Emotional Intelligence and Employee Productivity - Research Paper Example

 Emotional Intelligence and Employee Productivity The objective of this research is to prove that people with emotional intelligence are usually more successful in the any work function they find themselves in. The first and foremost step in this examination is to understand what emotional intelligence actually means. Emotional intelligence (EI) is basically described as the ability or attribute, or if spoken in light of the trait emotional intelligence model; the apparent skill to distinguish, subsequently gauge and applicably manage the emotions of oneself, of others, and of groups. Scientific literature is filled with innumerable definitions and descriptive models of the term at hand; however, the ability and trait EI models are the most widely recognized to be the pertinently valid models of emotional intelligence measurement and description. There has been considerable chatter on the notion that whether emotional intelligence is indeed real or is it merely a subsection of the basic human intelligence; and if it has additional applicability over the conventional Intelligence Quotient and the major five personality facets. (Kluemper 2008, 8) This puts forward another question i.e. how can emotional intelligence be measured which would help us decide that who is more emotionally intelligent? Researchers came up with two basic modeled EQ tests. One of them is called ability based measure of EQ and test taker goes through maximal conditions whereas the self report measure is conducted in ordinary conditions. The first model that will be discussed is commonly known amongst literary circles as the ability-based model. This model incorporates emotions in the simplex as the appropriate avenues of information that help the test taker understand as well as properly traverse through the social society that they find themselves in; either in the workplace or at school or even at home. The basic proposition constitutes that every individual varies from one another in their ability to understand and compute information in an emotional genre as well as connect the emotional procession of information with their overall intellect and understanding. This aptitude is seen in certain set of behavioral traits and actions. Salovey and Mayer divide emotional intelligence abilities into four areas -- in their four branch model: (Mayer et al 1997, 4) The ability to correctly preempt emotions. The ability to utilize emotions for assisting the thinking process. The ability to understand emotional connotations. The ability to manage with emotions. The MSCEIT measure is basically defined as the ability based ‘objective’ measure of emotional intelligence involving a series of emotion-based problem solving items with relatively low face-validity, of which the answers have been deemed correct by consensus. This test examines emotional intelligence across the following fields which include experiential area, perceiving emotions section, facilitating thinking section, the strategic area, understanding emotional meaning section and the managing emotions section. (Mayer et al 2001, 4) The second test of the two aforementioned is based on self report and the measurement is across the following parameters as described by David Goleman: “Personal competence, including: Self-awareness: Maximization of personal potential can only occur in light of the complete knowledge of one’s strengths and weaknesses. Self-regulation: In a constantly changing business world, the ability to control your emotions is paramount. Panic and anger are understandable, but rarely produce good working relationships. Social competence, including: Social awareness: First impressions are very powerful and can be difficult to change. The first handshake or greeting and initial facial expressions form the basis of our opinion, and begin to develop the reputation we have within an organization. Empathy: The successful manager is the one who convinces people that they are important, and is aware of the changing moods and emotions of their people.” (Goleman 1998, 4) Both the tests give us a relatively accurate measure of the EQ possessed a person. Those who fare well in the aforesaid fields when faced with trying conditions are said to be relatively better off where emotional intelligence is concerned and have a greater probability of tasting success. Emotional factors strongly affect the efficiency and results of one’s intelligence yet people insist on treating the two as distinct entities. However, recently conducted studies provide concrete evidence of an existence of a relationship between the two. According to Dr David Mckaye One’s performance is determined by his or her total organic attitude. The total organic attitude is defined as not only involving intelligence but also attitudes of the mind, emotional conditions, ingrained habits and conditions of the mind. (Mckaye , 1) Also, the total organic attitude is subject to situational factors. Temporary situations may produce emotional disturbances reflected in lowered performance. Children made to sit through standardized tests at different times will report different performance levels which can be used to gauge their individual emotional ability. The individual behavior becomes even more complicated when subjected to a long term emotionally stressful situation where his innate genetic characteristics may cause him to react in a bizarre way to temporary provoking situations. This can be demonstrated by the following study conducted by David Mackaye. This study compared the academic performance of two high school freshmen; A boy E.B. and a girl P.R: E.B. graduated from middle school in the top tier of his class and was placed in an A grade group by his teachers whereas the girl graduated in the bottom tier and was placed in the D grade group. However, in the freshmen year of high school the boy attained a percentile rank of 0.03 whereas the girl attained a much higher percentile rank of 0.58. These results were shocking upon which the background of each individual was analyzed more closely. It was found that E.B possessed an above average level of intelligence but was undecided about what courses choices to make. In fact he was in revolt against his parents who had forced course choices upon him. P.R on the other hand possessed a higher level of intelligence then was initially gauged for her. In middle school she was kept under the strict watch of her father who continually criticized and punished her for her mistakes. In high school she enjoyed a relatively greater level of independence which improved her emotional state and led her to participate more actively in academic activities. (Mckaye , 1) According to Mackaye these deviations in performance were due to the changes in emotional state. He described this as the emotional range. (Mackaye, 2) Hence it is shown that in some circumstances strong emotions are generated and regardless of being negative or positive will dominate the total organic whole resulting in intelligence playing a subsidiary role to one’s emotions. Irrespective of it being at the workplace or at home or even at school, everyone needs the appropriate set of skills to effectively communicate with other human beings, to work as a team and as part of a system and ensure that personal issues do not stand in the way of professional learning and experience. The sum of these skills can be surmised as emotional intelligence. Emotionally intelligent people stand out. Their ability to empathize, persevere, control impulses, communicate clearly, make thoughtful decisions, solve problems, and work with others earns them success and comrades. These people enjoy a more prosperous living and also more nourishing relationships. Work is benefitted by these individuals in that they increase not only their own productivity but also the productivity of others. Well-known Psychologist and author Daniel Goleman interprets emotional intelligence “as the ability for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships." (Goleman 1998, 5) Maurice Elias calls it the "missing piece" in contemporary education. (Petrides et al 2003, 203) Peter Salovey says: “I think most families have not thought much about emotions and emotion related skills. Some people may naturally teach it without thinking about it very much, but I think the reality is that most families probably pay very little attention to it.” (Salovey et al 1990, 198) For example, a child bred in an unhealthy emotional environment e.g. an abusive home, can be expected to harness his/her emotional potential in a harmful way. Steve Hein defines some of the characteristics of most of the depressed, suicidal and self-harming teens that are being raised in such an emotionally abusive and neglectful environment:- They learn to manipulate. They need to manipulate because their needs were not met by simply asking or expressing your needs. They learn to use their tone of voice, their words, and their silence to manipulate. They learn to threaten you with what will hurt or frighten you the most. They relate their own hurt to ways that can hurt other people They learn how to fabricate and perjure. Hence, we can see that a lack of emotional intelligence that can cause a range of problems among people, which could become social epidemics if they are not handled properly. (Cohen, 1) Implication on the work place: From the analysis that has been conducted by various scholars of the field as well as the empirical studies on which light has been shed earlier in the piece, it becomes quite clear that people with emotional intelligence are distinctly better equipped to conduct themselves in a social environment as opposed to people with higher conventional intelligence but lesser emotional intelligence. The most basic reason one can offer this phenomenon is that people are able to understand the mindset of the people with them and then act accordingly. This is definitely an asset to have in the workplace. Corporate work requires a great deal of human intervention especially with regards to team work, conjoined decision making and increasing productivity. It is only by working together, creating synergies and reducing waste that productivity can be achieved with effect. This can only be achieved when people who work together are able to understand their psyches as different conditions require different modes of treatment. For example, if working in a team, the boss is not empathetic towards his employees and any employee is undergoing a personal problem, then the lack of empathy could have an extremely adverse effect on the work as the lack of empathy of the boss could translate into decreasing motivational levels as the boss might be only interested in the objective results and the affected employee might not be able to produce to the level that is required of him/her. The person would have to face emotional duress both on the personal front as well as on the professional front and this could lead to an extremely unhealthy work environment and further lead to problems for the employee including health issues etc. Compare this situation to a scenario where the boss is emotionally intelligent and understands the situation and the problems that are faced by his/her team. Now if an employee is suffering from a personal problem; by being more empathetic, the boss can have a more helpful impact on the employee and try to aid him/her in any way they can make it easy for them in the workplace as well as in their personal setting. Therefore, an employee who understands that his superiors will understand his problems even if they don’t share them; will feel a sense of camaraderie with their respective organizations and will lead to increased level of motivation with the organization. So, an emotionally intelligent supervisor can have an extremely positive effect on the work environment and the difference in the levels of motivation and the subsequent productivity levels is palpably visible. (Vernon et al 2008, 638) To summarize, the notion relating to the association between emotional intelligence and employee productivity has a direct correlation. This is seen foremost in the empirical studies that have been conducted in investigators of this as well as the fact that people with a greater level of emotional intelligence have a great sense of their surroundings as well as the people in their milieu and are able to better adapt to their surroundings; and by empathetic amongst many other characteristics, they are able to create a balance and thriving work environment which leads to increased employee engagement and workplace productivity. Bilbiography: 1. Cohen, Jonathan: Problems due to lack of emotional intelligence, Edutopia – The George Lucas Educational Foundation. Retrieved from http://www.glef.org/php/people.php?id=C514880 on April 15, 2011 2. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books 3. Kluemper, D.H. (2008) Trait emotional intelligence: The impact of core-self evaluations and social desirability. Personality and Individual Differences, 44(6), 1402-1412. 4. Makaye, David: Study on emotional intelligence and comparative analysis, Edutopia – The George Lucas Educational Foundation Retrieved from http://www.edutopia.org/php/people.php?id=Art_699&key=020# on April 15, 2011 5. Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3-31). New York: Basic Books. 6. Mayer, J.D., Salovey, P., Caruso, D.L., & Sitarenios, G. (2001). Emotional intelligence as a standard intelligence. Emotion, 1, 232-242. 7. Petrides, K.V., & Furnham, A. (2003). Trait emotional intelligence: behavioral validation in two studies of emotion recognition and reactivity to mood induction. European Journal of Personality, 17, 39–75 8. Salovey, P., & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211. 9. Vernon, P.A.; Petrides, K.V.; Bratko, D.; Schermer, J.A. (2008). "A behavioral genetic study of trait emotional intelligence". Emotion 8 (5): 635–642. doi:10.1037/a0013439. PMID 18837613. Read More