita-
tors included activities that helped group members get to
know one another better.
Participants were also encouraged to interact with others
in their support groups in between sessions and after the
programme had formally ended. Participants reported that
the discussions they had in their support groups about work
style and priorities were the most important factors that
helped them to make positive changes in their work.
l Using models Modelling of the desired behaviour is particu-
larly valuable in emotional learning. It is not possible to learn
to solve quadratic equations by watching someone else do so,
but a great deal can be learnt about how to discuss a conflict
with a co-worker by observing a model. Learning is further
enhanced when trainers encourage and help learners to study,
analyse and emulate the models.
l Enhancing insight Even though experiential interventions
seem to be especially productive in emotional learning, in-
sight can also play a useful role. Insight serves as a natural
link between situations, thoughts and feelings. It enhances
self-awareness, the cornerstone of emotional intelligence,
and often paves the way for meaningful behaviour change.
The most effective training combines experiential meth-
ods with insight development. For instance, in one programme
managers were taught to be more aware of how their employ-

ees irritated them and become more effective in setting limits
with employees. The trainer began the session by showing
an excerpt from a popular comedy film in which one char-
acter continually annoyed another by infringing on his per-
sonal space in numerous ways. After screening the film, the
trainer helped the participants to shift the focus from the
film to themselves, and they began to see how they had often
allowed some of their employees to bother them in similar
annoying ways. After gaining greater insight into their own
emotional reactions, the participants were ready to learn the
skills that could help them to deal with such annoying
behaviours.
l Preventing relapse The essence of preventing relapse is to
prepare employees mentally to face slips, to recognise at the
outset that setbacks are a normal part of the change process.
Relapse prevention is especially important in emotional
learning because participants attempting to develop such
competencies are likely to encounter many setbacks as they
strive to apply new behaviours on the job. Without adequate
preparation for such setbacks, they can easily become dis-
couraged and give up before the task of neural relearning has
reached the point where the new, learned response becomes
an automatic one.
For example, in one programme, a trainer led participants
through a discussion about a hypothetical situation in which
a participant who had followed all the rules for effective,
supportive feedback received an angry response from a staff
member. The trainer then asked the group to describe how
they would feel in such a situation and to examine what they
could do to overcome this particular obstacle. The trainer
commended the participants for their ideas on how to bounce
back from such a setback. Later, the trainer asked the par-
ticipants to write down on one side of a sheet of paper,
descriptions of setbacks they might have encountered when
they tried to apply a skill they had learned, and to generate
possible solutions for overcoming such setbacks on the other
side of the paper. The participants then shared these strat-

egies with the rest of the group.
Emotional competence training further involves step-by-step

learning of the following aspects.
Training should focus on the competencies needed most for excellence

in a given job or role. Experience shows that training in irrelevant
competencies is pointless. Training should be designed on the
basis of a systematic needs assessment. Further, employees’ profiles
of strengths and weaknesses should be prepared to identify the
areas in which they need to improve. It is futile to send employees
for training in competencies they already have or do not need. As
mentioned earlier, people have varying levels of readiness, hence
it is important to assess their readiness; if someone lacks readiness,
cultivating it should be the initial focus.
If employees are unmotivated, training will lack effectiveness. It
should therefore be made clear to the participants as to how
the training will pay off on the job or for his/her career, or be
otherwise rewarding. If this is not done, poorly focused or un-
realistic programmes for change may lead to fuzzy results or
failure. Employees can become discouraged by the slow pace of
change or by the inertia of old habits. Trainers should help them
use lapses and slip-ups as lessons to prepare themselves better for
the future.
Lasting changes require sustained practice both on and off the job.
A single seminar or workshop is just a beginning, but not sufficient
in itself. Naturally arising opportunities for practice at work and
at home should be used, and new behaviours practised repeatedly
and consistently over a period of months. Change will be greater
if the organisation’s environment supports the change, values the
competence and provides a safe environment for experimentation.
When there is no real support, particularly from bosses, the change
effort will seem hollow or too risky. Change that fits the values
of the organisation should be encouraged. It should be demon-
strated that competence is important for job placement, promo-
tion, performance review, and so on.
PHASE THREE: TRANSFER AND MAINTENANCE
A particularly challenging aspect of social and emotional learning

is the transfer and maintenance of learned skills. When learners
return to their natural environment, there may still be many cues
which support the old neural pathways that the training was
designed to weaken. There may also be significant barriers to
the use of some of the new social and emotional competencies
that have a fragile neural foundation. Well-designed training
programmes cannot be effective if the larger organisational system
in which they are embedded is not supportive of the training
goals. Recent research has identified several aspects of the
organisational environment that can facilitate the transfer of
emotional learning.
l Encouraging the use of skills on the job In many different

ways supervisors, peers, subordinates and others in the work
environment can encourage learners to apply what they have
learned. The most effective ways of doing this include either
reminding employees to apply the newly acquired skills or
reinforcing them when they do so. Reinforcement is particu-
larly effective in encouraging employees to apply their newly
acquired skills on the job and in helping them to continue
doing so.
Reinforcement by a supervisor can be especially powerful
at the workplace. Consider the following case. Participants
of two training programmes enjoyed the sessions and suc-
cessfully learned new skills. But follow-up assessment showed
that the participants of the first programme actually applied
their skills on the job, while those of the second did not.
The difference between the two programmes was that the
trainees in the first one were ‘directed and encouraged by
their supervisors to use the new skills’.
Supervisors can reinforce the use of new skills on the job
in subtle ways. For instance, they can encourage employees
to apply learned skills on the job simply by cueing them to
do so. Also, a follow-up assessment of skills acquired during
training can make the trainees feel more accountable and

increase transfer of learning. For example, airlines have ‘check
pilots’ who observe flight crew during flights and give them
feedback in order to encourage them to use teamwork, com-
munication and leadership skills that they have learned.
The behaviour of a supervisor, or any person of high
standing, is crucial to the transfer and maintenance of new
emotional competencies. The models to which learners are
exposed when they return to the work environment are even
more powerful than those they encountered during training.
Emotional behaviour is especially sensitive to the effects of
modelling, and persons of high status serve as influential
models in the workplace. For instance, in one supervisory
training programme, participants were taught to adopt a
more supportive leadership style. After they returned to their
jobs, only those trainees whose own supervisors had trans-
ferred such a style to them were themselves able to bring it
to their jobs.
In addition to modelling and reinforcement, reflection
can also help transfer and maintain what has been learned.
Supervisors can periodically allocate some time to help learners
reflect on what they have done, apply the new skills, and
review the barriers as well as facilitating factors. As self-
awareness is the cornerstone of emotional competence, re-
flection can be particularly valuable during the transfer and
maintenance phase.
Although supervisors play an important role in reinforce-
ment and encouragement, other individuals and groups can
also be just as important in the work environment. For
instance, in a supervisory skills programme, employees were
trained alongside the supervisors. This additional compo-
nent of the programme helped create an environment that
encouraged supervisors to practice and apply new behaviours.
l Providing an organisational culture that supports learning
The transfer and maintenance of specific skills seems to be
affected by the extent to which an organisation values learn-
ing and development in general. Challenging jobs, social
support, reward and development systems and an emphasis

on innovation and competition influence such perceptions
and expectations.
The work environment is particularly important for the
transfer of social and emotional learning to the job. One
study reported that participants of a human relations training
programme who returned to a supportive climate performed
better on objective performance measures and were pro-
moted more often than those who worked in an unsupportive
climate. These effects were not observed until 18 months
after the training, highlighting the importance of a support-
ive environment for the development of social and emotional
competencies over time.
PHASE FOUR: EVALUATING CHANGE
l Conducting ongoing evaluation research Evaluation is

essential in promoting effective training. Research reveals
that many training programmes fail to fulfil their promises.
It is only through evaluation that inadequate programmes be
improved and effective ones retained. The term ‘evaluation’
refers to a process that focuses on continuous improvement
rather than on just a ‘pass–fail’ test in which individuals
associated with a programme win or lose credibility. When
an evaluation indicates that a programme falls short in achiev-
ing its goals, it should not be used to punish an individual
or a group. Rather, it should be used as a guide to improve
the training that is offered. Evaluation should be linked to
learning and the continuous pursuit of quality.
Evaluation has attracted increasing attention of late be-
cause of the realisation that training departments in modern
organisations need to be made more accountable. Instead of
cost centres, training departments are now viewed as profit
centres. Unfortunately, the concept of evaluating the effect
of EQ training has not gained ground. A survey of 35 highly
regarded companies conducted by the American Society for
Training and Development noted that of the 27 companies

that attempted to promote emotional competence through
training and development, more than two-thirds did not
evaluate the effect of these efforts. Those that did relied
primarily on measures such as reactions to training and
employee opinion surveys. Adequate evaluations of social
and emotional learning efforts have been rare. A major rea-
son is the widespread belief that programmes designed to
promote ‘soft skills’ cannot be evaluated. Although this may
have once been true, it is no longer so because tools are now
available to conduct rigorous evaluations of most training
programmes designed to promote social and emotional com-
petence.
As mentioned earlier, people of all ages can improve their
social and emotional competence. However, the principles
for developing this type of competence differ greatly from
those that have guided much of the training and develop-
ment practice in the past. Developing emotional competence
calls for the unlearning of deeply ingrained habits of thought,
feeling and action and the learning of new ones. Such a
process requires motivation, effort, time, support and sus-
tained practice. The guidelines discussed here highlight the
importance of the Preparation and Transfer and Mainte-
nance phases of the training process. Yet very often, in prac-
tice, these phases are neglected.
Organisations are increasingly providing training and de-
velopment that are explicitly labeled as ‘emotional intelli-
gence’ or ‘emotional competence’ training. The guidelines
discussed here apply to any development effort in which
personal and social learning is a goal. This would include
most management and executive development efforts as well
as training in supervisory skills, diversity, teamwork, leader-
ship, conflict management, stress management, sales or cus-
tomer relations.
Ideally, efforts to develop emotional competence should
include all the elements identified here, but this may often
not be feasible. Fortunately, the effects of adhering to the
guidelines are multiple and synergistic: the more guidelines

that trainers can follow, the greater and more lasting will be
their impact.
If the current interest in promoting emotional intelligence
at work is viewed as a sustained effort rather than just
another management fad, it is important that practitioners
follow the guidelines based on the best available research.
Only when the training is based on sound, empirically tested
methods can its promise be realised.
[Work Psychology and Human Resources Forum is an EQ Consulting firm

and has helped with their inputs for this chapter. They can be contacted at
CD-243, Vishakha Enclave, Pitam Pura, Delhi–110088. E-mail: wphrf2004@
yahoo.com. Contact person Professor N.K. Chadha.]
7
Know Your EQ:

Emotional Quotient Test
There is nothing you can do angry that you can’t do better when
not angry.
The present EQ test is based on the operational definition pro-

posed by Dalip Singh (2003) that ‘emotional intelligence is the
ability of an individual to appropriately and successfully respond
to a vast variety of emotional stimuli being elicited from the inner
self and immediate environment. Emotional intelligence consti-
tutes three psychological dimensions, emotional sensitivity, emo-
tional maturity and emotional competency, which motivate an
individual to recognise truthfully, interpret honestly and handle
tactfully the dynamics of human behavior’. The test has been
designed in such a way that it measures all three dimensions.
Is it possible to measure these emotional dimensions? The
answer is ‘Yes’. This chapter includes an EQ test that will help
measure one’s emotional intelligence. This test has been
standardised for professional managers, businessmen, bureaucrats,
artists and graduate students. This EQ test has a test–retest and
split–half reliability of 0.94 and 0.89 respectively and validity of
0.89. (To know more about making of this EQ test, refer to the
Chapter 5 of this book).
THE EQ TEST
(Developed by Professor N.K. Chadha and Dr Dalip Singh)

KNOW YOUR EQ: EMOTIONAL QUOTIENT TEST 211
Know your emotional quotient (EQ) How do you FEEL about

yourself and people around you? This psychological test will help
you to know more about yourself and about people around you.
This test measures the way you use your emotional skills in your
personal and professional life.
The 22 situations given below will measure your emotional
responses to different situations. Answer on the basis of how you
FEEL and not what you THINK. There are no right or wrong
answers. Answer honestly and do not spend too much time. Usually
your first response is the best response. Do not leave any question
unanswered. You can also attempt the EQ Test online at
www.eqindia.com.
Your Name: ___________ Age: _______ Profession: _______________
Gender: Male/Female. Qualifications: ______________________
Country: ____________ Date: ____________
Attempt the EQ Test Now

01. You have been denied a promotion by the management for
which you were eligible. Moreover, one of your juniors has
been promoted. You are emotionally upset and feel frus-
trated. What will you do?
a. Talk it over with your boss and ask for reconsideration of
the management’s decision.
b. Start abusing the colleague who superseded you.
c. Move the court and obtain a stay order to get justice.
d. Identify your shortcomings and try to improve your perfor-
mance.
02. A freshly recruited professional graduate joins your
organisation as a management trainee. After a few weeks,
she complains to you that she was not being taken seriously
by her subordinates. What will you suggest her?
a. Ask her to handle the situation herself and not bother you
with trivial matters.
b. Tell her that such behaviour should be ignored.
c. Ask her to be bold, face the challenge and overcome the

problem.
d. Empathise with her and help her figure out ways to get
others to work with her.
03. At the workplace, due to some misunderstanding, your col-
leagues stop talking to you. You are convinced that there was
no fault of yours. How will you react?
a. Wait till they come and start talking to you again.
b. Take the initiative, go forward and start talking to them.
c. Let things take their own time to improve.
d. Ask someone to mediate.
04. You get into an argument with your colleague and end up
attacking him/her personally. Later you realise that you never
intended to tarnish the image of your colleague. How will
you handle such an ugly situation?
a. Sit calmly and consider what triggered off the arguments, and
if it was possible to control your anger at that point of time.
b. Avoid future arguments and leave the room.
c. Apologise to your colleague for your behaviour.
d. Continue with the argument till you reach some definite
conclusion.
05. Imagine you are an insurance salesperson selling insurance
policies. You approach a number of prospective clients who
slam the door on your face and refuse to buy policies. What
will you do?
a. Blame yourself and stop work for the day.
b. Reassess your capabilities as an insurance salesperson.
c. Come out with fresh strategies to overcome similar situa-
tions in future.
d. Contact the clients again some other day.
06. When someone directly criticises your behaviour, how will
you behave?
a. Tend to close up and stop listening.
b. Carefully listen to their opinion.
c. Tend to get upset about it.

d. Think of ways to change your behaviour.
07. You are on an aircraft and suddenly the air hostess
announces that it has been hijacked by the terrorists. Every-
one is in a state of shock. What will be your reaction?
a. Blame yourself for choosing an inauspicious day for trav-
elling.
b. Be in emotional control and attend to the instructions of
the pilot/air hostess.
c. Continue to read your magazine and pay little attention to
the incident.
d. Cry out and vow not to travel by air in future.
08. Imagine you are a police officer posted in a sensitive area.
You get information of violent ethnic clashes between two
religious communities in which people have been killed
from both sides and property damaged. What action will
you take?
a. Decide not to visit the spot personally as there may be a
danger to your life.
b. Relax; this is not the first time riots have taken place.
c. Try to handle the situation by taking action according to
the law.
d. Reach the spot and assuage the feelings of the victims.
09. Your grown up daughter starts arguing with you every now
and then. She tells you that you cannot impose your old-
fashioned attitudes and outdated values on her. How will
you tackle her?
a. Accept her statement in helplessness and take a low-profile
position in the family.
b. Send her to a psychologist to learn how to adjust with her
environment.
c. Manage your emotions and explain your point of view as
patiently as possible.
d. Talk to her and understand her emotions, beliefs and at-
titudes.
10. After weeks of merger of two largest financial firms, hun-

dreds of employees were expected to lose their jobs. You,
being the General Manager (HQ), were told to convey to the
employee the decision of the management. How will you
convey the message?
a. Give a gloomy picture and tell them you have no option
but to fire half of them.
b. Give a bright picture and tell them that the company will
be blessed with talented people from both firms.
c. Tell them that you will collect more information to be fair
and update them every few days on how things will take
shape.
d. Announce the decision and let the employees take a deci-
sion about what they want.
11. You are a professor in a college. While delivering a lecture,
a student comments that you have not prepared the topic
properly and you are just passing the time. This has hurt
your self-esteem. What will be your reaction?
a. Report to the principal of the college about the unruly
behaviour of the student.
b. Order the student to leave the classroom at once.
c. Ask him/her to meet you in your chamber after the class
to explain what he/she wants.
d. Judge the emotions of the class and promise to make amend-
ments accordingly.
12. As CEO of a company, during a meeting with the union, one
of the union leaders levels serious allegations of corruption
and favouritism against you. How will you react?
a. Continue with the discussion and listen to their demands
with a cool head.
b. Ask the union leader to make allegations in writing and
offer an impartial enquiry.
c. Cancel further negotiation and ask the union leader to
apologise first.
d. Leave the room after assigning the responsibility to your

subordinate to continue with the meeting.
13. You had an argument with your spouse on some trivial fam-
ily matter and are not on speaking terms for some time. The
situation is causing mental disturbance to both of you. What
will you do?
a. Stick to your stand; after all you were never at fault.
b. Try to break the ice by analysing the reasons for the conflict.
c. Make the first move and ease the situation.
d. Wait for your spouse to make the first move to restore
normalcy.
14. You hail from a rural area and take admission in a city col-
lege. You find your classmates taunting you as you are not
smart and are unable to speak good English. How will you
manage yourself?
a. Ignore them.
b. Shout back and tell them to mind their own business.
c. Leave studies half way and go back to your village.
d. Accept their challenge and prove that you can match them.
15. While speaking to an audience, you feel that:
a. It is difficult to convey your speech.
b. You are partially comfortable in conveying your speech.
c. You are comfortable in conveying your speech.
d. You feel that you will do better with some more practice.
16. Your friend’s sister, who got married just one year back, is
heading for a divorce. She is highly educated and
economically self-dependent. She comes to you for
guidance. What will you advise her?
a. Tell her to go ahead with the divorce as she is a first class
MBA and her husband cannot take her for granted.
b. Empathise with her for marrying an academically average
person.
c. Advise her to talk to her husband and figure out the reasons
behind the maladjustment.
d. Tell her that academic qualifications are important but
these do not help in leading a successful married life.
17. There is a blind girl in your class. She trips on her way out
of the class. You see a few of your friends making fun of her
and laughing at her. What will you do?
a. Laugh along with your friends.
b. Ignore the incident, as they are your friends.
c. Help the blind girl make her way out of the classroom but
say nothing to your friends.
d. Help the girl and then confront your friends for being so
insensitive.
18. While having an argument with someone, if you lose, you:
a. Feel totally beaten.
b. Wait for the next opportunity to beat your opponents.
c. Winning and losing are part of the game.
d. Analyse the reasons for the loss.
19. You are working as HRD General Manager in a large mul-
tinational company which recruits dozens of fresh MBAs,
engineers and other professionals in senior positions every
year. This requires time, energy and money. However, you
find that 75 per cent of the young recruits are leaving the
company after around two years of work experience to join
more attractive jobs. What will you do?
a. Ignore the trend. There is rampant unemployment and you
can find more people lined up to join your company.
b. Try to find out the root cause of their leaving the job and
take corrective measures to retain them as you have already
invested heavily in them.
c. Increase the pay package and lure them in working with
you.
d. Change the selection criteria and recruit people on the basis
of their need and requirements.
20. You have been involuntarily transferred to a remote project

and posted under a new boss. Although you have been given
a pay hike and also a promise for promotion in the near
future, yet you are not comfortable. Your family cannot shift
along with you due to education of your children. You are in
a sensitive area and your security is also at risk. You are
undergoing a mild level of stress. How will you diffuse the
stress?
a. Enjoy. After all there has been a hike in your pay for
working in a sensitive area.
b. Wait. It may turn out to be an opportunity for early pro-
motion.
c. Lament. Why should such terrible things happen to only
you?
d. Act in haste. Think of resigning and find a new job for
yourself.
21. You have lived your life for so many years on this earth. How
would you like to explain your life at the moment in one
sentence?
a. Successful: Well, I am a contended person who has got
whatever could make me feel happy.
b. OK: Well, it’s a mixed experience for me. It’s 50:50.
c. Comfortable: Well, destiny is in the hands of God. Man is
just a puppet.
d. Uncomfortable: Well, I feel I deserved better but could not
get it.
22. As an HRD manager, you have to recruit a large number of
employees for a multinational firm. After the written test
and interview you find that most of candidates who quali-
fied are women. What will be your reaction?
a. Hire women employees. They deserve it as they have quali-
fied the selection criteria.
b. Well it’s a women’s world. Hire them any way.
c. Hire male and female employees in equal number.
d. Avoid women employees as they are a liability.
Your Answer Sheet

01. a 09. a 17. a
b b b
c c c
d d d
02. a 10. a 18. a
b b b
c c c
d d d
03. a 11. a 19. a
b b b
c c c
d d d
04. a 12. a 20. a
b b b
c c c
d d d
05. a 13. a 21. a
b b b
c c c
d d d
06. a 14. a 22. a
b b b
c c c
d d d
07. a 15. a
b b
c c
d d
08. a 16. a
b b
c c
d d
Calculate Your Score by Using This Scoring Key
Q. No. Response Score Q. No. Response Score

1. a 15 12. a 20
b 5 b 15
c 10 c 10
d 20 d 5
2. a 5 13. a 5
b 10 b 15
c 15 c 20
d 20 d 10
3. a 15 14. a 10
b 20 b 15
c 5 c 5
d 10 d 20
4. a 20 15. a 10
b 15 b 15
c 10 c 20
d 5 d 5
5. a 5 16. a 5
b 20 b 10
c 15 c 15
d 10 d 20
6. a 10 17. a 5
b 20 b 10
c 5 c 15
d 15 d 20
7. a 5 18. a 5
b 20 b 10
c 15 c 15
d 10 d 20
8. a 10 19. a 5
b 5 b 20
c 20 c 15
d 15 d 10
9. a 5 20. a 15
b 10 b 20
c 20 c 10
d 15 d 5
Contd.
Contd.
Q. No. Response Score Q. No. Response Score
10. a 5 21. a 20
b 20 b 15
c 15 c 10
d 10 d 5
11. a 5 22. a 20
b 10 b 15
c 15 c 10
d 20 d 5
Quantitative Analysis of Your Scores

EQ Dimensions Situations Your Your P
Score (percentile)
SENSITIVITY 2-8-16-17-22 —— ——
(5 situations)
MATURITY 4-6-9-11-12-18-21 —— ——
(7 situations)
COMPETENCY 1-3-5-7-10-13- —— ——
14-15-19-20
(10 situations)
TOTAL EQ SCORE All Situations —— ——
(22 situations)
The Percentile Table

EQ Dimensions P-90 P-75 P-50 P-40 P-20
SENSITIVITY 93–100 86–92 66–85 36–65 < 35
(Range of score:
25–100)
MATURITY 133–140 113–132 88–112 53–87 < 52
(Range of Score:
35–140)
COMPETENCY 168–200 141–168 97–140 71–96 < 70
(Range of score:
50–200)
TOTAL EQ 379–440 308–379 261–307 159–260 < 158
Qualitative Analysis of Your Scores

Percentile Interpretation
P-90 Extremely high EQ
P-75 High EQ
P-50 Moderate EQ
P-40 Low EQ
P-20 Try the test again some other day.
Index
abhorrence, 31 adoration, 31
ability, abilities, 20–22, 43, 45, 50, adulthood, 61
59, 60, 74, 84, 95, 104, 117, adults, emotional intelligence, 61, 193
120–21, 128–29, 131, 168, 192, affection, 19, 92
210; deficiency, 26; emotional affinity, 31
(non-intellective), 105; age: and emotional intelligence, 61,
intellective, 105; social, 27 145; impact on emotional
absenteeism, 64, 85, 91, 169 intelligence and leadership
academic achievements, intelligence, behaviour, 147–49; and
19–20, 22, 27, 29, 35, 37, 38, 57, managerial effectiveness, 165;
60, 65, 107, 216; and success, mental and chronological, 50–51
19–22, 52, 69, 83, 105, 164; alcoholism and drug abuse, 64, 81,
see also workplace 85, 87, 97, 99
acceptance, 31, 80 aloofness, 31
accomplishment, 22, 42, 79, 177 altruism, 187
accountability, 30, 64, 120 amazement, 32
achievement drive, 160 American Management Association,
achievement orientation, 47, 118, 88
152, 178 American Society for Training and
acrimony, 31 Development, 208
actions, 30, 52, 56, 166; and amusement, 31
emotions/feelings, 58, 112, 194, amygdala, 54
201, 208 analysing, 37, 42, 178
adaptability, 22, 42, 111–12, 118, anger, aggression, 19, 23, 31, 32, 38,
129, 195 40, 51, 54, 55, 64, 67, 72, 75–77,
adeptness, 131 85, 87, 97, 109, 111, 141, 169,
adjustment, 153; emotional 189, 203; control/management,
intelligence and intelligence, 96–102, 174–75
relationship, 154–55; social, 104 animosity, 31
adolescence, 49, 61; emotional annoyance, 31
quotient and IQ relations, anxiety, 31, 38, 40, 55, 72, 81, 85,
152–55, 187; emotional quotient 90, 92, 95, 97, 101, 109, 112,
and well-being, 165–68 161, 166, 169, 189
INDEX 227
appreciation, 78, 92 business, benefits of emotional

apprehension, 31, 54 quotient (EQ), 48, 79, 189–91
arousal, 54, 112, 128
assertion, assertiveness, 72, 108 capabilities, 168; and demands,
astonishment, 31 mismatch, 169–70
attitudes, see beliefs and attitudes cerebral simulation, 60
attrition, 69, 169 certainty, 32, 74
attunement, 79, 95 Chadha, N.K., 36, 124, 133, 142,
authenticity, 190 147, 179, 186
authoritarianism, 48, 145 change, change process, 74, 91,
aversion, 31 120, 153, 201–5; adaptation, 42;
awareness, 36, 45; emotional, 74, evaluation, 207–9; handling/
131–32; organisational, 118–19; management, 187; positive, 78;
social, 115, 118–19; see also preparation for, 194–99;
self-awareness recognising readiness to, 198–99,
204; resistance, 148; self directed,
balance, 26, 56, 75, 166; see also 200
heart and mind cheerlessness, 31
Bar-On Emotional Quotient children, childhood, 29, 38–39,
Inventory (EQ–I), 35, 108 60–61; delayed gratification
Bar-On, Reuven, 168 24–26; emotional development,
behaviour, 36, 42, 45, 53, 60, 71–72, 60; see also school, benefits of
78, 88, 95, 100, 107, 109, 121, emotional quotient
124, 168, 176, 178, 189, 193, clarity, emotional, 106; of thinking,
198, 206, 210, 212; change, 34, 43
202–3, 213; compulsive, 97; coalition building, 119
coping, 103; pattern, 110–12; Coca-Cola Corporation, 67–68
stress symptoms, 85, 87 cognition, cognitive capacities,
beliefs and attitudes, 30, 104, 178, intelligence, 35, 36, 103, 107,
213; dysfunctional, 81; negative, 190; learning, 193
100 cohesion, 101, 152
belongingness, 136, 161 collaboration, 83, 120–21, 188;
bias, 147–49 see also teamwork
bitterness, 96, 113 commitment, 79, 90, 101, 121, 197
bliss, 31 commonsense, 84; practicality, 78
body language, 188 communication, 36, 62, 67, 89, 91,
body, see mind and body 96, 105, 116, 119, 128, 156, 176,
boredom, 32, 85, 90 178, 186; non-verbal, 43, 113,
brain, 24, 51, 53, 54, 65, 107, 130, 137; verbal, 22, 113
145, 188, 189, 194; analytical comparing, 37
capability, 75 compassion, 55, 56, 66, 98, 99, 102
building bonds, 120 competition, competitiveness, 43, 163
burnout, 38, 40, 109, 138, 161, 170 competitive advantage, 27
business orientation, 178 complacence, 32
concentration, 51, 85 delight, 31

concepts and ideas formation, 52 demographic factors, 154, 156
confidence, 22, 81, 110, 112, 152, depression, 31, 46, 72, 85, 97, 140,
166, 169, 194 166, 187, 189
conflict(s), 71, 88–90, 101, 128, 138, desires, 25, 52
145, 198; avoidance, 66, 88, 141; despair, 31, 38
individual, 88–89; management/ developing others, 111, 119
handling, 81, 88, 116, 119, 209; devotion, 31
resolution, 42–43, 88, 89, 91, disappointment, 38, 92
152, 181 disdain, 31
conformity, 72 disgust, 19, 31, 54
connections, 193–94 distaste, 31
conscientiousness, 116, 117–18 distress, 49, 60, 169
Consortium for Research on distrust, 19, 64
Emotional Intelligence in diversity, 146–48, 151, 209
Organisations (2000), 158; doubt, 32
(2005), 66, 108, 115, 123, 192 drug abuse, see alcoholism
contempt, 31
contentment, 31, 92, 177 ecstasy, 31
cooperation, 22, 101, 131 effectiveness, 21, 111, 119, 151, 169,
coordination, 62, 64, 163 178, 196; organisational, 146,
coping strategies, 103, 168, 174–75 176; leadership, 145–46, 152;
corporate culture, 101 managerial and emotional
corruption, 64 quotient, 155–65; of training,
courage, 31, 32, 39 204
creativity, 22, 35, 43, 66, 83, efficacy, 81
138, 190 efficiency, 195
credibility, 62 egoism, ego, 23, 110, 128
criticism, 34, 78 embarrassment, 31, 54
cues: emotional, 128, 137; emotion inventory, 180, 182
non-verbal, 77, 118 emotional abuse, 99
cultural diversity, 147 emotional balance, 88
culture of sharing, 161 emotional bonding, 121, 162
customer relations, satisfaction, emotional capabilities, 21
service, 48, 67–68, 74, 84, 91, emotional competencies, 21–22, 27,
101, 107, 118, 189, 192, 209 29, 36–38, 61, 63, 64, 69–71,
73–74, 76, 81, 90, 101, 108,
decision-making, 42, 43, 54, 137 109–10, 115–16, 123, 127–28,
defeatism, 46 131–32, 134, 138–39, 159, 168,
defensiveness, 102, 197, 201 177–78, 192–94, 197, 202, 210;
deficiency, 94 requirements, 177; training, 190,
dejection, 31 195–96, 200–8
delayed gratification, 25, 58, 99, 111, emotional development, 60, 192ff
128, 189 emotional disorders, 97
INDEX 229
emotional disturbances, 29 emotional upsets, 36, 52, 75, 109,

emotional education, 60 211; management, 84–92
emotional environment, 121 emotional winner, 75, 92–94;
emotional intelligence (EI)/ vs loser, 94–95
emotional quotient (EQ), 19–27, emotions, 19, 23–24, 27, 30–32, 35,
29–37, 39, 42–46, 48, 57, 60, 61, 36, 39–40, 42, 49, 51–54, 56–58,
64, 73, 74, 79–80, 91, 98, 103, 59, 60–61, 63, 65, 71–72, 74,
166; competencies, 115–21; 80, 83, 84, 90, 95–96, 100, 102,
defining, 104–13; how to acquire, 106–7, 111–12, 118, 128,
37–41; development, examples, 130–31, 155, 158, 188–89, 213;
66–72; develops with maturity, communicable, 113;
61–64; defining, 122–23; five management/control, 58, 75,
attributes, 176; gender specific, 84–92, 106–7, 119, 138, 152,
49; Indian context, 156; in 160, 166, 170, 174, 175, 187;
Indian perspective, 121–30; positive or negative, 54–55, 86,
and intelligence quotient (IQ), 101, 109, 113, 128, 160, 169;
relationship, 50ff; levels required and rational intelligence, 50;
for various jobs, 113–15, 130–45; recognition, 75–77; can be
low and high, consequences, unlearned, 64–66
55–58; makes difference in life, empathy, 21, 27, 36, 46, 49, 56, 57,
26–29; application in 61, 64, 70, 74, 75, 77–80, 98,
organisations, 42–45, 62, 66–72; 100, 108, 112, 114, 118, 131,
non-cognitive, 51; helps in 132–33, 138, 152, 170, 175,
professional success, 41–48; 176–78, 189, 215
some myths about, 48–49; employee(s), 44, 85, 91, 197;
and work performance, 62–64 commitment, 79, 90, 99, 101,
emotional quotient test, 63, 109, 121, 203; and employer, relation
124–27, 133–35, 142–45, 157, between, 161; identify strength
168, 179–87, 210ff; B-coefficient and weaknesses, 78–79;
technique, 136; item analysis, motivation, 96, 177;
181–85;—chi-square, 183–85; pre-employment screening
—skewness, 182–83; non- process, 68–69; self-esteem, 81;
probability sampling technique, see also workplace
134, 142–45; reliability, 185; encouragement, 43, 197–98, 205–7
situation selection, 180–81; enmity, 54
validity, 185–86 enthusiasm, 140
emotional literacy, 102 environment, 44
emotional management, see emotions, equanimity, 32
management/control euphoria, 31
emotional reaction, 50, 54, 66, 77, Europe: management practices, 156,
94, 203 158–60, 162–65
emotional stability, 147–49, 151–52 evaluation, 207–9
emotional stimuli, 36, 109, 124, 127, exasperation, 31
129, 210 excellence, 204
excitement, 30 genetic factors, 129–30

expectations, 198 gestures, 78, 137, 162
experience, 24, 53, 61, 69, 75, 78, goals and objectives, 25, 48, 52, 101,
98, 160, 194; and managerial 107, 120, 129, 152, 156, 157,
effectiveness, 164 166, 177, 198, 200; breaking into
experimentation, experimental manageable steps, 200
methods of emotional learning, Goleman, Daniel, 106–8, 130, 133,
201–2, 205 167, 168, 176, 186
extroversion, 104, 129; and EQ, Graham, Lawrence Otis, 146
positive correlation, 168 gratification, 31
Eysenck, Hans, 129; personality grief, 31, 72
dimension, 167–68 grouchiness, 98
group discussions, 201
failures, 20, 46–48, 69, 81, 83, 91, guilt, 31, 99
99, 204; emotional, 145
fait accompli, 54 habits, 38, 46, 73, 194, 204, 208
faith, 32 happiness, 31, 45, 55, 56, 60, 71, 92,
family bonding, relationships, 37, 71, 131, 166
99, 104, 121–22, 153, 154, 161; harmony, 138, 162
impact of stress, 87 hate, 55
fear, fears, 31, 32, 51, 53, 54, 72, 81, head and heart, dichotomy, 37, 39, 50
87, 109, 140 health, health problems, 57, 71;
feedback, 26, 46, 72, 90–91, 101, anger-related, 97, 100–2; stress
117, 169, 196–97, 201, 203; related, 85–86, 169; at workplace,
negative, 110, 170 85, 88, 187
feelings, 23, 30, 33, 35, 42, 52, 56, heart, 145, 146; and mind balance,
71, 80–81, 84, 101–2, 103, 111, 128; software powers, 24;
116–17, 124, 146, 157, 174, 196, triumph over head, 50
203; and actions, relationship, helplessness, 94
112, 194, 201, 208; negative, 64; honesty, 190
positive, 97 hope, 32
flexibility, 66, 108, 170 hostility, 31, 46, 171, 188
focus, 170, 188 human resource management, 168,
focus group discussions, 63, 90 193; EQ perspective, 176–79
forgiveness, 32 humiliation, 31, 141
friendliness, 31, 33, 64, 77 humour, 169, 187
frustration, 36, 38, 40, 46, 60, 62, hurt, 38, 76–77, 97, 98, 141
67, 83, 92, 99, 100, 109, 128, hyperactivity, 72
140, 156, 161, 169, 170, 187,
189, 211 IAS Officers emotional intelligence,
139–45
gender, 153, 156, 158; impact on immune system, 101
emotional intelligence and impatience, 98
leadership behaviour, 150–51 impersonal relations, 121
INDEX 231
impulse control, 58, 137, 166, 169 job dissatisfaction, 40, 85, 90
impulsiveness, 129, 131, 174 job performance, see performance at
income and managerial effectiveness, workplace
165 job satisfaction, 40, 47, 136
indignation, 31 job security, 21
infatuation, 31 joy, 55, 57
inferiority complex, 109–10
influence, influencing, 75, 95–96, kindness, 31, 77
116, 119, 178 knowledge, 37–38, 163; emotional, 35;
information age, 60 social, 104
initiative, 21, 27, 70, 83, 118, 140
inner self, see self leader(s), leadership, leadership
inner voice, 81 behaviour, 21, 22–23, 57, 62, 70,
innovative culture, thinking, 43, 176 102, 156, 176, 178, 187, 190,
insecurity, 101, 140, 166 206, 209; development, 146;
insight enhancing, 203 emotional intelligence and,
insurance sector, and emotional 145–47; effectiveness, 145–46,
quotient (EQ), 45–46, 70, 82–84, 152; impact of age, 147–49;
137, 195 impact of gender, 150–51;
integrity, 190 impact of marital status, 149;
intelligence, intellect, 19, 21, 26, orientation, 146; visionary,
42, 50, 103, 116, 130, 167, 169; 119–20, 131
cognitive 51; and non-cognitive, learning, learning process, 47, 57,
153 65–66, 73, 77, 81, 117, 131,
intelligence quotient (IQ), 19–21, 188, 207; cognitive and technical,
23, 25–27, 29–30, 33–35, 43, 61, 193; emotional, 160, 193–94,
108; and emotional quotient 196–203, 205; experiences, 37;
(EQ), relationship, 50ff, 166, 168; goals linking to personal values,
test, 50–51 198; social, 37, 202, 205, 208
intentions, 117 learning organisations, emotional
interaction, 114, 196 intelligence, 146–47
interdependence, 152 lecture method, 201
inter-personal: conflicts, 39, 161; limbic system, 54
confluence, 36; effectiveness, 22; listening and observation, 43, 78, 200
relations, see relationships loneliness, 31, 140
interpretation and perception, 30 love, 31, 77
introspection, 94 lust, 54
introversion, 104, 129
irritability, 31, 67, 85, 90, 98, 99 Macaulay’s report, 1854, 140
isolation, 65 maladjustment, 63; at workplace, 131
Malekar, Shamira, 176
Japan, management practices, 156, management, manager, 32, 63, 66,
158–59, 161–65 78, 91, 96, 122, 177, 197, 201;
jealousy, 32, 55 and conflict resolution, 89; and
emotional intelligence, 85–86, neuroticism psychoticism and EQ,

155–65; should learn emotional negative correlation, 168
skills, 73ff; of human capital non-cognition, 103
an EQ perspective, 176–79; non-emotional aspects, 103
Indian style, 122–27; poor, 145, nurturing attitude, 152
un-empathetic, 80
mania, 31 occupational health, see health at
manipulation, 32, 64 workplace
marital status, impact on emotional on-the-job capabilities, 74
intelligence and leadership openness, 119
behaviour, 147, 149 optimism, 36, 45, 46, 57, 66, 69, 71,
Marshmallow experiment, 24–25 83, 108, 110, 118, 128, 166, 170,
Mastery, 61, 200 187, 189
maturity, 61–64; emotional, 36, 63, organisation(s), organisational,
110–12, 128, 210 42, 44–45, 176–78, 204–8;
memory, 43, 72, 103, 188; behaviour and culture, 69, 90,
emotional, 54 120, 193; effectiveness, 146, 176;
mental health, 168, 187 emotional intelligence, 62, 66–70,
Meyerson, Mort, 67 84; and employees’ self-esteem,
mind, 30, 36, 43, 51–52, 146; and 81; goals, 164; need assessment,
body, 146, 169; emotional and 195, 204; stress, 87, 169; see also
rational, 53–54 management, training and
Mischel, Walter, 24–25 development
misunderstanding, 212 overwork, 85, 149
modelling, 202, 206
mood(s), 49, 52, 75, 103, 106, 128, pain, 55, 86
131; management, 166; swings, panic, 31
169 paranoia, 87
morale, 46, 63, 64 participation, 197–98
mortification, 31 passion, 23, 30
motivation, 21, 22–23, 35, 36, 46, patience, 151, 174
52, 61, 63, 66, 74, 78, 92, 101, peace, 55, 92
102, 105, 129, 131, 152, 156, people skills, 166
164, 166, 169, 176–78, 181, performance, 68–69, 70, 92, 97,
194–95, 198, 199, 200, 208 121, 141, 152, 154, 176, 202,
205; appraisal, 179; and
needs assessment, 195, 204 emotional intelligence, 169–70;
negativities, negative dimensions, feedback, 23, 87; impact of stress,
78, 166 86, 87, 168–70; individual and
neo-cortex, 54 organisational, 88; theory, 108,
nervousness, 31 129; at work place, 38, 62, 84,
networking, 119, 120 99, 116–18, 131, 195; see also
neural connections, 194, 201, 203, job-satisfaction, success, workplace
205 perseverance, 84, 95
INDEX 233
persistence, 129 quality, 44, 165

personal: effectiveness, 178; qualm, 31
evaluation, 166; issues and work,
67; management, 22; satisfaction, rage, 77
44; worth, 81 rationality, rational intelligence, 50,
personality, 21, 55, 87, 96, 121; 53–54, 100, 170
characteristics, 32–33, 83; reason, reasoning, 25, 52–53; and
development, 38, 52, 105; emotion dichotomy, 50, 56, 106,
dimensions, 167; disorganised, 130, 157, 188
100; and emotional experiences, reflection, 206
168; traits, 38, 112, 129–30, 168 regret, 31, 77
personality theory, 107–8, 129–30 rehearsal and emotional inhibition, 174
perturbation, 30 reinforcement, 205–6
pessimism, 46, 94, 187 relapse prevention, 203–4
PHD chamber of commerce and relationships, inter-personal relations,
industry (PHDCCI), New Delhi, 29, 34, 36–38, 57, 62, 64, 71, 80,
interactive workshop, 123–27 88, 100, 104, 108, 110–12, 128,
phobia, 31 155–56; forge, 193; management,
pity, 31 115–16, 119–21, 175, 181
planning, 178 relaxation, 200
powerlessness, 99 remorse, 31
practice, 72; and learning, repetition, 201
relationship, 201, 208 resentment, 31, 97, 99
pride, 31, 129 resilience, 25, 66, 101, 170, 190,
problem solving, 42, 97, 103, 137 195
procrastination, 85 resourcefulness, 19
productivity, 21, 40, 63, 70, 71, 84, respect, mutual respect, 64, 81, 91,
85, 99, 101, 145 101, 138, 197
professional success, role of response, creative, 22; emotional, 53,
emotional quotient (EQ), 41–48 64, 196
professions/jobs, different require retrenchments, 162
different emotional quotient revulsion, 31
(EQ), 113–15, 130–45 rigidity, 90, 97
promotions, 45, 57 risk avoidance, 160
psychological, psychology: role models, 37
characteristics, 123–24; coaching, role play, 201
90–91; dimensions of emotional rustout, 170
intelligence, 109, 129; factors,
134; maladjustments, 63; and sadness, 19, 31, 32, 54, 72
management, 201; needs, 100; salesmanship, emotional intelligence,
test, 51; well being, 166–68 82–84
satisfaction, 22, 23, 31, 44, 88, 115,
qualification and managerial 166, 176; see also job satisfaction
effectiveness, 164 scepticism, 195
school, benefits of emotional follow-up assessment, 205–6;

quotient, 188–89 inter-personal and intra-personal,
scorn, 31, 38 114, 166, 169, 195; leadership/
security, 161 managerial, 42–43, 164;
self, 23, 55, 109–11, 210 marketable, 21, 22; non-verbal,
self-acceptance, 166 137; practical, 65, 72, 74;
self-assessment, 90, 117 psychological, 38; social, 51, 61,
self-awareness, 74, 107–8, 111, 115, 107, 131, 170, 188; soft, 21, 27,
116, 131–32, 166, 170, 181, 195, 168, 208; supervisory, 205–7,
203, 206 209; technical, 22, 69, 190;
self-confidence, 49, 70, 74, 84, 117, encouraging use on the job,
138, 152, 194, 196, 200 205–7
self-control, 24, 25, 46, 90, 120, 128, sleep disorders, 85, 87
192 smartness, 21
self-dependence, 152 smoking, 85
self-discipline, 46, 114, 117, 131 social behaviour, 178
self-efficacy, 200 social change, 73
self-esteem, 36, 39, 56, 71, 75, social desirability scale, 189, 181
80–84, 99, 109, 110, 128, 165, social habits, 104
166, 196, 199 social intelligence, 101, 104, 106
self-improvement, 176 social interaction, 178
self-interest, 110 social networks, 187
self-management, 107, 115, 116, social relationships, 176
187, 191, 195 social systems, 88
self-pity, 31 socio-economic conditions, 154–55
self-regulation, 62, 74, 131, 166, sorrow, 92
170, 181 spirit, 146
self-reliance, 39 strengths and weaknesses, 34, 74,
self-righteousness, 81, 97 78–79, 111, 117, 156; assessment,
senses, 54 196, 204; gender specific, 49
sensitivity, 197; emotional, 36, 63, stress, 25, 38, 46, 58, 62, 70, 72,
72, 112–15, 128, 210 85–88, 90, 109, 112, 134, 144,
service, 118 161, 171, 189; management, 51,
shame, 19, 31, 99 88, 91, 153, 158, 168, 175, 181,
shared responsibility, 152 192, 200, 202, 209; sources, 87;
shareholder satisfaction, 44 tolerance, 108; at workplace, 85,
shock, 31 87, 138, 157, 169
shyness, 65 success, 20, 25, 26, 42, 47, 57, 60,
simulations, 201 69–71, 77, 111, 118, 155, 166,
skills, 42, 113, 119, 168, 178, 203, 169–70, 174, 178, 187, 190, 192;
205; emotional, 23, 44–45, 64, at workplace/in job performance,
65, 69, 72, 78, 91, 97, 111, 130, 19, 26–27, 40, 41–48, 51–52, 73,
137, 186, 188, 196–97, 211; 81, 114–17, 131–32, 168–70,
—managers should learn, 73ff; 199; see also performance
INDEX 235
support, 22, 88, 101, 102, 202, 204–8 unhappiness, 55, 141
surprise, 54 United States of America,
sweating, 77 management practices, 122–23,
sympathy, 19, 177 156, 158–59, 161–65
team building, 152 values and beliefs, 44, 56, 104, 196,
teamwork, 22, 23, 35, 63, 65, 198, 204
120–21, 178, 209 vexation, 31
technical expertise, 26 vices, 32
technology management, 101 violence, 31, 64, 99
tension, 85, 90, 141 vision, 45, 119–20
thinking process, thoughts, 30, 37,
54, 55, 65, 71, 73, 96, 103, 105, wariness, 31
203; and action, 106 well being, 43, 165–68;
thrill, 31 multidimensional model, 166
time management, 191, 200 women emotional intelligence, 49,
tolerance, 66, 108, 170 61; leadership behaviour, 150–51,
trainer and learner, relationship, 199 158
training and development, 63, wonder, 31
69–70, 101, 177, 192ff work culture, 146
traits, 104, 129–30, 185; emotional, workaholic, workaholism, 72, 97
20, 21; negative, 33; positive, 78; working relations, 48, 145
see also personality traits workplace, 20, 23, 26, 41, 42,
transfer and maintenance, 205–7 64, 65, 71, 75, 95, 116, 138;
trauma, 72, 87 anger at, 97, 100, 131–32,
trust, mutual trust, 31, 32, 35, 62, 149, 161, 169, 205–6, 212;
64, 67, 74, 85, 92, 100, 101, 112, applicability of emotional
116, 117, 131–32, 152, 187, 190, intelligence, 37–38, 176–86,
192, 197 193, 195; art of influencing
turnaround, 92 people, 95–96; stress, 85, 87,
turnover, 101, 132 138, 157, 169, 191; see also
performance, organisations,
understanding, 35–36, 41–42, 77, success
91, 106, 114, 116, 121 wrath, 31
About the Author
Dr Dalip Singh is a senior bureaucrat who joined the Indian

Administrative Service (IAS) in 1982. He belongs to the Haryana
Cadre and has held many important positions in the state and
Central Governments.
He obtained his post-graduation in psychology from the
University of Delhi in 1978 after which he completed his M.Phil
and Ph.D. in psychology with research work in areas such as
managerial effectiveness, transactional analysis, leadership and
personality. Dr Singh taught at the Faculty of Management Studies,
University of Delhi (1980–82) before joining the IAS.
He has the rare distinction of being awarded D. Litt. in psychol-
ogy for his work on EQ, by Bundelkhand University, Jhansi, India,
in 2005.
He is a trained psychologist and an expert on emotional
intelligence. He lives in Chandigarh, India, and may be contacted
at www.eqindia.com

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Emotional Intelligence at Work

First published in 2001

Sage Publications Inc Sage Publications Ltd

Library of Congress Cataloging-in-Publication Data

Singh, Dalip, 1956–

HF5548.8.S526 158.7—dc22 2006 2006030036

ISBN: 10: 0–7619–3532–0 (PB) 10: 81–7829–688–8 (India-PB)

Production Team: Roopa Sharma, Mathew P.J. and Santosh Rawat

List of Tables and Figures 9

Professional Success o Some Myths about EQ

Emotions Come From? o Consequences of Low and

with Others o Develop High Self-esteem o Manage

for Various Jobs o Emotional Intelligence Competencies

o EQ in the Indian Perspective o Do Different Professions

Intelligence and Stress Management o Managing Human

o Phase Three: Transfer and Maintenance o Phase Four:

References and Select Bibliography 223

1.1 Traditionalists versus Modernists 28

2.1 Consequences of Levels of EQ 57

5.1 Level of EQ Required for Various Jobs 114

1.1 Indicator of a Person’s Success in Life 26

2.1 The Human Mind 54

5.1 Dimensions of Emotional Intelligence 127

It is a matter of immense satisfaction for me that the first and

know what emotional intelligence is, specific areas in which EQ

Chandigarh, India DALIP SINGH

What determines professional success? Is it primarily your intel-

predict who is most likely to become a successful manager and who

awareness, contentment, elation and happiness can be used effec-

techniques of integrating and applying emotional intelligence at

Emotional Intelligence: The Concept

Anyone can be angrythat is easy. But to be angry with the right

What do love, happiness, fear, affection, hate, shame, disgust,

others are distrusted? Why are some people sympathetic and

Whatever the job, understanding how to cultivate these abilities

depend upon the degree of acceptance of these emotional com-

+ Before you move ahead, answer a

head) and devalue EQ (the heart). You have learned to suppress

+ The Marshmallow Experiment

The most widely reported background paper on EQ is the

EQ MAKES A DIFFERENCE IN LIFE

Emotional Quotient is synergistic with Intelligence Quotient;

FIGURE 1.1: Indicator of a Person’s Success in Life

TABLE 1.1: Traditionalists versus Modernists

+ A Tale of Two IAS Officers

WHAT EXACTLY IS EQ?

unpopular in their peer circle. Managers study how to work with

In the most literal dictionary sense, emotion is defined as ‘any

Physiological Dimension Psychological Dimension

There are hundreds of emotions, along with their blends, varia-

Surprise: Shock, astonishment, amazement and wonder.

l My boss is always in a hostile mood.

These statements refer to various blends of emotions as reflected

In other words, we now know that successful politicians, bureau-

FIGURE 1.2: The Personality

ARE YOU EMOTIONALLY INTELLIGENT?

+ The One-dimensional Vice Chancellor

behave themselves, otherwise they agitate,’ he opined. To explain

Daniel Goleman (1998): Emotional intelligence is the capacity for

Anyone can be angrythat is easy. But to be angry with the right

What doesnt feel good to us normally doesnt feel good to others.