Category: Emotional intelligence

My overall emotional intelligence score is quite high (76), but it is evident that I need to train to become more emotionally intelligent. It is also clear that I am better at managing emotions rather than identifying them as my self-awareness score is 72, and my social awareness score is even lower (67). My self-management score is 81, and relationship management score is 85. The completion of the survey is a valuable experience as I used to think I could manage my emotions and understand my own and other people’s feelings. The survey helped me to unveil certain gaps in my emotional intelligence.

As for the strategies to use to self-develop, it is possible to start with practicing mindfulness. I should spend more time contemplating on my feelings. Meditation can be an effective strategy to employ. As for other people’s emotions, I can acquire the necessary skills talking to my friends about their feelings. I can try to identify my close one’s emotions. For example, during our conversations, I can pay more attention to people’s facial expressions and other types of non-verbal communication. I will ask them about the way they feel.

Although I am rather good at self-management, it is still possible to self-develop. I will try to be more patient and positive. Whenever I feel angry or frustrated, I will take several deep breaths before saying anything. Breathing will help me to calm down and to manage my emotional state. I will also try to be more empathetic. I try not to judge others, but sometimes I still have quite a negative attitude towards other people’s behaviors and emotions. One of the strategies to employ in such situations is thinking of different behavioral patterns and different ways to respond to the situation an individual is facing. I will also put myself in other people’s shoes. As far as relationship management is concerned, I will also use breathing as a way to keep calm. I am a very positive and calm person, but there are situations when I become too angry. Several deep breaths will help me to become myself again.

The first step to improve my emotional intelligence is the use of a journal. I will start a journal where I will highlight various cases when I experienced different emotions and the way I responded and should have responded. For instance, I can write down a brief description of the situation and the way I behaved and felt. I will also mention the strategies I used or could have utilized to become more emotionally intelligent. I can add descriptions of some non-verbal tools of communication used by people I know. Clearly, I will highlight my experiences in the journal on a daily basis.

The next step will involve practice. I will practice managing my emotions and dealing with feelings of other people. I will also highlight these experiences in my journal. I will try to learn more about the way people express their emotions. This learning will involve watching videos, reading Internet articles and scholarly sources, and observing people’s behaviors.

As for measuring my progress, I will count instances when I was angry or behaved improperly. My journal will help me to do it as various cases will be highlighted. I will also try to identify the exact number of people who are glad or reluctant to communicate with me. If the number of people who have a positive attitude towards me increases, it means I have certain progress. Of course, I will not stop self-developing even when I feel I have become better at understanding emotions or get higher scores in various tests. I will try to acquire new skills and knowledge in this area.

Introduction

Modern psychology is convinced that various emotional states of a person contribute to the formation of solutions, including those related to the work of an organisation in the field of diversity. Emotional intelligence (EI) can have substantial key benefits for any organisation. A manager possessing developed emotional intelligence not only reasonably operates their emotions and solves the problems connected with them but also continually develops emotionally.

He or she knows well that difficult emotions cannot be ignored or suppressed; otherwise, they can cause severe problems with psychological health in the future. Combined with the right corporate policy, EI contributes to making the right decisions related to diversity. The purpose of this paper is to provide a literature review of available research on the topic of human EI and its relationship to decision-making concerning staff diversity.

Main Theses

As such, intellect is a rather complicated and comprehensive system without a complete encyclopaedic definition. However, researchers are convinced that intelligence is a composite structure, and one of its most essential parts is EI. As a rule, EI is understood as the subject’s ability to effectively understand the emotional sphere of human life: to understand emotions and the psychological background of relationships and to use their emotions to solve problems related to relationships and motivation (Dasborough, 2019). Through Dasborough’s theoretical research into the role of EI in shaping solutions, it is clear that low EI is realised through more vibrant emotions.

Thus, an emotional response to action will be less expressive in people with more advanced EI. Developed emotional intelligence allows an employee to feel more comfortable in the workplace, and thus to show more productivity. Trust and cooperation, on which the diversity policy is based, are impossible without the right collective spirit.

As the analysis of literature shows, the final product of EI is decision-making based on reflection and comprehension of emotions, which is a differentiated assessment of events that have a personal meaning (Salehi & Mohammadi, 2017). In their analytical work, Salehi and Mohammadi found a rather high correlation between the EI of managers and the style of making critical managerial decisions (2017). The researchers stated that highly developed EI directly affects the correctness and quality of the actions performed.

In developing the theme of the relationship between leadership style of management, decision making, and EI, one cannot help but mention the work that has made a significant contribution to the development of the problems of the corporate leadership style choice. Analysis of Li, Gupta, Loon, and Casimir (2016) shows the significant contribution of the manager’s EI level to the company’s management style. Li et al. conclude that the most justified in terms of EI is a leadership style based on initial support to employees and subsequent pressure (2016). Pressure can be a request, instruction or punishment from an employee (Li et al., 2016).

It can be concluded that managers with a higher level of EI prefer the Before style because they are more aware of possible negative consequences from their subordinates. To create a diverse and engaged working group, a good manager must consider the level of emotional intelligence of his employees.

Moreover, there is experimental evidence regarding the relationship between EI, self-efficacy, and team cohesion. It is important to note that an individual’s self-efficacy is understood as his or her own belief in the effectiveness of his or her actions and the expectation of success from their realisation. Research conducted by Black, Kim, Rhee, Wang, and Sakchutchawan (2019) shows that EI, together with self-efficacy, determines team cohesion. Moreover, high levels of EI have a direct impact on self-efficacy and increases its diversity and engagement.

Conclusion

Furthermore, issues raised in research papers on EI also reveal interesting links between a person’s EI level and their attachment to the brand. In particular, Vredeveld (2018) defines the high level of influence of EI on brand attachment. Vredeveld argues that consumers with a higher level of EI are most inclined to form associative rows between brand and events, people and experience (2018). Vredeveld’s theoretical work sheds light on how brands can be incorporated into consumers’ lives.

References

Black, J., Kim, K., Rhee, S., Wang, K., & Sakchutchawan, S. (2019). Self-efficacy and emotional intelligence: Influencing team cohesion to enhance team performance. Team Performance Management: An International Journal, 25(1/2), 100-119.

Dasborough, M. T. (2019). Emotional intelligence as a moderator of emotional responses to leadership. Emotions and Leadership, Research on Emotion in Organizations, 15(1), 69-88.

Li, Z., Gupta, B., Loon, M., & Casimir, G. (2016). Combinative aspects of leadership style and emotional intelligence. Leadership & Organization Development Journal, 37(1), 107-125.

Salehi, M., & Mohammadi, N. (2017). The relationship between emotional intelligence, thinking style, and the quality of investors’ decisions using the log-linear method. Qualitative Research in Financial Markets, 9(4), 325-336.

Vredeveld, A. J. (2018). Emotional intelligence, external emotional connections and brand attachment. Journal of Product & Brand Management, 27(5), 545-556.

Book Summary

It is commonly known that IQ is thoroughly researched and accentuated in education. However, there is one aspect of life that is just as important, but is commonly overlooked: emotional intelligence. In his book, Emotional Intelligence: Why It Can Matter More Than IQ, Daniel Goleman explains this concept and the value of this feature. To validate his opinions, he accentuates the areas that are affected by emotional intelligence. The author draws parallels between how IQ and EI are perceived in society. He complains about how poorly this aspect of life is researched, with schools and other educational facilities prioritizing one’s intellect over other aspects (Goleman 39). The author finds support in Gardner’s views, for he has stated that tests similar to SAT are ignorant of one’s non-IQ-related skills, such as music or design.

Goleman points out that people with high IQ may be very disorganized in terms of interpersonal interactions. Moreover, IQ does not guarantee success in life, for such prodigies are usually employees of bosses with a lower IQ score (Goleman 37). Thus, the writer implies that there is much more to success than just knowledge, as social skills and one’s way of presenting oneself matter as well. Goleman accentuates the role emotional intelligence education may play in troubled children’s lives. The author shows how emotional intelligence affects relationships, parenting, and business communications. He believes that one’s inability to express their criticisms properly may traumatize children and negatively affect employees (Goleman 128). Moreover, the author states that criticisms of the person instead of the misdeed cause the opposite of what a parent or boss expects from their employee or child. Thus, the opposing side feels invalidated and becomes defensive of oneself.

Four Points to Share and Favorite Quote

The four points to share include:

1. Emotional intelligence has often been overlooked and misunderstood, with the most attention paid to IQ;
2. Emotional intelligence has immense value to individual development, and it should not get ignored;
3. Emotional intelligence affects parenting, career, and personal relationships;
4. By educating people on emotional intelligence, violence may be decreased or prevented.

The author states that when emotional intelligence in education is ignored, “we risk largely wasting the window of opportunity presented by the slow maturation of the brain to help children cultivate a healthy emotional repertoire” (Goleman 262). This explains why Goleman considers educational centers to be very important and helpful for troubled minors.

Work Cited

Goleman, Daniel. Emotional Intelligence: Why It Can Matter More Than IQ. Bloomsbury, 2004.

Introduction

This essay deals with the analysis of Emotional Intelligence often measure as Emotional Intelligence Quotient (EQ) and its implication for contemporary theories of social psychology, organization of educational process, and other important aspects of this theory application. The analysis is subdivided into several parts. First, we address the interrelation between traditional and emotional approaches intelligences paying attention to historical evolution of emotional intelligences concepts and its main parameters. Secondly, implications for the methodology of educational assessment are discussed in the view finding effective combination and practical realization of multidimensional intelligence practices. Thirdly, implications of emotional intelligence approach are studied in terms of their application in modern learning practices. Further on, recent research on emotional intelligence is presented putting emphasis on the most interesting approaches and methodologies as well as a means for their introduction into school syllabus and curriculum. At last some brief summary of Daniel Goleman’s emotional intelligence theory is made.

Emotional intelligence vs. traditional intelligence

Emotional intelligence is often described as a capacity and ability, skill to assess and perceive and certain ability to manage personal emotions and emotions of others and group emotions. It is a pragmatic skill to install good communication and attain knowledge through social and educational interactions. For instance Salovey and Mayer (1990) consider emotional intelligence as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions”.

Traditional intelligence was for a long period of time regarded as the main object that should be developed both during the process of education and socialization of children and adolescents. In traditional education the emphasis was usually put on cognitive aspects including memories and problem-solving, standard matters of assessment and doing various standardized exercises. The attention to emotional intelligence go back to Thorndike in 1920 coined the term social intelligence to discuss a skill of communication and understanding other people (Thorndike, 1920). In similar vain Gardner described the influence of non-intellectual factors on intelligent behavior and claimed that without them the education of intelligent person is impossible (Gardner, 1983). Further in the course of this theory development Gardner introduced the idea of Multiple Intelligences which included two main concepts – Interpersonal Intelligence – the ability to understand other people’s motivations, intentions and cognitive peculiarities and intrapersonal intelligence as the capacity to understand oneself. IQ test as a traditional technology for the assessment of intelligence is regarded is inadequate tool for assessment of emotional intelligence (Smith, 2002). Therefore, as we can see the concept of emotional intelligence is in opposition to traditional reductionist definitions of intelligence and seeks to create a framework for comprehensive analysis of intelligence.

Current understanding of Emotional Intelligence proceeds from the assumption that it includes four basic types of capacities:

1. Perceiving emotions. The ability to process and decipher emotional information – gestures, pictures, voices and do corresponding conclusions and change one’s behavior.
2. Using emotions – the ability to change one’s emotions in order to best orient in performing and fulfilling different tasks.
3. Understanding emotions – the ability to understand emotional language and cognitive parameters that are tied with it.
4. Managing emotions – which means the ability to change and regulate emotions in interpersonal and intrapersonal conditions.

Emotional intelligence and implications for assessment

The problem of emotional intelligence assessment is rather difficult and therefore there exists various instruments for it. Emotional intelligence is a key factor in determining success and is helpful in understanding why so many gifted children are not successful in many aspects (Richburg, Fletcher, 2002).

One of the most comprehensive measures for emotional intelligence evaluation is MSCEIT – Mayer-Salovey-Caruso Emotional Intelligence Test which consists of the number of emotional-based items pupils and students must solve. It tests person’s emotional abilities on the abovementioned four levels of competence and generates score according to emotional competence (Salovey and Grewal, 2005). This assessment method can be formalized through comparison of results with world wide data or can be measure by the group of educational practitioners and psychologists. What is problematic about this test is that unlike IQ there no correct answers.

The EI model described by Goleman which would be discussed at length later has more profound methodology of EI assessment which can be introduced in education. A wide spectrum of emotional competence is evaluated using multi-rater and self-assessment practices. Assessment tools of this model include Emotional Intelligence Appraisal (involving self-report or sometimes 360 degree evaluation (Bradberry and Greaves, 2005).

Bar-on model uses a term Emotion Quotient. This system of assessment proceeds from the assumption that emotional intelligence can be improved over times through programming, training and therapy (Bar-On, 1997). In the framework of this assessment tool emotional intelligence is deeply tied with general (traditional) intelligence and contributes to general educational and carrier success. Petrides and Furnham in their model outline the distinction between the capacity/ability based models and traits-based models (Petrides and Furnham, 2000). The evaluation mechanism that they propose is oriented on defining person’s ability to utilize the emotional information and self-perception images in fulfilling certain tasks rather than defining static parameters of emotional ability in tests. The main tool it uses is self-report. Among various tests tailored for measuring emotional intelligence the most popular are Schutte Self-Report Emotional Intelligence Test (SSEIT), Six Seconds Emotional Intelligence Assessment (SEI) etc. All these tools and methods of emotional assessment are widely used in the process of education which implication will be discussed in the next subsection.

EQ and formal testing

The introduction of emotional quotient in schools results in the complete revision of formal education methods of testing now widely used in education. As Ritchhart (2001) claims, ‘such consensus of assessment is due largely to the fact that the smartness sieve reflects a dominant cultural mindset about the set of attributes and qualities that make up intelligence. Chief among these qualities tends to be one’s knowledge and skill level’ (p.143). But as we already showed traditional intelligence is not sufficient in defining basic level of students’ intelligence thus introduction of emotional quotient and changing existing formal system of testing should be regarded as crucial component of new comprehensive approach. Formal methods of testing are inefficient in analysis of students’ ability to orient on different practical situations and take decisions depending on emotional information, control one’s behavior and make advantages from emotional characteristics of personality. The introduction of such methods that will ensure assessment of these qualities, thus, will undermine rigid structure of formal testing and create general framework for assessment both knowledge and emotional intelligence. This requires fist of all finding a way for uniting both approaches to intelligence in one test system, secondly it requires radically new approach to assessment not reduced too mere ‘right’ or ‘wrong’ answers. Furthermore, an important change that is to take place is training new educators which will assess emotional intelligence or introducing new programs for school teachers. Hence, as we see changing formal testing now existing in schools is premised on changing the whole system of intelligence assessment and its institutional underpinnings.

Emotional Intelligence and Implications for learning

The emotional intelligence is particularly important in cooperative education when different tasks should be fulfilled in group which is sometimes difficult due to the absence of good communicational skills and emotional intelligence among children and students (Norman, Combs-Richardson, 2001). Thus, emotional intelligences should be developed in the course of cooperative learning practices and exercises. The main measures that promote emotional intelligence in education on different levels are positive interdependence, accountability in individual and group basis, interaction and good communication between students and teachers and creating viable and effective group processes.

Taking into account all abovementioned premises for developing emotional intelligence it should be noted that the best generic approach for framing these changes is task-based education which places the primary emphasis on realization of the group tasks.

The process of learning should be regarded as multifaceted. If children especially in elementary school will be efficient in organization, elaboration of educational process but not only doing what they are asked to do by their children, this will help them to create good emotional intelligences and capacities for educational self-reporting, self-management and self-assessment. It is also important to note that more learning occurs in settings where interpersonal communication between students is intensive. These help develop emotional competence.

As Elksnin and Elksnin (2003) argue each social and emotional skill should be taught separately, ‘teachers can prepare to teach a social skill by providing the learner with a definition of the skill, the steps required to perform the skill, a rationale for learning the skill, situations in which to use the skill, role play situations in which to practice the skill, and social rules that govern skill use’ (p. 70). Methods that can be utilized for improving emotional intelligence as the same authors note are role playing that can be used for internalizing social rules of normal behavior, coincidental teaching which means that teachers show some illustration of emotional and social intelligence on occasional examples; peer reinforcement which means organizing effective social and emotional communication between students in the view of enhancing their learning; problem-solving, that is introducing certain exercises which foster the ability of students to utilize social and emotional knowledge and achieve practical educational goals.

Goleman’s theory of emotional intelligence

As was noted above Goleman’s theory focuses on the wide array of skills and competencies measured by such mechanisms as managerial performance evaluation tools, self-assessment and multi-rate assessment. Goleman observed functions of emotional intelligence in concrete educational and psychological conditions and came to conclusion that emotional intelligence is one of the main factors of personal and interpersonal success which found confirmation in many contemporary theories. The main components of this construct are:

1. Self-awareness – the capacity to understand own emotions and reconfigure them to use in practical activities;
2. Self-management – controlling impulses and emotions and adapting them to changing circumstances.
3. Social awareness – which is the ability to understand, sense and react to people’s emotions and comprehending various certain networks.
4. Relationship management – the ability of managing conflicts and resolving them.

Each component of the construct involves unique emotional competency which is not regarded as innate talents but instead should be constantly developed in learning to achieve good performance.

References

Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): a test of emotional intelligence. Toronto: Multi-Health Systems.

Bradberry, T. & Greaves, J. (2005). The Emotional Intelligence Quick Book. New York: Simon and Schuster.

Bradberry, T. and Greaves J. (2005). Heartless Bosses. The Harvard Business Review.

Elksnin, L. K., & Elksnin, N. (2003). Fostering Social-Emotional Learning in the Classroom. Education, 124(1), 63-97.

Gardner, H. (1983). Frames of mind. New York: Basic Books.

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

Norman, K., Combs-Richardson, R. (2001). Emotional Intelligence and Social Skills: Necessary Components of Hands-On Learning in Science Classes. Journal of Elementary Science Education, Vol. 13, 2001.

Payne, W.L. (1983/1986). A study of emotion: developing emotional intelligence; self integration; relating to fear, pain and desire. Dissertation Abstracts International, 47, p. 203A.

Petrides, K. V. & Furnham, A. (2000). On the dimensional structure of emotional intelligence. Personality and Individual Differences, 29, 313-320.

Richburg, M., & Fletcher, T. (2002). Emotional Intelligence: Directing a Child’s Emotional Education. Child Study Journal, 32(1), 31-67.

Ritchhart, R. (2001). From IQ to IC: A Dispositional View of Intelligence. Roeper Review, 23(3), 143-167.

Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211

Salovey, P. and Grewal, D. (2005) The Science of Emotional Intelligence. Current directions in psychological science.Volume14 -6.

Smith, M. K. (2002).Howard Gardner and multiple intelligences. The encyclopedia of informal education.

Thorndike, R.K. (1920). Intelligence and Its Uses. Harper’s Magazine 140, 227-335.

Emotional intelligence is one of the key aspects of the psychology of the human mind, as it allows one to control individual emotions and understand other people’s behavior. The four main areas of the concept explain the idea in more depth: self-awareness, social awareness, self-management, and relationship management (GlobalLeadership Foundation). In my opinion, self-awareness has the highest priority and can have a score of 8 on the list of importance. It is crucial to understand personal performance and evaluate the abilities to do specific tasks, as a healthy mind is built based on recognizing strengths and weaknesses. A score of 8 can be given to self-management as this concept states that people should keep their emotions within specific borders to avoid aggression and impulsive actions.

Moreover, self-management plays a crucial role in adjusting to specific life situations. Social awareness can receive a score of 9, as stability in communication can be achieved when the person can balance individual emotions. Furthermore, when all previous steps are followed, relationship management should occur in human life as it allows for leadership development and works in a group. Consequently, this step of emotional intelligence can gain a score of 10 in the importance rate.

Self-awareness is the initial step that forms emotional intelligence and allows other areas of the concept to participate in the process. Consequently, I believe that this quadrant is the most important in the process of developing emotional intelligence. According to Tutorials Point (India) Ltd (2020), self-awareness can be identified when people understand their emotions. For example, if the person is angry but cannot know whether this emotion is anger, sadness, or depression, the step of self-awareness is not fulfilled. Moreover, if the person cannot learn from mistakes, there is no understanding of personal stability, and the following steps cannot help to meet the proficiency in self-control. Consequently, the self-awareness aspect should be achieved before developing social awareness, self-management, and relationship management.

The control over emotions may be complicated as people have to cope with diverse situations. To increase the performance of emotional intelligence, it is crucial to experience new opportunities and step out of your comfort zone (TopThink, 2020). By trying new meals, watching films, and traveling, people can maintain all four aspects of the concept and meet balance in their social and individual lives (TopThink, 2020). The standards can also be reviewed to ensure no high requirements cause depression and decreased confidence. People should build aims and develop additional skills in different areas. However, based on a study by TopThink (2020), emotional discord may appear. For instance, when someone betrays, most prefer avoiding scandals and keeping their emotions inside. This strategy may contradict the level of standards created by the individuals. Therefore, the equal relationship between personal performance and the actions of others can help to maintain a relatively high level of emotional intelligence.

The ability to resolve conflict situations can help in both professional and personal lives. For example, disagreement can appear in the working place between two workers, and it is important to stay the first who suggests a compromise. Moreover, the skill of listening to people is also crucial in different areas of life, and it can teach individuals to develop restraint and stay calm in tense conditions. By listening to the ideas of others, more creative and unique projects can be created.

References

GlobalLeadership Foundation (n.d.). Emotional Intelligence. Web.

TopThink (2020). Emotional Intelligence: How to MASTER Your Emotions [Video]. YouTube. Web.

Tutorials Point (India) Ltd (2020). Emotional Intelligence – Introduction to Emotional Intelligence[Video]. YouTube. Web.

In his book Emotional Intelligence, Daniel Goleman writes and argues that emotional intelligence is not detrimental to rational thinking and is a natural part of our thought process. He believes that emotional awareness implies being fully aware of self, impulse, control, self-motivation, empathy, social deftness and persistence. He says these are in fact the qualities that characterize highly successful people and lead them to have flourishing relationships and to excel in life. He delves into the theoretical aspect of the fact that emotional intelligence is not something which one is born with or something that is a constant, and that making efforts in the right direction can develop the same. To prove his point he has cited neurological research results conducted on men and women who have had a disturbed emotional pattern in their lives and experienced impairment in daily emotional functioning. It was proved by him that such people, without access to their own emotional knowledge, were able to make decisions that superficially used rational patterns. On the whole, he urges society in balanced criticism that we must nurture our emotional competencies for the benefit of not only ourselves but also for those around us. He also urges society to rethink about the pattern of education that today’s children are going through and to make them alive to emotional intelligence by way of brainstorming in the daily grind so that they are able to regulate their lives to achieve better results for themselves. He has gone to the extent of saying that the ideal solution for combating emotional hardships is to go for preventive medicine by way of placing so much importance on teaching children the important skills of emotional intelligence as much as is done to improve their IQ and GPA.

The Emotional Intelligence (EI) Model as introduced by Goleman primarily asserts that there are a wide array of competency levels and skills that lead to leadership and excellent performance levels by way of adopting a self-regulated policy to achieve happiness and success in life. His model emphasized on five main EI skills that are essential to combat emotional hardships and to make one’s way towards the happiness and satisfaction levels that we all strive for. These skills and competencies are essential to imbibe in order to develop the skill of self-regulation, and relate primarily to the following:

• Self Awareness
• Self Management
• Self Motivation
• Social Awareness
• Managing relationships

Self-awareness is the capability to read one’s own thought process and ascertain its impact on using discretion to facilitate good and positive decision-making. The basic idea is that when we know our emotions, we recognize the feelings that follow and hence can differentiate between them to take appropriate decisions. Self management relates to our inherent ability to control our emotions and reflexes in adapting ourselves to the constant changes that keep happening around us in our every day lives and in changing circumstances. This also amounts to managing our moods so that we can handle our feelings to make them relevant to the prevailing situations in order that we react in an appropriate manner. Self-motivation implies gathering our feelings in a way that they become directed towards our self for a specific goal despite the doubts and inertia that we may have along with impulsive behavior at any given time. Social awareness is essential because there has to be ability in people to understand and sense situations so that they can react appropriately in social gatherings and in interacting with different groups of people. This can also be considered as a feeling of empathy for others in recognizing their feelings and in being in tune with their verbal and non-verbal behavior. Managing relationships effectively is a trait that is difficult to achieve because it requires the relentless ability to inspire others and to influence them in managing conflicts. It also implies the taking of selfless initiatives in developing others and in handling interpersonal interactions so as to resolve conflicts by entering into positive negotiations.

We need emotional intelligence as a pre requisite to successfully develop the skill of self-regulation. More over, research has proved that emotional health is essential for any learning to be effective and the most crucial aspect for a student to be successful is in mastering the art of how to learn. For this, a whole lot of emotional intelligence traits are required such as curiosity, self-control, confidence, communication effectiveness and the ability to cooperate. Emotional intelligence has now proved to be a more effective means of success with children than methods like IQ and GPA. It is in this context that interest has increased tremendously in emotional intelligence amongst corporate houses, schools and universities. One can practice self-regulation only if there is high level of emotional intelligence because then the person has the ability to understand one’s position from the point of view of emotional intelligence and is well equipped to successfully make use of all the methods and tools available in this regard. Self-regulation implies being in control and it is very effective with youngsters who fall into the trap of using drugs and alcohol due to depression and other discouragements. The study of emotional intelligence has now started to be incorporated in corporate training programs in view of the evidence that after attending such programs, employees behave and cooperate better, get motivated and thus increase productivity and profits.

References

A Short History of EI, 2008. Web.

Daniel Goleman, Emotional Intelligence, Academic Publishers, 1995,

Formal Report on impact of Emotional Intelligence on Organization’s performance

This report details reasons for existence of detailed connection between E.I. and I.Q. which influences ability on work performance and at the same time influences capability building as well as attentiveness towards every task performed. This research scrutinized some social competencies within work place which were used in determining the extent to which individuals utilize aspects of love amongst themselves. Emotional intelligence forms part of ethics within organizations hence reinforcing social cohesion.

However, there are cases where managers fail in the process of integrating work spirit and personal lifestyles, this leads towards bad relations amongst junior employees. Integrating spiritual focus within organizational management contributes some level of orderliness. Information used in this report was obtained through interviewing a number of organizations within the marketplace.

Attention should be paid on level of productivity realized from organizations applying EI/IQ programs in recruitment process and those using other methods. This is since spiritual concepts associated with EI guarantee both skills and purpose on performance.

Introduction

There is necessity of investigation and explanation on employee experiences within work place context and the connection between their work accomplishment and spirituality. In such cases the concept of spirituality is drawn from the perspective of overall individual lifestyles.

Over the years there has been an indication on neglect and assumptions made concerning spiritual lives of employees, and this has led into imbalance between individual’s emotional, intellectual and spiritual aspects of daily lives. Equal importance should be attached on one’s emotional intelligence since it provides the basic point from which one can easily identify overall life purpose. Research reveals that excellence experienced in work performance and businesses are linked to individual spirituality.

However, in some cases there is always distinction between emotional intelligence, spirituality and performance where spirituality is only considered within theological contexts. There is the reality on the fact emotional intelligence plays an important role in articulation of workplace duties. This is since it contributes towards living a meaningful life. Emotional intelligence encompasses individual’s overall significance.

Purpose of the study

This study seeks to establish connections between emotions, intellect as well as personal spirituality which contribute towards peaceful and productive environment within work place. Emotional Intelligence and I.Q. are therefore important aspects considered for purposes of efficient management within work place.

Such experiences as high level of connectedness and meaningful relations leads towards development of hospitable environments capable of motivating individuals towards performance. Additionally, ability of workers to identify themselves with organization’s principles and objectives depends on their level of emotional intelligence as well as I.Q. levels. Scope of the study

Indeed, there is adequate literature presented in this study on the relationship amongst employees within organizations in a defined industry. This is mostly based on nature of prevailing circumstances or EI applied during recruitment process especially in the field of strategic management.

There is limited effort capable of providing what has been learned and efficiently explored on the process of generating relationships amongst organizations within defined industry. For instance, whenever scholars explore on how firms form alliances to maximize payments, they only emphasize on just one specific merit connected to the alliance like bringing resources together, or maximizing on learning.

The main objective of applying EI at work place is for the purposes of exploring how firms are able to earn and preserve employee rates. It is important to consider relational view with regard to how organizations benefit from competitive advantage. The theoretical framework of such review adds to the knowledge within the field of relational view and firm’s competitive advantage.

Source and methods

The study utilized use of qualitative method where data was collected through i-depth interviews. Focus groups were used in the process of obtaining information from students. In some instances secondary data was obtained from sources such as company websites, journals, newspapers and magazines.

Report organization

The report discusses about the impact of emotional intelligence at work place. It will focus on main reasons as to why firms agree to utilize EI within their various programs. Then there’s conclusion based on overall findings of the study.

Emotional Intelligence and Intelligence quotient in the workplace

Level of emotional intelligence is basically connected to level of integrity with which work is performed. There exists detailed connection between E.I. and I.Q. which influences ability to perform work and at the same time influence capability building as well as attentiveness towards every task performed. Social competencies within work place determine the extent to which individuals utilize aspects of love amongst themselves.

Emotional intelligence forms part of ethics within organizations hence reinforcing social cohesion. However, there are times cases where managers fail in the process of integrating work spirit and personal lifestyles, this leads towards bad relations amongst junior employees. Integrating spiritual focus within organizational management contributes some level of orderliness.

Leadership and organizational success

This serves the purposes of having capability on access and exploitation of new markets, this assists in boosting resource capabilities. Organizations in a joint venture can be owned by more than one parent company, making them so hard to manage. The parent companies owning such firms in joint venture may have conflicting goals or objectives, conflicting styles of management, and also competition for the scarce resources.

However, in such cases application of EI help firms with new business ideas hence assisting innovation of new products and services. Moreover, firms utilizing use of EI/IQ finds it easy to penetrate foreign markets based on rich professionalism amongst employees. Many organizations appreciate nature of contributions from joint ventures and have gone ahead to uplift barriers and restrictions which may limit smooth operations within organizations. Therefore, international joint ventures contribute heavily to foreign investments.

When a joint venture is owned by more than one parent firm, it is known as an equity venture. High level of employee Emotional intelligence boosts a firm’s ability to gain from complementary resources, thereby improving its economies of scale. In addition, the firm’s ability to come up with new products is boosted as it will be cheaper as compared when the firm is operating individually.

International joint ventures guide foreign firms in penetrating local markets which may look unfamiliar to foreign firms. In addition, the firm’s image is also boosted as many consumers want to be associated with creativity. There are other ways through which organizations access resources.

These include; licensing, signing of contracts, or forming alliances. Joint ventures are mainly preferred because they perform more than wholly owned subordinate firms. In addition, the success of a joint venture can be easily determined from the level of employee contributions. The amount of capital each partner contributes reveals level of professionalism amongst its employees. Joint ventures have distinct resources and capabilities that cannot be copied by competitors. This helps the joint venture to gain from economies of large scale.

Emotional intelligence and economic management

Scholars in the recent past have conducted studies focusing on the relevance of applying E.I. to an economy. This creates signals that individual EI really contributes towards entire performance of global economy. Generally, joint ventures have attracted hundreds of researchers who have made many publications.

However, these studies sometimes provide contradictory commendations, mainly due to the fact that some joint ventures are composed of parent firms having diversified work force. It is very important for these studies to focus more on the management aspect of the joint venture. Before forming a joint venture, it is appropriate for a firm to evaluate the strategic rationality for coming up with the joint venture.

The firm then should carefully select an appropriate partner. After selecting the partner, the firm will then negotiate and bargain the terms and conditions. Finally, the firm will sign the necessary documents and then proceed with the management of the venture. In fact, the decisions that firm managers make during the formation process of the venture will determine the future of the venture in terms of the level of performance.

These capital investments are transaction-specific and they foster product differentiation, thus, enhancing the quality of the products. Lastly, specificity according to human asset relates to the skills, expertise and talents which have been acquired as a result of long term relationships. For instance, the relationship created between a committed supplier and a dedicated buyer. Through constant interaction, alliances can be created; hence, the quality of the products will be enhanced in addition to the speed of completion of the processes.

The development of relation-specific skills between parties is very influential in enhancing competitive advantage and generating supernormal profits. In fact, the relation-specific investments and the performance of the firm are positively correlated. Creation of a healthy relationship between firms and their suppliers also has an effect on the overall performance of the firm; the performance is bound to increase.

The location of the firm also determines the overall performance of the firm; for instance, firms located next to one another will develop inter-firm cooperation, which will in turn improve the quality of their products. Great speed of product development, product differentiation, and reduced costs in the value chain enable relation-specific investments to give rise to relational rents. It can therefore be stated that higher relational rents are achieved when there is a good partnership between firms with regard to their investments.

Strategic management

One of the factors that limit the ability of associated firms to generate sufficient rents is the period of time in which the governance is in place to regulate against improper business behavior. The relation-specific rents have the ability to create congruous virtual rents, therefore, these kind of investments need to be safeguarded.

When these safeguards are in place and are effective, the associated firms feel comfortable in proceeding with the investments. In addition, when a firm is engaged in relation-specific investment, for instance, when it is acquiring customized machinery, it is required to meet a certain cost in advance. Durable relation-specific investments such as customized plants, are often more expensive than non-durable ones like simple tools.

Due to the fact that a number of investments have a fixed cost, the group of firms working together need to assess and evaluate the expected returns on the investment after the number of years it is expected to pay back, or after the period of the contract elapses. For example Japanese automakers prefer investing in durable relation-specific assets because of duration and nature of contract.

On the other hand, there are also concerns in the United States whereby the suppliers are very reluctant investing in relation-specific assets having a longer length of contract. Therefore it can be deduced that when length of contract is long enough to care for opportunism, more relational rents are generated from the invested relation-specific assets, and vice versa.

The second factor that limits the ability of associated firms to generate sufficient rents is the scale and the scope of transactions that take place between such associated firms. This comes with the capacity of giving preference to specialized assets as compared to general assets. Large firms with greater economies of scale have the potential to raise the level of their production by preferring to work with specialized assets to general assets.

Partner firms also have a tendency of increasing the size of transactions between them, thereby improving the level of efficiency that is connected to the inter-firm interactions. When this interaction between the partner firms is continuous, a stable relationship between the firms will be created, thereby making the firms to invest in specialized relation-specific assets.

Therefore, it can be pointed out that the frequency and the size of interaction among the partner firms will determine their ability to make efficient relational rents, given their investing in relation-specific assets. In a nutshell, the length of the payback period and the size of interactions among the partner firms really influence the firms’ abilities to make relational rents.

Spirituality in the workplace

Emotional intelligence is applicable within organizations through various ideas. Most researches done within this field focuses on leadership and quality of work within workplace. Workers capability to establish mutual trust and respect amongst other members are usually considered effective leaders. This is since such people are capable of providing solutions towards complex problems arising within organizations.

Adequate utilization of emotional intelligence also leads towards cost-effectiveness. Hiring staff based on emotional intelligence changes economic value of any organization according to research done by concerned bodies. For instance, the government Accounting office report to congress in the year 1998, revealed the nature of savings they accomplished when United States Force applied the use of Bar On’s Emotional Quotient Inventory (EQ-I) in recruiting process.

Their success was eminent and at the same time saved over three million dollars on annual basis. Training employees in the areas touching emotional and social competencies results into more positive impact within implemented programs compared to other similar programs where such guideline is not followed.

Further research shows that emotional intelligence is powerful than I.Q is some instances. This led to the conclusion that predictive nature of I.Q. applied when performing task within workplace does not guarantee higher results.

However, research done by longitudinal studies attached more importance on emotional intelligence. Success of individuals, whether in school or at work place rather depends upon their ability to handle frustrations, emotions as well as close relations. This shows that emotional intelligence provides foundation for emotional competencies considered crucial in job performances.

Conclusion

Innovations that happen in firms can be attributed to ideas from both the customers and the suppliers. A firm that constantly shares knowledge with partner firms, suppliers or customers is likely to innovate as compared to a firm that operates on its own. The process of knowledge transfer is therefore very instrumental in fostering innovation. Building a network is the first step to realize this process.

Firms dealing with biotechnology who do not have efficient networks find it very difficult to gain competitive advantage. Therefore, innovation requires a network for firms to be successful; otherwise it cannot be possible in just a single firm. The absorptive capacity of organizations can be greatly boosted when firms plan efficient inter-firm knowledge sharing routines.

This in turn increases the level of social communication and collaboration. The information sharing routines are very essential due to the fact that the transfer of information through technical know-how encompass a repeated process of information exchange. The exchange of information in such kind of set up is more successful when partners are directly connected and continuously engage in face to face communications.

Bibliography

Beukes, Chantal & David, Smith. Leadership the EPL Way. Johannesburg, SA: Minuteman Press, 2008.

De Klerk-Luttig, Jeanette. “Spirituality in the workplace: a reality for South African Teachers?”South African Journal of Education. 28(2008): 505-517

Diaz, Johann 2005,Why Self Awareness is so Important. Web.

Goleman, David, Working with emotional intelligence. New York: Bantam Books, 1998 Ministry of Culture and Tourism 2012,Turkey: Tourism Statistics. Web.

Mohammadi, Mostafa, Zainab, Khalifa and Hasan, Hosseini. “Local People Perceptions Toward Social, Economic and Environmental Impacts of Tourism in Kermanshah, Iran.”Journal of Asian Social Science, no. 6 (2010):220-223. Print.

Shepherd, Peter 2012, Heart Transformation; Tools for Transformation. Web.

Usman, Ali & Rizwan, Danish.“Leadership Spirituality in Banking Professionals and its Impact on organizational commitment.”International Journal of Business and Management. No. 5 (2010): 185-189.

Emotional intelligence(EI) is defined as “the capacity for recognizing a person’s own feelings and those of others, for motivating themselves and for managing emotions well in themselves and other relationships” (Goleman, 1998). Serat (2009) on the other hand defines EI as the “ability, capacity, skill or self-perceived ability to identify, assess, and manage the emotions of one’s self, of others and of groups” (p. 2).

EI has significantly gained popularity in the world mainly because of its association with a person to manage his/her own emotions and handling other people. It is believed that people with high EI are not only good in knowing and understanding themselves, but are also able to sense and respect other people’s emotions.

More to this, Serat (2009) argues that high EI people are more optimistic, affable and resilient than people who have lower EI. Over the years, analysts have drawn a fine distinction between Intelligence Quotient and Emotional intelligence while stating that people with high EI are able to cope and relate with others better than people who have high IQ but are devoid of high EI levels.

Analysts agree that EI is important. However, they are yet to device ways through which IE can be measured. The different instruments available for measuring the same sometimes overlap or divulge thus making it hard for ordinary people to know just what is the appropriate tool of measurement (Cherniss & Goleman, 2001). Admittedly, EI is a complex issue that has been the debate of numerous debates.

One thing that analysts seem to agree on is the fact that EI is a combination of emotional and cognitive abilities. To this end, Goleman (1998) states that EI is the combination of “emotional centers of the brain (the limbic system) and the cognitive centers (prefrontal cortex)”.

Cherniss & Goleman (2001), states that EI provides a bedrock for effective performance by individuals in their respective places of work, thus encouraging development in any given society. In managers, the authors argue that high EI is a tool that enables conflict resolution to take place more easily and effectively that would be the case if the manager had low IE levels.

According to Goleman (1998), EI has varied competencies, some which has a clear relation, while it is still unclear about how some of the competencies are related. The author suggests that self-awareness produces social awareness and self control. The two on the other hand are responsible for breeding social skills in a person.

According to arguments presented by different authors, this essay holds the opinion that EI unlike IQ is not a pre-programmed quality in the brain. One gets the impression that some of the qualities of EI can be deliberately acquired. Mersino (2007) for example argues that getting in touch with one’s feeling is a good starting point to developing EI. Further, the author states that self-awareness can be learnt. This then means that a person with low EI can still work at developing the same to higher levels.

In addition to self-awareness, Mersino (2007) suggests developing accurate self-assessment skills. This regards viewing one-self accurately and even seeking opinions regarding one’s behaviors from others. Citing Daniel Goleman, Mersino (2007) identifies self-assessing people as those who are conscious of their strengths and weakness; reflect and learn from past experiences; open to feedback, lessons, perspectives and beneficial comments; and possess a sense of humor towards their achievements and failings.

Citing Gardner (1983), Goleman (1998) identifies seven categories of intelligence. They are: Intrapersonal, interpersonal, bodily/kinesthetic, musical, visual/spatial, logical/mathematical and verbal/linguistic. Goleman (1998) however associates EI with emotional competence, which he argues is responsible for self-awareness, self-management, social awareness and relationship management.

Under self awareness, a person develops emotional awareness, self-assessment skills and self-confidence. Under self-management, one gains emotional control, transparency, optimism, initiative, adaptability and transparency. Under social awareness, one develops service orientation, organizational awareness and empathy. Under relationship management, one is able to relate with others, develops conflict management skills, and is able to develop inspirational leadership skills, in addition to team working skills (Goleman et al, 2002).

Ruderman et al. (2001) argues that while high IQ can result to high competencies, it does not automatically result in high EI. As such, the authors identify a need for highly intelligent people to develop their EI capabilities in order to be able to relate well with other people.

Most notably, Ruderman et al. (2001) notes that people with high IQ levels are good performers at work, but rarely know how to relate with other people. Because of their skills and competencies, they look down on other people who are not as skillful as they are, and if put in managerial positions, are more likely to command people under them rather than create work teams where strengths can be shared. “Such characters make you wonder how people can be so smart, yet so incapable of understanding themselves and others” (p.3).

According to Ruderman et al. (2001) emotional intelligence can not only be learnt, but can also be enhanced. They suggest that the first step to developing IE is coming to terms with ones emotions. The next step would be to deliberately guide thoughts and actions towards a particular identified path.

In management, Rudeman et al (2001) argues that EI has been in existence for much longer but was known as ‘peoples skills’. People’s skills were a management concept that was endorsed for use in managers, since analysts had proved that managers who possessed the same were more successful than those who did not. While the importance of intellect was not underrated in workplaces, the same in management positions was seen as a complementary attribute.

According to Ruderman et al. (2001), a manager needs to engage other people in the management process. This calls for proper people engagement through talking and listening, influencing decisions and laying a good environment for consensus building. The manager is also responsible for putting people working under him or with him at ease.

This however is closely related to the manager’s happiness. If the manager is always angry, impatient and fails to understand other people’s positions, he or she is more prone to knee-jerk responses. This means he can be quick to anger and lashing out at other people.

Generally, people who are self-aware have a better understanding of their strengths and weaknesses and are therefore more willing to seek assistance beyond their strengths. They also appreciate other people’s strengths and are more willing to chip in when others need help.

Conclusion

Emotional intelligence no doubts seem to be the missing link that would lead to success on a personal level as well as success in the workplace. No one wants to be around a person who cannot quite grasp the extent of his strengths and weaknesses.

More to this, as much as people admire a skillful person, they detest such a person if he or she cannot pass on the skills to others or better still, a person who is patient with people who are not as equally gifted. As the different authors covered in this essay agree, emotional intelligence is indeed the bedrock of better relationships. Once a person understands him/herself, he/she is able to know the limits of what he/she can do. More to this, he is able to respect others for what they can do.

People with high EI are therefore easier to cope with, they are more willing to change and adapt to new environments and are more empathetic to other people’s causes. In an organizational setting, high EI people are relied upon as moderators and people who are capable of fostering good working relationships based on understanding. They are also able to foster harmony, continuity and stability.

References

Cherniss, C. & Goleman, D. (2001). The emotionally intelligent workplace: how to select for, measure, and improve emotional intelligence in individuals, groups, and organizations. London: John Wiley & Sons.

Goleman, D. (1998). Working with Emotional Intelligence. NY: Random House.

Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston: HBS press.

Mersino, A. (2007). Emotional intelligence for project managers: the people skills you need to achieve outstanding results. New York: AMACOM Div American Mgt Assn.

Ruderman, M., Hannun, K., Leslie, J & Steed, J. (2001). Making the connection leadership skills and emotional intelligence. LIA journal. 21(5), 2-7.

Serat, O. (2009). Understanding and developing emotional intelligence. Knowledge solutions, 49(1), 1-9.

Abstract

This research proposal will investigate the effect of emotional intelligence (EI) on academic performance. Many psychologist researchers acknowledge the fact that emotions are core to learning and that teachers should understand their role during the learning experience. EI is imperative in academic performance yet it is not part of the school curriculum.

The findings of the study will be used to assist students to see the importance of controlling their emotions and teachers to realize the need of integrating the components of EI into the curriculum and implementing them. The objective of the study will be to find out the effect of students emotional intelligence on academic performance.

An emotional intelligence bar and academic performance checklist will be used to collect data from students of both public and private schools. The emotional intelligence bar and the checklist will be compared to determine the correlation between emotional intelligence and academic performance.

Introduction

Background to the study

Many psychologist researchers acknowledge the fact that emotions are core to learning and that teachers should understand their role during the learning experience. An emotion is the outward expression of a person as he tries to interact with the environment on matters affecting his life while intelligence is the ability of a person to think logically (Bell, 2010).

Intelligence is not usually related to emotions and it is mostly used in schools to measure performance. According to Van Rooy & Viswesvaran (2004), there is a positive correlation between academic performance and emotions. They recommended that teachers should integrate the component of EI into the curriculum so that students can have high academic performance.

Parker et al., (2004) explained that EI is the ability of a person to control his emotions and guide his thoughts and actions. When a person is emotionally intelligent, he has the skills of detecting, utilizing, comprehending and controlling emotions. Additionally, Parker et al., (2004) stated that EI has five components that include self-awareness, self-motivation, management, empathy and relating well with others.

The aim of the teacher is to ensure that students excel in academic performance. In the past, people believed that success depend on intelligent quotient (IQ). Recently, several theories have emerged and they include multiple and emotional intelligence. Therefore, academic performance depends on intelligence and handling of emotions.

The statement problem

EI is imperative in academic performance yet it is not part of the school curriculum. Van Rooy & Viswesvaran (2004) stated that many students have difficulties copping with schoolwork under strong emotional challenges like long walk to school, boring teachers and poor learning environment like overcrowded class. It is therefore important to measure the effect of students’ emotional intelligence on academic performance.

The significance of the study

The findings of the study will be used to assist students to see the importance of controlling their emotions and teachers to realize the need of integrating the components of EI into the curriculum and implementing them.

Research questions

• Do student who perform well have high levels of EI?
• Do students with low performance have low levels of EI?

The objective

To find out the effect of students emotional intelligence on academic performance

Variables

• Independent. Emotional intelligence

• Dependent. Academic performance

Hypothesis

Null: Students with high emotional intelligence will not have a higher succeeding rate on academic performance

Alternative: Students with high emotional intelligence will have a higher succeeding rate on academic performance

Literature Review

The evolution of emotional intelligence

Many psychologists have attempted to explore the link between academic performance and personality but with little success. Austin et al., (2005) concluded that a positive correlation exist between academic performance and creativity which encompass a person’s personality as well as motivation.

Austin et al., (2005) was able to demonstrate the significance of personality in academic performance but could not associate it with motivation.

Parker et al., (2005) conducted another study and they could associate personality with academic performance. According to Parker et al., (2005), personality included emotional stability of a person, sociability, independence in decision-making and reflective capacity.

They concluded that IQ and personality could be used to predict academic performance of a student. Besides, the aforementioned constituents of personality are similar to components of EI. Gardener introduced the theory of multiple intelligence and it opened ways to emotional intelligence (Van Rooy & Viswesvaran, 2004).

EI has five components, which have significant effects on academic performance. They include self-awareness, self-motivation, management, empathy and relating well with others.

The link between emotional intelligence and academic performance

Dysfunction personality, which is an element of EI, is attributed to low academic performance. A student with dysfunction personality lack self-esteem, motivation, self-control and is always anxious (Parker et al., 2005). The aforementioned student is said to be of low EI and has low academic performance.

Cote & Miners (2006) conducted a study about emotional intelligence and they realized that it moderated the association between performance in academics and logic ability. They found out that students with high academic performance had high coping mechanisms and ability to manage and adapt to stressful conditions.

According to Van Rooy & Viswesvaran (2004), emotional intelligence is related to academic performance because academic is self-directed and it need self-management. Thus, students with high levels of emotional intelligent perform better academically than their counterparts with low intelligence.

The link between the different components of emotional intelligence and academic performance

Self-awareness

Self-awareness enables a student to know his weakness and strength, thus, building self-confidence. In a research done, Parker et al., (2004) found out that among students with high IQ, those with self-awareness had high academic performance than the rest.

Therefore, self-awareness is elemental to learning. Students need to understand the learning process. Those with self-awareness have an intrinsic motivation and will have high performance.

Emotional management

Self-control on cognition is an imperative aspect of high academic performance (Parker et al., 2005). Self-control enable a student to reduce any difficulty that he face, control an adverse action, achieve the set objectives, thus, increase in performance.

Austin et al., (2005) stated that all students become frustrated when they fail and they can only succeed if they are able to control their negative emotions. In another study, Austin et al., (2005) stated that students who were able to control their impulse had high academic performance and excellent social skills. Teachers can achieve better performance by targeting emotional management.

Empathy

Parker et al., (2004) explored the relationship between empathy and high academic performance and found out that students with ability of identifying with emotions of others performed well in class. Besides, those with low levels of empathy performed poorly at class.

In another research, Cote & Miners (2006) analyzed the academic performance of students with the same IQ but with different levels of empathy. He found that student with high levels of empathy had high academic performance. This is because they had a high academic motivation therefore, good academic performance.

Self-motivation

Motivation is the desire that control ones interest and it allows an individual to participate in the learning activities (Parker et al., 2005). A student who has self-motivation will study as well as understand the learning goals thus, excelling in academics.

In a study done, Van Rooy & Viswesvaran (2004) concluded that a positive correlation exist between academic achievement and self-motivation. A student with self-motivation can control his behavior and concentrate on academic works because of his ability to interact with the environment and other people.

Interpersonal skills

Academic performance depends on the ability of a student to socialize and control his emotions. Parker et al., (2005) stated that academic performance is associated with ones aspirations and abilities of interacting with the environment.

The learning environment can remove a behavior that leads to success, thus, interpersonal skill is mandatory for high academic performance. According to Cote & Miners (2006), interpersonal skills like tolerance and following teachers instruction is significant for academic achievement. Therefore, students with interpersonal skills show good performance.

Methodology / Plan Of Study

Research design

The study will be a cross sectional descriptive study. The study instruments will be a bar on emotional intelligence that will be used to determine the level of emotional intelligence of the students and a checklist for analyzing the academic performance.

Study population

The study will be carried out on consenting students from both public and private schools.

• Inclusion criteria. Any consenting student who attends public or private school will be included in the study.

• Exclusion criteria. Any non-consenting student will be excluded in the study.

Sampling method

Systematic random sampling will be used. The first student to be included in the study will be determined by simple random sampling.

The sampling interval width will be determined by the formula:

K = N / n (Bell, 2010)

K will be the sampling width interval

N will be the total number of students in school per day.

n will be the size of the sample to be analyzed per day.

Sample size determination

The sample size will be calculated by the formula; √n = (t_0.01 x q) ÷0.5

By Bell (2010)

n will be the sample size

t_0.01will be value of t at 99% confidence interval which was 2.576

q will be obtained from previously comparable studies.

Data collection procedures

The method of data collection will be a cross sectional analysis of students interview.

The data collection instruments will be a bar on emotional intelligence and checklists for analysis of academic performance.

Data collection

First, the selected student will be interviewed using a bar on emotional intelligence. This is a bar that was developed to measure the level of emotional intelligence and it has fifty questions. Secondly, the student will fill his academic performance on a checklist.

The average performance will be calculated. Thereafter, the score on emotional intelligence test and performance checklist will be compared to determine if there is a relationship between emotional intelligence and academic performance.

Data management and analysis

Field editing of the collected data will be done manually at the end of data collection process on that specific day. Central editing, coding, classification and tabulation of the data will be done at the end of data collection process using the excel computer program. The data will be analyzed using the same program and presented in forms of tables.

Design problems

Some students who qualify to be included in the study may refuse to participate. Others may drop out in the middle of the study. Some student may not tell the truth and this will be beyond my control. This is called Hawthorne effect and it usually interferes with the validity and reliability of the research.

Expected findings

Based on other research findings, I expect to reject the null hypothesis and accept the alternative hypothesis, which states that students with high emotional intelligence will have a higher succeeding rate on academic performance.

Ethical considerations

A written authority to carry out research will be obtained from the specific schools whose students will be included in the study. The relevance and usefulness of the research will be explained. Information will be collected from the participants after their expressed willingness and informed consent has been given.

They will be made aware of the type of information wanted, the purpose it will be put on, how they will be expected to participate in the study and how the study will be expected to directly or indirectly affect them. The consent will be voluntary without pressure of any kind.

No harm will be caused to any participant in the study. No bias will be involved in the study. Appropriate research methodology will be used, this means that a representative sample will be selected, a valid instrument will be used and correct conclusions will be drawn. The findings will be reported in a way that will not serve my own or someone else’s interest. The information obtained will be used for the good of the participants.

References

Austin, E. J., Evans, P., Goldwater, R., & Potter, V. (2005). A preliminary study of emotional intelligence, empathy and exam performance in first year medical students. Personality and Individual Differences, 39(8), 1395–1405.

Bell, J. (2010). Doing Your Research Project. Columbia: McGraw-Hill International.

Cote, S., & Miners, C. T. H. (2006). Emotional intelligence, cognitive intelligence, and job performance. Administrative Science Quarterly, 51(1), 1–28.

Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J. I., Majeski, S. A., Wood, L. M., Bond, B. J., et al. (2005). Academic achievement in high school: does emotional intelligence matter? Personality and Individual Differences, 37(7), 1321–1330.

Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and individual differences, 36(1), 163–172.

Van Rooy, D. L., & Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65(1), 71–95.

Appendix

Appendix A: Budget

Appendix B: Respondent Consent Form

I hereby certify that i have been informed of the nature of this study and i give my consent to offer any information which is required of me.

Signature of Respondent: _______________________

Date__________________________

Signature of Researcher: _______________________

Date: _________________________

Appendix C: Emotional Intelligence Bar

Please tick in the appropriate column

Appendix D: Performance Checklist

Please fill in your academic performance

The importance of radiography as a tool for testing patients’ health status and detecting the presence of possible health issues cannot possibly be overrated. The recent innovations have contributed to the development of radiography extensively. The sociocultural factors, however, are not to be overlooked, either. A study conducted by McNulty et al. (176) has shown that emotional intelligence (EI) is a crucial quality that triggers a rapid increase in the quality of the services provided to patients during radiography procedures.

The research was titled “An International Study of Emotional Intelligence in First-Year Radiography Students: The Relationship to Age, Gender, and Culture.” It was published in Radiography (vol. 22, no. 2) in 2016. The article explored the concept of EI as the means of improving communication and reducing the effects of sociocultural stereotypes on the quality of radiography.

The connection between radiography and EI might not seem evident at first, yet a closer look at the research results will reveal that the adoption of the techniques that are based on EI helps prevent accidents during radiography (). Furthermore, the application of the strategies built on the EI principles serves as the means of establishing communication with patients belonging to different age groups, cultural and ethnic backgrounds, etc. As a result, radiography occurs at a natural pace and provides accurate results that can be used for further diagnosis and problem management (McNulty et al. 173).

Therefore, the results of the research conducted by McNulty et al. can be used to enhance the efficacy of radiograph-related procedures. Consequently, a rapid rise in the number of positive patient outcomes is expected. Therefore, EI-based approaches must be included in the set of strategies used for carrying out radiography.

Works Cited

McNulty, Jonathan P., et al. “An International Study of Emotional Intelligence in First Year Radiography Students: The Relationship to Age, Gender, and Culture.” Radiography, vol. 22, no. 2, 2016, pp. 171–176.