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Theoretical Framework of Emotional Intelligence and Managerial Skills

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3.1 Introduction 3.2 Emotional Intelligence 3.3 The Bhagavad-Gita on Emotional Intelligence 3.4 Managerial Skills 3.5 Management Guidelines from the Bhagavad Gita 3.6 Conclusion

3.1 Introduction

Enhancing the competency and performance of executives has been an

area of interest to management philosophers and researchers for a long time.

The popularization of the concept of "Emotional Intelligence" (El) has really

given a new dimension and momentum to the research initiatives linking

personality factors with the superior performance of the executives. The

concept of cognitive intelligence, which is often referred to as intelligence or

Intelligent Quotient (IQ), as the sole determinant of individual performance

has been questioned with the emergence of the concept of "emotional

intelligence". Consequent to the large number of research publications during

the last two decades, El has been identified as a critical factor in the

performance and success of individuals in varying roles in their professional

career and it has become an important consideration in human resource

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planning, job profiling, recruitment interviewing and selection, training and

executive development.

In the post-liberalization era, the managers are faced with many

challenges like working with people from different cultures and increased

foreign assignment, like improving the quality, productivity and customer

service which requires a dynamic work force with different needs, aspirations,

attitudes and styles, and an effective leader or manager to direct the work force

in a competitive and highly fruitful manner. Different studies and researches

reveal that efficiency is not simply determined by the physical and intellectual

potentialities, but it is highly influenced by the emotional markup of the work

force and the managers.

Emotional intelligence (EI) is the ability to monitor one's own and other

people's emotions, to discriminate between different emotions and label them

appropriately, and to use emotional information to guide thinking and

behaviour. There are three models of EI. The ability model, developed

by Peter Salovey and John Mayer, focuses on the individual's ability to process

emotional information and use it to navigate the social environment. The trait

model, as developed by Konstantin Vasily Petrides, "encompasses behavioural

dispositions and self-perceived abilities and is measured through self-

report". The final model, the mixed model is a combination of both ability and

trait EI. It defines EI as an array of skills and characteristics that drive

leadership performance, as proposed by Daniel Goleman.

Managerial skills are sets of qualities and attributes in the personality of

managers that enable them to effectively manage the working of a firm. Good

managerial skills can create a world of difference in the efficiency and

performance of the organization. Researchers have found that traditional


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Manager skills wouldn't bring favourable change at the workplace. So, the

Manager has to learn some special skills which bear on employee's behaviour

and attitudes, so that the organization can be much benefited by their labour. It

is a fact that the Manager causes productivity and non- productivity of

employees and organizations. He may directly influence the workers’ attitude,

interest, and aptitude or change their behaviour toward commitment to work

and objectives. Organization can stand to bear the challenges of change

through only right Managerial style and behaviour. This paper would highlight

on the various skills required by the Manager to perform various complex

tasks or implement various policies in Global environment. Skill is essential

to utilize the scarce resources of the organization (Raju.R 2011)

The American Management Association has identified important skills,

i.e., conceptual, communication, effectiveness, and interpersonal skills. These

skills help manager to execute the policies and activities associated with being

a manager. The performance of the organization depends on the wholehearted

support of employees, suppliers, customers, and investors; to deal with them

effectively special kinds of skills which make manager's successful in their

tasks are required. A skill is a Manager’s ability to translate knowledge into

action. Skills can be developed and learnt. A manager should learn or develop

the following skills to enhance effectiveness of organization.

3.2 Emotional Intelligence

Intelligence comes as a result of two causes, viz., cognition and emotion.

We, by and large, have been exposed to one dimension of personal intelligence,

i.e., cognition or traditional intelligence, and little has been explored with

regard to the role of emotions towards the intelligence of a person. The

conventional wisdom among the cognitive scientists held the view that

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intelligence is a mere processing of fact, and emotions have no role to play in

intelligence. But, with the changing times, and progressing research in the

field of psychology, the theory of conventional wisdom propounded by the

cognitive scientists has been found to be a lopsided vision. The researchers

have begun recognizing and realizing the significance of feeling while

thinking. Thus emerged the domain of emotional intelligence.

Before unveiling the various aspects of emotional intelligence, the

meaning of the word ‘emotion’ needs to be understood. The word 'emotion'

connotes various meanings to various people. Going by the Oxford English

Dictionary, emotion is "any agitation or disturbance of mind, feeling, passion,

any vehement or excited mental state."Emotions vary in accordance with the

blends, variations and mutations of the mental state. In such emotional

repertoire, each emotion plays a unique role as prompted by the people’s

biological tendencies. These various biological propensities are shaped further

by our experience in life and culture.

3.2.1 History of Emotional Intelligence

The first use of the term "emotional intelligence" is usually attributed to

Wayne Payne's doctoral thesis, A Study of Emotion: Developing Emotional

Intelligence from 1985. However, prior to this, the term "emotional intelligence"

had appeared in Beldoch (1964) and Leuner (1966). Stanley Greenspan (1989)

also put forward an EI model, followed by Peter Salovey and John Mayer

(1989). The distinction between trait emotional intelligence and ability

emotional intelligence was introduced in 2000. However, the term became

widely known with the publication of Goleman's Emotional Intelligence - Why

it can matter more than IQ (1995). It is to this book's best-selling status that

the term can attribute its popularity. Goleman has followed up with several


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further popular publications of a similar theme that reinforce the use of the

term.

3.2.2 Definitions on Emotional Intelligence

The concept of emotional intelligence brings new depth to the

understanding of human intelligence; it expands the ability to evaluate one's

general or overall intelligence. Like cognitive intelligence, emotional

intelligence is difficult to define. Broadly speaking, emotional intelligence

addresses the emotional, personal, social and survival dimensions of

intelligence, which are often more important for daily functioning than the

more traditional cognitive aspects of intelligence (Bar-On, 1997).

There are lots of arguments about the definition of El, arguments that

regard both terminology and operationalizations. Salovey and Mayer (1990)

made the first published attempt toward defining the concept. The concept of

emotional intelligence has been defined in various ways by different authors,

giving emphasis to different components of the concept. While Mayer and

Salovey (1997) emphasize the cognitive elements in their definition of El,

Goleman relates it to the way people function emotionally, if their function is

at its potential or at least is not problematic. The definition given by Cooper

and Sawaf (1997) gave greater emphasis to the higher aspects of human

behaviour, particularly aspects associated with business leadership. Their

concept includes factors such as intuition, integrity, personal purpose, and

creativity, not emphasized by Goleman. Weisinger's (1998) definition is

relatively close to Goleman's definition.

Currently, there are several definitions of El in use and they do not

necessarily match well. El is a multifaceted construct and we do not have a

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clear, simple definition of it. Nonetheless, the following are some of the

widely used definitions at present. Salovey and Mayer (1990) defined

emotional intelligence as "a form of social intelligence that involves the ability

to monitor one's own and others’ feelings and emotions, to discriminate among

them and to use this information to guide one's thinking and actions".

Mayer and Salovey (1997) defined emotional intelligence as the ability

to perceive emotions, to assess and generate emotions so as to assist thought,

to understand emotions and emotional knowledge, and to reflectively regulate

emotion so as to promote emotional and intellectual growth. Martinez (1997)

refers to emotional intelligence as being "an array of non cognitive skills,

capabilities and competencies that influence a person's ability to cope with

environmental demands and pressures" (cited in Len Tischler et al., 2002).

Goleman (1997) provides a very useful definition of the construct of

emotional intelligence, which is about:

Knowing what you are feeling and being able to handle those

feelings without having them swamp you;

Being able to motivate yourself to get jobs done, be creative and

perform at your peak; and

Sensing what others are feeling, and handling relationship effectively.

In other words, Emotional Intelligence, as defined by Goleman, is the

capacity for recognizing our own feelings and those of others, for motivating

ourselves, and for managing emotions well in ourselves and in our relationships.

His framework has five branches: self-awareness, self-regulation, motivation,

empathy and social skills.


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Cooper and Sawaf (1997) define emotional intelligence as the ability to

sense, understand, and effectively apply the power and acumen of emotions as

a source of human energy, information, connection, and influence.

Bar-On's (1997) non-cognitive model defines emotional intelligence as

"an array of non-cognitive capabilities, competencies and skills that influence

one's ability to succeed in coping with environmental demands and pressures".

Weisinger (1998) defined emotional intelligence as "the intelligent use of

emotions: you intentionally make your emotions work for you by using them to

help guide your behaviour and thinking in ways that enhance your results".

Caruso (1999), co-creator of the Multifactor Emotional Intelligence

Scale (MEJS), has offered another definition: 'Emotional intelligence is the

ability to use your emotions to help you solve problems and live a more

effective life. Emotional intelligence without intelligence, or intelligence

without emotional intelligence, is only part of a solution. The complete

solution is the head working with the heart'.

Emotional intelligence has been defined by Mayer et al., (1999) as an

ability to recognize the meanings of emotions and their relationships to reason,

and problem-solve on the basis of them. Emotional intelligence is involved in

the capacity to perceive emotions, assimilate emotion-related feelings,

understand the information of those emotions, and manage them.

El has been defined by lames (2004) as the ability of a person to use

emotions as a guiding tool for interpersonal effectiveness in his or her social

environment.

According to Murthy (2004), El is the ability to choose the right feelings

appropriate to a given situation and the skill to communicate these feelings

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effectively. It is the emotional competency which includes awareness of our

own emotions, ability to identify and empathise with others' feelings,

understanding the impact of one's emotions on others, and sensitivity to

cultural sanctions for expression of emotions that constitutes El.

3.2.3 EI at the workplace

Organizations dispose of a variety of mechanisms to neutralize emotions

at the workplace. These mechanisms aim to either prevent emotions from

arising in the first place or to "safety" control those emotions that arise; work

groups with higher EI appear to have the necessary criteria to be productive

from the outset (Goleman, 1995). Therefore, it appears that it is in the

organization’s best interest to ensure that positive levels of EI are displayed in

both individual and team work settings.

According to Goleman's research on EI, vis-à-vis the leadership style of

executives, close to 90 per cent of their leadership success was attributable to

emotional intelligence. Managers who use emotional intelligence can

ameliorate stress related to job insecurity and also help to reference the

situation so that it positively impacts employee performance. Maintaining

healthy and productive relationships between employees and the organization

can be a high leverage influence. When managers seek to continue a spirit of

shared goals with employees, they become quite convincing, which is in the

best interest of the employee to remain a part of the team.

Emotional quotient also helps one to cope with stressful organizational

solutions. Stress management, therefore, largely depends upon striking an

emotional balance between a potential stress condition and the person's

reaction to it. Only professionals with a higher degree of emotional quotient

can develop such an effective support system.


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Given the value of the personal and organizational effectiveness of EI-

based capacities, organizations need to hire for emotional intelligence along

with whatever other technical skills or business expertise they are seeking.

Some of the ways in which emotional intelligence assists us in our work based

upon the four branch theory of emotional intelligence are:

(a) Identifying Emotions

One needs to be aware of his/her own feelings and emotions so that

he/she is not blinded by his/her emotions.

Being aware of others’ emotions is a key to working with people.

(b) Using Emotions

Creative ideas can come from one's ability to generate a mood or an

emotion.

Feeling for other people, having empathy may be based in part upon

your ability to generate a feeling that other people feel.

(c) Understanding Emotions

know what motivates people

understand other people's points of view

understand and handle team interactions

(d) Managing Emotions

stay aware of your emotions, which have valuable information, and

use them to solve problems.

take a feeling of sadness, find out why you have been disappointed,

and solve the problem.

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take a feeling of anger, find out why you are frustrated, and solve

the problems.

take a feeling of anxiety, find out why you are worried, and solve

the problem take a feeling of job, find out why you are happy, and

do it again.

Emotional intelligence forcefully impacts one's work life in many ways:

EQ in sales, administration, customer service and management

stimulates motivation, reduces stress, improves communication and

enhances decision making.

EQ positively impacts one's ability to sustain both physical and

mental health.

EQ is a primary factor in healthy ageing, permitting long life and

wellness.

EQ helps in the identification and expression of one's feelings.

EQ allows one to address fears using reasons, rather than avoiding

them or allowing them to paralyze him.

Because of high EQ one can empathize with others' feelings,

acknowledge them, and seek to soothe them.

Research has identified the potential of emotional intelligence to predict

a range of interpersonal qualities in the workplace that may contribute to

successful organizational change.

3.2.4 The Major Emotional Intelligence Models

The Encyclopedia of Applied Psychology states that there are three

major models of emotional intelligence:


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a) The Mayer-Salovey model: which defines this construct as the

ability to perceive, understand, manage and use emotions to facilitate

thinking;

b) The Bar-On model: which describes El as a cross-section of

interrelated emotional and social competencies, skills and facilitators

that impact intelligent behaviour and

c) The Goleman model: which views it as an array of emotional and social

competencies that contribute to managerial performance.

The Bar-On Model and the Goleman Model are also known as the

Mixed Models of Emotional Intelligence. Models that mix together

emotional intelligence qualities with other personality traits unrelated to

either emotion or intelligence are often referred to as mixed models of

emotional intelligence.

3.2.4.1 The Mayer-Salovey Model of Emotional Intelligence (Ability Model)

It is the first formal model of emotional intelligence - the 1990 model -

was the one Daniel Goleman relied on in his popularization of the field. The

Mayer-Salovey model of Emotional Intelligence is widely known as the

'Ability Model of El'. The model views emotions and thoughts as working

with each other in adaptive ways. This model defines El as "intelligence" in

the traditional sense, that is, as a set of mental abilities to do with emotions

and the processing of emotional information that are a part of, and contribute

to, logical thought and intelligence in general. These abilities are arranged

hierarchically from basic psychological process to the more psychologically

integrated and complex ones, and are thought to develop with age and

experience in much the same way as crystallized abilities. Further, they are

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considered to be independent of traits and talents and preferred ways of

behaving (Mayer and Salovey, 1993).

Emotional intelligence refers in part to an ability to recognize the

meanings of emotional patterns and to reason and solve problems on the basis

of them (Mayer and Salovey, 1997; Salovey and Mayer, 1990). Mayer and

Salovey (1997) defined emotional intelligence as the ability to perceive emotions,

to access and generate emotions so as to assist thought, to understand emotions

and emotional knowledge, and to reflectively regulate emotion so as to

promote emotional and intellectual growth.

The Mayer-Salovey model was initially known as the Four Branch

Model of Emotional Intelligence. This model describes four areas of capacities

or skills that collectively describe many of areas of emotional intelligence

(Mayer and Salovey, 1997). The domain of emotional intelligence describes

several discrete emotional abilities. As per the ability model of El, these

emotional abilities can be divided into four classes or branches, as shown below.

Source: www.selwyn.org

Figure 3.1 Mayer-Salovey Model of Emotional Intelligence


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1. Perception and Appraisal of emotions (Identifying Emotions):

The most basic skill involves the perception and appraisal of emotion. It

is the ability to recognize how you and those around you are feeling. The

initial, most basic, area has to do with the nonverbal reception and

expression of emotion. The capacity to accurately perceive emotions in

the face or voice of others provides a crucial starting point for more

advanced understanding of emotions.

Individuals who accurately appraise and express (perceive and respond

to) their emotions are likely to be better understood by the people they

work with, and they also have the potential to better lead and manage

people when they are able to perceive the emotions of the people around

them and to develop empathy- the ability to comprehend another's feelings

and to re-experience them oneself. (Salovey and Mayer, 1989, 1990)

2. Assimilating Emotion in Thought (Using Emotions to Facilitate Thought):

The second set of skills involves assimilating basic emotional

experiences into mental life, including weighing emotions against one

another and against other sensations and thoughts and allowing emotions

to direct attention. In other words," it is the capacity of the emotions to

enter into and guide the cognitive system and promote thinking. For

example, cognitive scientists point out that emotions prioritize thinking.

In other words, something we respond to emotionally, is something that

grabs our attention. We may hold an emotional state consciousness so as

to compare it with a similar sensation in sound, colour, or taste (Mayer

et al., 2000).

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Individuals also differ in the ways (functional vs. dysfunctional) in

which they utilise their emotions. Emotions can:

Help in generating multiple future plans (flexible planning)

Improve the decision-making process due to a better understanding

of one's emotional reaction (creative thinking)

Facilitate cognitive processes such as creativity on the one hand and

punctuality on the other hand (mood redirected attention); and

Enhance persistence regarding challenging tasks (motivating

emotions) (Salovey and Mayer, 1989, 1990)

3. Understanding and Analysing Emotions:

The third level involves understanding and reasoning about emotions. It

is the ability to understand complex emotions and emotional 'chains',

how emotions transition from one stage to another. According to the

proponents of the model, emotions convey information: Happiness

usually indicates a desire to join with other people; anger indicates a

desire to attack or harm others; fear indicates a desire to escape, and so

forth. According to Mayer and Barsade (2008), each emotion conveys its

own pattern of possible messages, and actions associated with those

messages. He says that a message of anger, for example, may mean that

the individual feels treated unfairly. The anger, in turn, might be

associated with specific sets of possible actions: peacemaking, attacking,

retribution and revenge seeking, or withdrawal to seek calmness.

Understanding emotional messages and the actions associated with them

is one important aspect of this area of skill. In other words, emotional


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intelligence involves the ability to recognize the emotions, to know how

they unfold, and to reason about them accordingly.

4. Managing Emotions:

The fourth and the highest level of emotional intelligence involves the

management and regulation of emotion in oneself and others such as

knowing how to calm down after feeling angry or being able to alleviate

the anxiety of another person. Mayer et al. (2008) say that a person needs

to understand that emotions convey information. To the extent that it is

under voluntary control, a person may want to remain open to emotional

signals so long as they are not too painful, and block out those that are

overwhelming. In between, within the person's emotional comfort zone, it

becomes possible to regulate and manage one's own and others' emotions

so as to promote one's own and others' personal and social goals.

People differ in their ability to manage (monitor, evaluate, and adjust to

changing moods) their emotions, as well as in their ability to regulate

and alter the affective reactions of others (Salovey and Mayer 1989,

1990). Regulation of one's own emotions and moods results in positive

and negative affective states. Emotionally intelligent individuals are

adept at placing themselves in positive affective states and are able to

experience negative affective states that have insignificant destructive

consequences.

Mayer et al. (2000) opine that the mental ability model of emotional

intelligence makes predictions about the internal structure of the

intelligence and also its implications for a person's life. The theory

predicts that emotional intelligence is, in fact, an intelligence like other

intelligences is that it will meet three empirical criteria. First, mental

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problems have right or wrong answers, as assessed by the convergence

of alternative scoring methods. Second, the measured skills correlate

with other measures of mental ability (because mental abilities tend to

intercorrelate) as well as with self-reported empathy. Third, the absolute

ability level rises with age (Mayer et al., 2000). The model further

predicts that emotionally intelligent individuals are more likely to (a) have

grown up in bio socially adaptive households (i.e., have had emotionally

sensitive parenting), (b) be non-defensive, (c) be able to reframe emotions

effectively (i.e., be realistically optimistic and appreciative), (d) choose

good emotional role models, (e) be able to communicate and discuss

feelings, and (f) develop expert knowledge in a particular emotional area

such as aesthetics, moral or ethical feeling, social problem solving,

leadership, or spiritual feeling (Mayer and Salovey, 1995).

3.2.4.2 The Bar-On Model of Emotional Intelligence

Unlike the Ability model, the Bar-On model explicitly includes non-

ability traits also in its efforts to explain Emotional Intelligence and it is also

known as Mixed Model of Emotional Intelligence. The Bar-On's (1997) non-

cognitive model defines emotional intelligence as "an array of non cognitive

capabilities, competencies and skills that influence one's ability to succeed in

coping with environmental demands and pressures”. While Bar-On (2000)

places this model under the banner of El, it is a somewhat broader construct to

which he more generically refers as "emotional and social intelligence". This

model describes El as a cross-section of interrelated emotional and social

competencies, skills and facilitators that impact intelligent behaviour. He

defines emotional intelligence as being concerned with effectively

understanding oneself and others, relating well to people, and adapting to and


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coping with the immediate surroundings to be more successful in dealing with

environmental demands.

This model can be divided into two main parts. The first part is the

theory, or conceptualization, of emotional-social intelligence; and the second

part is the psychometric aspect of the model, which is, essentially, the measure

of emotional social intelligence based on the theory and designed to assess it.

These two aspects of the model have also been referred to as (a) the Bar-On

conceptual model of emotional-social intelligence, and (b) the Bar-On

psychometric model of emotional-social intelligence, while (c) the Bar-On model

of emotional-social intelligence refers to both the conceptual and the

psychometric aspects of this model combined into one entity. The psychometric

aspect of the Bar-On model is the measure of the construct which was created

to assess the conceptual aspect of this model. The Bar-On (1997) model of

emotional intelligence was intended to answer the question, "Why are some

individuals more able to succeed in life than others?" Bar-On reviewed the

psychological literature for personality characteristics that appeared related to

life success. He has operationalised this model according to 15 conceptual

components that pertain to five specific dimensions of emotional and social

intelligence. These five major domains in Bar-On's (1997) model are:

1) Intrapersonal skills: representing abilities, capabilities, competencies

and skills pertaining to the inner self.

2) Interpersonal skills: representing interpersonal skills and

functioning.

3) Adaptability: representing how successfully one is able to cope

with environmental demands by effectively sizing up and dealing

with problematic situations.

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4) Stress management : concerning the ability to manage and cope

effectively with stress, and

5) General mood: pertaining to the ability to enjoy life and to

maintain a positive disposition.

Source: https://clientmanagementvn.wordpress.com

Figure 3.2 Bar-On Model of Emotional Intelligence

Each broad area is further subdivided. For example, intrapersonal skills

are divided into emotional self-awareness, assertiveness, self-regard, self-

actualization, and independence. The 15 components of the model are

described as non-cognitive variables that resemble personality factors (Bar-

On, 1997). Bar-On offered the following rationale for his use of the ten forms

of emotional intelligence:

Intelligence describes the aggregate of abilities, competencies, and skills

that represent a collection of knowledge used to cope with life effectively. The

adjective ‘emotional’ is employed to emphasize that this specific type of


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intelligence differs from cognitive intelligence (Bar-On, 1997). Bar-On's

theoretical work combines what may qualify as mental abilities (e.g., emotional

self-awareness) with other characteristics that are considered separable from

mental ability, such as personal independence, self-regard, and mood; this

makes it a mixed model (cited in Mayer et al., 2000). Bar-On (1997) contended

that to be emotionally and socially intelligent is to effectively understand and

express ourselves, to understand and relate well with others, and to successfully

cope with daily demands, challenges and pressures. Bar-On proposes that the

components of this model develop over time, change throughout life, and can

be improved through training and development programmes, and that the

model relates to the potential for performance rather than the performance

itself.

The development of Bar-On's model of El had been influenced by the

contributions of many earlier theorists including Darwin, Thorndike and

Wechsler. Darwin's early work (1837-1872) on the importance of emotional

expression for survival and adaptation influenced the development of the Bar-

On model, which also stresses the importance of emotional expression and

views the outcome of emotionally and socially intelligent behaviour in terms

of effective and successful adaptation. Thorndike's (1920) description of social

intelligence and its importance for human performance as well as Wechsler's

(1940) observations related to the impact of non-intellective (non-cognitive)

factors on what he referred to as intelligent behavior, are also influenced the

development of the Bar-On's Model. Gardner's (1983) introduction of the

concept of intrapersonal and interpersonal intelligences, within the context of

multiple intelligences, had an impact on the development of the intrapersonal

and interpersonal components of the Bar-On model of emotional-social

intelligence.

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The most popularly used measure of Emotional Intelligence is the Bar-On

Emotional Quotient Inventory (the EQ-i). The development of the conceptual

aspect of the Bar-On model and the construction of its psychometric component

(the EQ-i) are closely interrelated. Consequently, the EQ-i may be considered

an 'operationalisation' of this model. Consistent with the way this model is

conceptualized, to be emotionally and socially intelligent is to effectively

understand and express ourselves, to understand and relate well with others,

and to successfully cope with daily demands, challenges and pressures. This is

based, first and foremost, on our interpersonal ability to be aware of ourselves,

to understand our strengths and weaknesses, and to express our feelings and

thoughts non-destructively.

On the interpersonal level, being emotionally and socially intelligent

encompasses the ability to be aware of others' emotions, feelings and needs,

and to establish and maintain cooperative, constructive and mutually satisfying

relationships. Ultimately, being emotionally and socially intelligent means to

effectively manage personal, social and environmental change by realistically

and flexibly coping with the immediate situation, solving problems and

making decisions as the need arises. To do this, we need to manage emotions

so that they work for us and not against us, and we need to be sufficiently

optimistic, positive and self-motivated. Subsequently, Bar-On (2000) defined

El in terms of an array of emotional and social knowledge and abilities that

influence our overall ability to effectively cope with environmental demands.

This array includes

1) The ability to be aware of, to understand, and to express oneself;

2) The ability to be aware of, to understand, and to relate to others;


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3) The ability to deal with strong emotions and control one's impulses;

and

4) The ability to adapt to change and to solve problems of a personal

or a social nature.

3.2.4.3 The Goleman Model (The Emotional Competencies Model):

Daniel Goleman's books, Emotional Intelligence (1995) and Working

with Emotional Intelligence (1998b), have served to popularize this relatively

new area of 'Ernotional Intelligence'. He has presented his adaptation of a few

existing models of emotional intelligence and emphasized how it is altered

throughout life, the ways basic emotional skills can augment one's ability to

function better and to succeed in life, and the price paid for what he calls

"emotional literacy".

The El model introduced by Daniel Goleman focuses on El as a wide

array of competencies and skills that drive managerial performance. The

competency-based model of emotional intelligence by Goleman (2001) has

been designed specifically for workplace applications. In Working with

Emotional Intelligence, Goleman (1998b) explored the function of El on the

job, and claimed El to be the strongest predictor of success in the workplace,

with more recent confirmation of these findings on a worldwide sample seen

in Bradberry and Greaves, "The Emotional Intelligence Quick Book"

(2005).In his research at nearly 200 large, global companies, Goleman found

that truly effective leaders are distinguished by a high degree of emotional

intelligence. Without it, a person can have first-class training, an incisive

mind, and an endless supply of good ideas, but he still won’t be a great leader.

Goleman's model of intelligence is also a mixed model and it is characterized by

the five broad areas. They are: 1) knowing one's emotions (Self awareness),

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2) managing emotions (Self-management), 3) motivating oneself, 4) recognizing

emotions in others (Social awareness), and 5) handling relationships

(Relationship management). Goleman included a set of emotional competencies

within each construct of El. Emotional competencies are not innate talents, but

rather learned capabilities that must be worked on and developed to achieve

outstanding performance. Goleman posits that individuals are born with a

general emotional intelligence that determines their potential for learning

emotional competencies.

Source: http://managementpocketbooks.wordpress.com

Figure 3.3 Goleman Model (The Emotional Competencies Model)

Goleman (l998a) summarises the five broad areas of his El model in his

famous article published in Harvard Business Review (HBR) as given in the

following Table:


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Table 3.1. Summary of the five broad areas of competency-based model of

El by Goleman

Definitions Hallmarks

Self-Awareness

The ability to recognize and understand your moods, emotions, and drives, as well as their effect on others.

• Self-confidence

• Realistic self-assessment

• Self-deprecating sense of humour

Self-Regulation

The ability to control or redirect disruptive impulses and moods.

The propensity to suspend judgment-to think before acting.

• Trustworthiness and integrity

• Comfort with ambiguity

• Openness to change

Motivation

A passion to work for reasons that go beyond money or status.

Apropensity to pursue goals with energy and persistence.

• Strong drive to achieve

• Optimism, even in the face of failure

• Organisational commitment

Empathy

The ability to understand the emotional makeup of other people.

Skill in treating people according to their emotional reactions.

• Expertise in building and retaining talent

• cross-cultural sensitivity service to clients and customers

Social skill Proficiency in managing relationships and building networks. An ability to find common ground and build rapport.

• Effectiveness in leading change persuasiveness

• Expertise in building and leading teams

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Goleman (1995) recognized that he was moving from emotional

intelligence to something far broader. He states that "ego resilience is quite

similar to [this model] emotional intelligence" in that it includes social (and

emotional) competencies. He goes so far as to note that, "There is an old -

fashioned word for the body of skills that emotional intelligence represents:

Character" (Goleman, 1995). Goleman (1995) notes that, "at best, IQ contributes

about 20 per cent to the factors that determine life success, which leaves 80 per

cent to other factors". He further states that El can be as powerful as, and at

times more powerful than, IQ". Mayer et al. (2000) opine that, 'it is hard not to

conclude that at least part of the popular excitement surrounding emotional

intelligence is due to these very strong claims'. Goleman (2001) proposes that

the underlying abilities of the model are necessary, though not sufficient, to

manifest competence in anyone of the El domains" and that the emotional

competencies are job skills that can be learned. Within this context, Goleman

defines emotional intelligence as the ability to recognize and regulate

emotions both within the self and others.

Theoretical Framew

ork of Em

otional Intelligence and Managerial Skills

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3.2.5 Emotional Competency Inventory (ECI)

The ECI is a 360-degree tool designed to assess the emotional

competencies of individuals and organizations. It is based on emotional

competencies identified by Dr. Daniel Goleman in Working with Emotional

Intelligence (1998), and on competencies from Hay/McBer’s Generic

Competency Dictionary (1996) as well as Dr. Richard Boyatzis’s Self-Assessment

Questionnaire (SAQ). Hay/McBer’s Generic Competency Dictionary was

originated by Lyle and Signe Spencer as documented in their book

Competence at Work (1993), and revised by the psychologist David

McClelland after an extensive review of the literature. It is based on over

20 years of research initiated by Dr. McClelland (1973) with his seminal

article, “Testing for Competence rather than Intelligence.” Hay/McBer and

other researchers have established that every core competency in the

Dictionary reliably differentiates performance in a variety of organizations.

The Self-Assessment Questionnaire was initially developed by

Dr. Boyatzis in 1991 for use with MBA and executive students to assess

competencies in the Generic Model of Management used at the Weatherhead

School of Management, Case Western Reserve University. The SAQ has

shown a high degree of construct validity against a variety of behavioural

and questionnaire measures. Since 1991, it has been used in numerous

studies, including longitudinal research (Boyatzis, Baker, Leonard et al.,

1995; Boyatzis, Cowen & Kolb, 1995). Expanding upon Dr. Boyatzis’s

well-established evaluation measure, Dr. Boyatzis and Dr. Goleman

developed a pool of items designed to capture the full spectrum of emotional

competencies. Items were selected from this pool based on conceptual and

logical considerations. Hay/McBer consultants further refined these items to


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reflect developmental scaling, which is characteristic of Hay/McBer’s Generic

Dictionary of Competencies. Developmental scales were designed and target

levels were identified based on expert opinion and prior studies.

3.2.6 Importance of Emotional intelligence

When it comes to happiness and success in life, emotional intelligence

(EQ) matters just as much as intellectual ability (IQ). Emotional intelligence

helps you build stronger relationships, succeed at work, and achieve your

career and personal goals. As we know, it is not the smartest people that are

the most successful or the most fulfilled in life. We probably know people

who are academically brilliant and yet are socially inept and unsuccessful at

work or in their personal relationships. Intellectual intelligence (IQ) is not

enough on its own to be successful in life. Yes, one’s IQ can help him/her get

into college, but it is one’s EQ that will help him/her manage the stress and

emotions when facing their final exams.

Emotional intelligence affects:

performance at work. Emotional intelligence can help us navigate the

social complexities of the workplace, lead and motivate others, and excel

in our career. In fact, when it comes to gauging job candidates, many

companies now view emotional intelligence as being as important as

technical ability and require EQ testing before hiring.

physical health. If we are unable to manage our stress levels, it can lead

to serious health problems. Uncontrolled stress can raise blood pressure,

suppress the immune system, increase the risk of heart attack and stroke,

contribute to infertility, and speed up the aging process. The first step to

improving emotional intelligence is to learn how to relieve stress.

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mental health. Uncontrolled stress can also impact our mental health,

making us vulnerable to anxiety and depression. If we are unable to

understand and manage our emotions, we will also be open to mood

swings, while an inability to form strong relationships can leave us

feeling lonely and isolated.

relationships. By understanding our emotions and how to control them,

we are better able to express how we feel and understand how others are

feeling. This allows us to communicate more effectively and forge

stronger relationships, both at work and in our personal life.

3.2.7 Can Emotional Intelligence be Learned?

This is an interesting question and this particular aspect-learnable,

made this concept so popular all over the world. Are people born with certain

levels of empathy, for example, or do they acquire empathy as a result of

life's experiences? Goleman (l998b) says the answer is both. He states that

the scientific inquiry strongly suggests that there is a genetic component to

emotional intelligence. He further says that psychological and developmental

research indicates that nurture plays a role as well. How much of each

perhaps will never be known, but research and practice clearly demonstrate

that emotional intelligence can be learned (Galeman, 1998b). He has the

opinion that El can be improved with the help of the training programmes

focused on the right part of the brain. El is born largely in the neurotransmitters

of the brain's limbic system, which governs feelings, impulses, and drives.

Research indicates that the limbic system learns best through motivation,

extended practice, and feedback. Compare this with the kind of learning that

goes on in the neocortex, which governs analytical and technical ability. The

neocortex grasps concepts and logic. It is the part of the brain that figures out


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how to use a computer or make sales call by reading a book. Goleman

(l998b) says not surprisingly-but mistakenly- it is also the part of the brain

targeted by most training programmes aimed at enhancing emotional

intelligence.

Based on his research with the Consortium for Research on Emotional

Intelligence in Organisations, he further adds that when such programmes

take, in effect, a neocortical approach can even have a negative impact on

people's job performance. Goleman (1998b) opines that the organisations must

refocus their training to include the limbic system to enhance the emotional

intelligence of the employees and the training programme requires an

individualized approach. Sincere desire and concerted effort from the part of

the individual is essential for building one's emotional intelligence. A brief

seminar won't help; nor can one buy a how-to learn manual. It is much harder

to learn to empathize- to internalize empathy as a natural response to people-

than it is to become adept at regression analysis (Goleman 1998b). Goleman

(1998a) concludes his famous HBR article, thus: "It is fortunate, then, that

emotional intelligence can be learned. The process is not easy. It takes time and,

most of all, commitment. But the benefits that come from having a well-

developed emotional intelligence., both for the individual and for the organisation,

make it worth the effort".

Raju (2004) proposes the following as the ways in which one can

improve his emotional intelligence:

Take responsibility for your emotions and your happiness.

Examine your own feelings rather than the actions or motives of

other people.

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Develop constructive coping skills for specific moods. Learn to

relax when your emotions are running high and to get up and move

when you are feeling down.

Make hunting for the silver lining a game. Look for the humour or

life lesson in a negative situation.

Be honest with yourself. Acknowledge your negative feelings, look

for their source, and come up with a way to solve the underlying

problem.

Show respect by respecting other people's feelings.

Avoid people who invalidate you or don't respect your feelings.

Listen twice as much as you speak.

Pay attention to non-verbal communication. We communicate with

our whole selves. Watch faces, listen to tone of voice, and take note

of body language.

Realize that improving your El will take time and patience.

3.2.8 Key Domains of Emotional Intelligence:

The key domains of emotional intelligence, according to Goleman

(1995), are Self- Awareness, Self-Control, Motivation, Empathy and Social

Skill. They are elucidated as given below:


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Source: www.educational-business-articles.com

Figure 3.4 Key Domains of Emotional Intelligence

3.2.8.1 Self-Awareness (Knowing One’s Emotions)

The ability to “recognize a feeling as it happens and put it off if

inconvenient” is the keystone to emotional intelligence. One has to be aware of

his own and others’ feelings and emotions in order to have accurate data and

information about the world around him. An individual’s ability to monitor

feelings from moment to moment is crucial for his/her psychological insight and

self-understanding. Being aware of other's emotions is essential for building a

successful workplace environment and quality interpersonal relationships. One

can respond appropriately to a situation only if he can read his emotions in that

situation. The skill comes into play in most jobs, particularly those that involve

dealing with people. People who are unable to know their feelings are at a

tremendous disadvantage. In a sense, they are emotional illiterates.

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3.2.8.2 Self-Control (Managing or Controlling one’s Emotions)

This domain of EI comprises the ability to regulate moods and emotions

in oneself and in other people. Emotionally intelligent people must be able to

monitor, discriminate, and label their feelings accurately, believe that they can

improve or otherwise modify these feelings, employ strategies that will alter their

feelings, and assess the effectiveness of these strategies. That is emotionally

intelligent people will be able to handle uncomfortable emotions, once they

have accepted that they are feeling them. At times, one can stay open to his

feelings, learn from them, and use them to take appropriate action. Other

times, however, it may be better to disengage from an emotion and return to it

later. This work is mainly about developing an inner mothering mode and

learning to soothe ourselves when Theoretical and Conceptual Orientation

things seem difficult. The attitude one should have is ‘whatever it takes, to

make me feel’, I care about myself and my value myself.

3.2.8.3 Motivating Oneself

Positive motivation – the marshalling of feelings of enthusiasm, zeal and

confidence – is paramount for achievement. To motivate oneself for any

achievement requires clear goals and an optimistic ‘can-do’ attitude. Emotions

motivate us but also can disempower us if they are too strong and if we allow

them to overwhelm us. It requires delaying gratification or stifling impulsiveness.

People who have this skill tend to be more highly productive and effective in

whatever task they undertake.

3.2.8.4 Empathy (Recognizing Emotions of Others)

The capacity to know how another person feels is important in any job

and in the case of managers too. As one begins to recognize emotions in

oneself and realizes her/his own emotional weather systems, she/he will be


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able to sense them in others more accurately. This means one can feel with

someone rather than feel about themselves. People, who are empathetic, are more

attuned to the subtle social signals that others’ need or want. Understanding

emotions includes knowledge of the emotional lexicon, including simple and

complex emotion terms, and the ways in which emotions combine (anger and

disgust form contempt), progress (annoyance to anger to rage), and transition

to one another, the capacity to analyze emotions and their causes, and the

ability to predict how people will feel and react in different situations. This

skill answers the reason for feeling anxious, the consequences of an action,

etc. Empathy skills are most important in managing relationships. When a

person is empathetic, she/he has the ability to have strong bonds with other

people, can communicate more clearly, can understand others’ view points,

have compassion and can forgive others for their transgression. Goleman has

explained empathy as ‘social radar’. He explains empathy as being able to pick

up another’s feeling without having a word uttered by them.

3.2.8.5 Social Skills (Handling Relationships)

The art of relationship is, in large part, skill in managing emotions in

others. Understanding of other people’s emotions gives us the ability to

motivate them, be effective leaders, and to work in successful teams. People

who excel in these skills do well at anything that relies in interacting smoothly

with others. The old rigidities, born out of fear or anxiety, can dissolve into

acceptance of others and ourselves. EI gives the ability to have ‘grace under

fire’ and to act with integrity and courage. The four interpersonal skills

described by Schmuck et al. (1977) are paraphrasing, impression checking,

describing other’s behaviour and describing one’s own feelings. The five

domains of EI have, altogether, twenty-five sub domains under them. All of

them are given in Table 3.4 below.

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Table 3.4 Emotional Intelligence Dimensions (Goleman, 1998)

Self-Awareness Knowing one’s internal state, preferences, resources and intuitions

Emotional awareness Recognizing one’s emotions and their effects Accurate self-assessment Knowing one’s strengths and limits Self-confidence A strong sense of one’s self-worth and capacities

Self-Control Managing one’s internal state, impulses and resources

Self-regulation Keeping disruptive emotions and impulses under check Trustworthiness Maintaining standards of honesty and integrity Conscientiousness Taking responsibility for personal performance Adaptability Flexibility in handling change Innovation Being comfortable with novel ideas and approaches

Motivation Emotional tendencies that facilitate reaching goals

Achievement drive Striving to meet a standard of excellence Commitment Aligning with group or organizational goals Initiative Readiness to act on opportunities Optimism Persistence despite setbacks and obstacles

Empathy Awareness of others’ feelings, needs and concerns

Understanding others Sensing and taking active interest in others’ concerns

Developing others Sensing others’ development needs and helping them in growth

Service orientation Anticipating, recognizing, and meeting others’ needs Leveraging diversity Cultivating opportunities through different kinds of people Political awareness Reading a group’s power relationships

Social skills Adeptness at including desirable responses in others

Influence Wielding effective tactics for persuasion Communication Listening openly and sending convincing messages Conflict management Negotiating and dissolving disagreements Leadership Inspiring and guiding individuals and groups Change catalyst Initiating or managing change Building bonds Nurturing instrumental relationships Collaboration and cooperation

Working with others toward shared goals

Team capabilities Creating group synergy in pursuing group goals.


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Apart from Goleman’s theory, Dabrowski, Mayer-Salovey-Caruso, and

Hay Acquisition Company have significantly contributed to the theory of

emotional intelligence and its measurement. Dabrowski's theory of emotional

development suggests that personality structure disintegrates between levels of

development, with the highest level approaching universality as described in

this study. Emotions are the directing forces of development and they drive the

transition from lower levels to higher levels. Intense negative emotions have a

disintegrating power that is necessary to dismantle the primary integration and

assist the move to secondary integration.

3.2.9 The Emotional Skills Assessment Process (ESAP)

It is a self-assessment instrument with 213 items providing scale-specific

measures of: (1) Assertion, (2) Comfort, (3) Empathy, (4) Decision Making,

(5) Leadership, (6) Time Management, (7) Drive Strength, (8) Commitment

Ethic, (9) Self-esteem, and (10) Stress Management. The problematic indicators

measured are Aggression, Deference, and Change Orientation, which are related

to the need for skill development in the areas of Anger Management, Anxiety

Management, and Positive Personal Change. The instrument was constructed in

an independent response format with a Likert type rating scale for each item.

The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) is

designed to measure the four branches of the EI model of Mayer and Salovey.

It was developed from an intelligence-testing tradition formed by the emerging

scientific understanding of emotions and their functions and from the first

published ability measure specifically intended to assess emotional intelligence,

namely, Multifactor Emotional Intelligence Scale (MEIS). MSCEIT consists

of 141 items and takes 30- 45 minutes to complete. MSCEIT provides 15 main

scores: Total EI score, two Area scores, four Branch scores, and eight Task

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scores. In addition to these 15 scores, there are three Supplemental scores

(Mayer, Salovey, & Caruso, 2002). The four-branch model of emotional

intelligence consists in identifying the emotion(s) present, using the emotion to

think and solve problems, understanding the causes of the emotion(s), and

managing the emotions to obtain positive results.

The Emotional Competence Inventory (ECI), by Hay Acquisition

Company, I, Inc. USA., is a measure of 18 emotional competencies arranged

in 4 clusters – Self Awareness, Self Management, Social Awareness and

Relationship Management. The Emotional Competence Inventory (ECI) is a

360 multi-rater feedback instrument. The ECI combines the seminal work

of Goleman and Richard Boyatzis with the Hay Group’s 35 years of

competency research and field-proven assessment technology. The ECI is

used to provide detailed and focused feedback about individual strengths and

areas for improvement, it indicates the specific emotional competencies where

development will enhance the individual’s emotional intelligence.

Earlier, Goleman in 1995 had identified five characteristics of persons

with high emotional intelligence. But, recently in 2002, he has reorganized his

conceptualizations of EI and now stressed only four Clusters of EI: self-

awareness, self-management, social awareness and relationship management.

(Table 3.5). EI stresses the importance of being able to deal with both the

inner world of self and external world of interactions with others and the

environment. These four clusters having nineteen categories (Table 3.5) are

described in his 2002 book, “Primal Leadership”. Two extra categories were

added by the Hay Group (2002). They are as given in italics in Table 3.5 of

Emotional Intelligence Dimensions:


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Table 3.5 Emotional Intelligence Dimensions (Goleman, 2002 and Hay Group, 2002)

Dimension Salient Features Cluster: Self-Awareness

Emotional self‐ awareness Recognizing one’s emotions and their effects

Accurate self‐ assessment Knowing one’s strengths and limits.

Self‐ confidence A strong sense of one’s self‐worth and capacities.

Cluster: Self – Management

Emotional self‐control Keeping disruptive emotions and impulses under check.

Trustworthiness Maintaining standards of honesty and integrity.

*Conscientiousness Taking responsibility for personal performance.

Adaptability Flexibility in handling change.

Optimism Persistence despite setbacks and obstacles.

Achievement orientation Striving to meet a standard of excellence.

Initiative Readiness to act on opportunities.

Cluster: Social Awareness

Empathy Awareness of others’ feelings, needs and concerns.

Organizational Awareness Reading a group’s power relationships.

Service orientation Anticipating, recognizing, and meeting others’ needs.

Cluster: Relationship Management

Developing others Sensing others’ development needs and helping in growth.

Leadership Inspiring and guiding individuals and groups.

Influence Wielding effective tactics for persuasion.

*Communication Listening openly and sending convincing messages.

Change catalyst Initiating or managing change.

Conflict management Negotiating and dissolving disagreements.

Building bonds Nurturing instrumental relationships.

Teamwork & Collaboration

Creating group synergy in pursuing group goals and Working with others toward shared goals.

* These categories were added later in the same year by the Hay Group (2002).

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The present investigation on emotional intelligence is based on the 21

dimensions of Emotional Intelligence given in Table 3.5 above

The first cluster of EI skills deals with the abilities of an individual

which give him awareness about himself. Emotional self-awareness helps an

individual to be aware of Theoretical and Conceptual Orientation about his

emotions. The skill of emotional self-awareness is a real help in situations that

provoke one for emotional outburst. Assessment of one’s own emotions

accurately is a quality that is to be appreciated. This ability helps a person to

excel in his area of strength and at the same time to be careful in his weak

areas. Having a confidence about one’s capacities helps an individual to

perform to the best of his abilities. Awareness about the emotional behaviour

of an individual, his assessment about his emotions at a particular situation and

his confidence in dealing with the situation in an emotionally mature way -

these are all some of the indicators of EI.

Managing oneself is one among the important EI clusters. One who can

manage his emotions will be able to manage his entire being. Emotional self-

control is the ability of an individual to control her/his emotions in a manner

appreciable to the society in which she/he lives. Lack of emotional self-control

can lead to frustrations due to anger and rage. Being a person of integrity,

whom people can trust, reflects the EI of the individual. One’s deeds

determine whether he is trustworthy. People with high levels of EI will

manage their personal matters such that they will be dedicated to their work.

The quality of a person to adapt to a situation easily as well as to be optimistic

in all situations substantiates that the individual is emotionally intelligent. One

can manage his activities very well if he has a desire to achieve something. An

orientation to achieve something acts as a motivation for a better performance.


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The readiness of an individual to initiate an action is a clear evidence of his EI

level. A person with high EI likes to initiate an action and to be the source of

that change.

Emotionally intelligent people will be always aware of needs and

problems in their society. He will be aware about the tensions in the society,

different kinds of people in the society, and the ways he should choose to deal

with each member of the society. Kindness and empathetic attitude are the

characteristics of people with high EI. They try to understand each member of

the society to which they belong. Emotionally intelligent people will have

awareness about the society in which they are living and working. Such a person

has the ability to deal appropriately with the members of the organization,

according to their position in the social stratum. Taking extra effort in serving

others without seeking any reward from them is another quality of an

emotionally intelligent individual.

In a society, it is easy for an individual to make a relation with others; but

to maintain that relation for a long time requires skill. People with high EI level

have the ability to maintain good relationship with others. Understanding the

needs of others and helping them to develop is a characteristic of the

emotionally intelligent people. The needs of an individual can be understood

very well if one has a close relationship with him. Giving help in all the

possible ways to develop others is a quality which helps in maintaining good

relationship with others. Leaders are the pillars on which the success of the

whole group depends. Good leaders are those who have the capacity to lead a

group and solve problems of that group without struggle. Emotionally intelligent

leaders will not impose rules and restrictions upon their followers;

rather,they will inspire others. The ability of a person to influence others

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determines to an extent his relationship with them. Emotionally intelligent

people will use effective tactics which give due respect to the individuality

of people and persuade others in doing something. Relationship with others

becomes stable only if they can share their views and ideologies. Listening to

the opinions of others and responding to it with the help of good verbal as well

as nonverbal language is a sign of good communication skill. Emotionally

intelligent people will have the ability to initiate and manage a desired

change. They have the ability to smoothen the frustrations caused due to the

introduction of new things/issues. Conflicts can arise anywhere at any time.

Resolving or managing conflicts is important to lead a peaceful life.

Emotionally intelligent people have the ability to resolve the conflict without

hurting the emotions of others. In maintaining a relation, it is important to

nurture the relationship. People with high EI level build and maintain healthy

relationship with others. Working in a team requires some special skill.

Emotionally intelligent people will understand the feelings of other members

of a group and always strive to maintain a peaceful atmosphere in the group.

This EI enhancement programme was carried out mainly by keeping in

mind the contents of Table 3.5. Briefly, EI is a kind of social intelligence,

which involves the capacity for recognizing one’s own feelings and those of

others for motivating herself/himself and for managing emotions well in

her/him and in her/his relationships. EI includes awareness and management

of one’s self as well as of her/his societal relationships.

3.2.10 Conceptualization and assessment of Emotional Intelligence in the Indian context

As psychological processes are assumed to be culturally constituted and

may be expected to vary with differences in cultural meaning and practices,


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Misra’s paper examines the notion of Emotional Intelligence (EI) in the Indian

Socio-Cultural Context. An attempt has been made to discern the indigenous

notion of EI based on the perspective of people (parents, teachers and

children) in the contemporary Indian society, where people exhibit a relational

and context- sensitive construal of self. The results indicate that the Indian

view of EI is embedded in its highly valued social concerns, virtues, cultural

traditions and practices. These provide a frame for emotional learning and are

therefore basic to the notion of EI. Responding to open-ended questions, the

participants (N=1047) described the emotional qualities desired by them in

children and those required to be successful in life. The indigenous view of EI

takes cognizance of such factors as social sensitivity, pro-social values, action

tendencies and effective states. The results indicate that the Indian view of EI

is context-sensitive and focuses on the role of family and society in shaping

one’s emotions.

By adopting a qualitative mode of inquiry, Sharma and Sharma explored

the notion of Emotional Competence among a sample of adolescents (N=70).

Open-ended interview and class room-based enactments as well as written

exercises accompanied by group discussions were the main strategy for

making sense of the perspectives of the children. The study helped to discern

the varied understanding and use of emotions in children’s everyday lives.

Their developing awareness of emotions as the means of describing oneself

demonstrates the interplay of thought and feeling. Pant and Prakash critically

evaluated one of the original measures of emotional intelligence, the MEIS, in

the Indian context. It can be concluded that most of the reliabilities of MEIS

subtest are weak for the Indian sample. The inter-correlations between the sub-

tests indicate that the MEIS do not meet the correlation standard for an

intelligence. Further, in the Indian sample, no substantial gender differences

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were observed in EI and there were weak (also negative) relationships with

criterian measures of empathy and social skills.

Singh presents the findings of a study initiated for developing and

standardizing a measure of EI. While writing the items, the study has followed

Goleman’s (1998) model of EI competencies. Five dimensions: Self

Awareness, Self Regulation, Motivation, Empathy and Social Skills, have

been incorporated. Data were collected from managers (N=263) from various

functional areas and representing a heterogeneous set of organizations. The

scale was constructed and tested to examine the hypothesized positive

relationship with three variables, viz., Organisational Commitment, Emotional

Expression and Quality of life. The five dimensions of EI were positively

correlated with organizational commitment, emotional expression and quality

of life, suggesting concurrent validity.

Bhattacharaya attempted to examine the factor structure of the construct

of EI in India. From a pool of 130 items drawn from various scales developed

in western countries, 49 items were selected that were subjected to principal

component factor analysis, followed by varimax rotation. The analysis yielded

three factors: appraisal of negative emotions, appraisal of positive emotions,

interpersonal conflicts and difficulties. The findings suggested that the

construct of emotional interpersonal skills and flexibility, and goal on warding

intelligence involve appraisal and experience of emotion for self and

interpersonal situations in valance-specific terms (positive-negative) in India.

Tiwari and Srivastava investigated developmental change in EI on a

sample of primary school children (N=270), drawn from different schools

following a 2x3x3 factorial design, consisting of two gender groups

(Male/Female), three types of medium of instruction (Hindi, Engish and


161

Mixed) and three grades (third, fourth and fifth). The results showed that

gender had no significant main effect, while medium of instruction and grade

had significant main effects on all the three components of EI, i.e, Expression

and Appraisal, Regulation and Utilization of Emotions. It was noted that the

children attending English medium schools scored higher followed by Hindi

and Mixed medium school children, respectively. The older children of the

fifth grade scored higher than third and fourth grade children. It was found that

perceived environmental qualities of home as well as of school were positively

related to EI score.

Relationships of the factor-analytically derived dimensions of EI with

some of the organizationally relevant outcome variables were examined by

Sinha and Jain, based on the data obtained from 250 middle-level male

executives of two-wheeler automobile manufacturing organizations. Results

based on multiple regression analysis suggest that the dimensions of EI were

meaningfully related with the job satisfaction, personal effectiveness,

organizational commitment, reputation effectiveness, general health, trust, turn

over intension, organizational effectiveness and organizational productivity.

In the Indian context, the use of the EI concept is extremely important

because Indians, by and large, have high affiliation need which, if effectively

tapped through the appropriate use of the concept of EI, can lead to significant

gains in productivity. Moreover, given the fact that the Indian organizations

are now becoming more and more outward-looking, taking cognizance of

cultural differences and the concept of EI for dealing with such variations to

their advantage would considerably enhance their capability to achieve an

even-level playing relationship with the world economic leaders. The

possibility of developing skills related to EI has been scrutinized by several

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investigators. For example, Guinan has the opinion that success in sport and

physical activity requires individuals to assume a variety of roles and exhibit

mental, physical and emotional strength. He claims that through his workshop,

participants will experience activities designed to help individuals become

more conscious of what they can offer their group or team, as well as what

they need to develop and what they need from others to be successful. This

process continues to open lines of communication, relationship building,

appreciation, and compassion for the many differing personality styles within

any group of two or more. Ultimately, by learning about themselves and others,

and by learning to communicate and relate more effectively, individuals will be

better prepared to promote team work, build esteem, gain co-operation, reward

performance, accept change, resolve conflict, and improve communication and

interpersonal dynamics.

3.3 The Bhagavad-Gita and Emotional Intelligence

The Bhagavad-Gita (the Divine song), considered to be the fifth Veda, is

Lord Krishna’s moral guidance to Arjuna on the battle field. It is considered to

be the essence of the four Vedas (Rig, Yajur, Sama and Atharva) (Robinson,

2005;Easwaran, 1985). The Vedas are Hindu religious texts which include

hymns, incantations, religious rituals and sacrificial rites (Goodall, 1996). The

Bhagavad-Gita gives the core message of the Vedas in a pragmatic way, thus

being a more practical document than the Vedas (Jeste and Vahia, 2008). The

background of Bhagavad-Gita is the Kurukshetra war where the first cousins

stand against each other when Arjuna, the warrior nonpareil loses his nerve

and refuses to fight. His mind is a cauldron of emotions gripped with the moral

dilemma of to do or not to do. Even as Arjuna struggles to accept the fact that

he has to fight his own kith and kin, his guru and his childhood friends,


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Krishna admonishes his lack of mental strength and points out the supremacy

of people who have absolute control over their mind, are focused on their duty

and are unperturbed by neither pain nor pleasure.

That calm man who is the same in pain and pleasure, whom these cannot

disturb, alone is able, O great amongst men, to attain to immortality. (Swami

Swarupananda, 1996). (Bhagavad-Gita, Ch. II, Sloka 15)

Following this is an active, spontaneous conversation between Krishna

and Arjuna, which throws light on the supremacy of knowledge, bhakthi

(devotion) and selfless action. Krishna simplifies the philosophy of life as it

can be understood and practised by even laymen who do not have any formal

education. We can see striking similarities between Krishna’s emotionally

stable person (Sthithapragna) and Mayer and Salovey’s emotionally intelligent

person. Mayer and Salovey’s ‘ability model’ (2004) identifies four stages

through which a person becomes emotionally intelligent –

Emotional Perception

Emotional Assimilation

Emotional Understanding, and

Emotional Management

The first step – emotional perception – is an ability to be self-aware of

emotions and to express them accurately. When a person is aware of the

emotions he is experiencing, he moves on to the next level – emotional

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assimilation, which is to distinguish between the different emotions he is

undergoing and also to identify those emotions that affect his thought process.

This ability leads him to – emotional understanding – an ability to understand

complex emotions and also to recognize the transition from one emotion to

another. By then, he becomes adept in dealing with his emotions and thus is

able to manage his emotions by connecting to, or disconnecting from, any

emotion at any given situation. This gives him complete control over his

impulses and is thus able to think, analyze and behave rationally in any

situation. The first two stages are when a person identifies and becomes aware

of his own and others’ emotions and the awareness leading to a better

judgment of the situation he is in and its consequences. Though the Bhagavad-

Gita does not speak of this fundamental requirement of emotional intelligence,

it stresses the effectiveness of being able to control and manage emotions, i.e.,

the third and fourth stages. The reason being Arjuna has already satisfied the

preconditions as he is aware of his emotional turmoil and clearly spells out his

predicament to Krishna, he perfectly understands his misgivings and seeks

Krishna’s help to overcome them. The slokas (verses) four to eight of the

second chapter of the Bhagavad-Gita bring out the anguish of Arjuna in his

own words.


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With my nature overpowered by weak commiseration, with a mind in

confusion about duty, I supplicate Thee. Say decidedly what is good for me. I

am Thy disciple. Instruct me who have taken refuge in Thee. (Swami

Swarupananda, 1996)

I do not see anything to remove this sorrow which blasts my senses,

even were I to obtain unrivalled and flourishing dominion over the earth, and

mastery over the gods. (Swami Swarupananda, 1996) (Bhagavad-Gita, Ch. II.

Slokas 7, 8)

We clearly see that Arjuna has what we can call the qualifying qualities

of an emotionally intelligent person – emotional perception and assimilation.

The precise words chosen by him effectively convey his state of mind. He says

that his nature is overpowered by ‘weak commiseration’. He commiserates

with himself for being in a place where he has to fight his own dear ones. He

feels pity for his cousins who have brought their entire clan to this sorrowful

state. But he also realizes that this commiseration is a weak one, one that

weakens and confuses him against doing or even deciding on what his duty is,

and thus supplicates to Krishna to guide him, advise him on the right course of

action. It is in response to this does Krishna discuss at length the need for

emotional management. It is interesting to note at this juncture that Krishna does

not merely stress effective emotional management but first spells out the reasons

that lead to emotional disturbances and then moves on to the ways of dealing

with them. Krishna offers a systematic analysis of the problem at hand and a

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solution as well. Thus Krishna’s advice becomes more practical. The course of

action that he advises Arjuna is one that can be followed by anyone at any

place. The guidance is universal in nature and holds meaning even to present-

day life.

Tracing the root cause of all emotional turmoil, Krishna identifies desire

and anger as the two vices that lead an individual to his downfall.

Thinking of objects, attachment to them is formed in a man. From

attachment longing, and from longing anger grows.

From anger comes delusion, and from delusion loss of memory. From

loss of memory comes the ruin of discrimination, and from the ruin of

discrimination, he perishes. (Swami Swarupananda,1996). (Bhagavad-Gita,

Ch. II, Slokas 62, 63)

It is the strong desire for and attachment to the worldly objects that drive

an individual to his downfall. Desire when not satisfied leads to anger, which


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in turn leads to delusion. This further destroys the ability to discriminate,

which leads to complete ruin.

‘The Bhagavad-Gita refers to the emotionally intelligent person as a

Sthithapragna’ (the emotionally stable person). As Arjuna asks Krishna who a

Sthithapragna is, Krishna describes the nature and qualities of a Sthithapragna

in detail.

What, O Kesava, is the description of a man of steady wisdom, merged

in Samadhi? How (on the other hand) does the man of steady wisdom speak,

how sit,how walk? (Swami Swarupananda, 1996).(Bhagavad-Gita, Ch. II,

Sloka 54). Krishna answers him in twenty one slokas (55 – 72) discussing in

detail the qualities of an emotionally stable person.

He whose mind is not shaken by adversity, who does not hanker after

happiness, who has become free from affection, fear, and wrath, is indeed the

Muni of steady wisdom.

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He who is everywhere unattached, not pleased at receiving good, nor

vexed at evil, his wisdom is fixed.

When also, like the tortoise drawing its limbs, he can completely

withdraw the senses from their objects, then his wisdom becomes steady.

(Swami Swarupananda, 1996). (Bhagavad-Gita, Ch. II, Slokas 56,57& 58.)

A Sthithapragna, according to Krishna, is one who remains unperturbed

in the face of calamity, and takes good or evil with equanimity. He is neither

happy when something good happens, nor is he affected when things go

against him. This does not mean that he lacks sensitivity. He has the ability to

keep his emotions in check and the skill of withdrawing his feelings away

from the object of pleasure or pain. Even as a tortoise withdraws its head and

legs inside the protective cover of its shell whenever it faces danger, so does

an emotionally stable person withdraw all his emotions and feelings within

himself and remains unperturbed. He has the power to emotionally attach or

detach from any situation, at his will. This is not far from what Mayer and

Salovey list as the skills pertaining to the fourth branch of their ‘ability model’

(Salovey, Mayer & Caruso, 2002).


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Ability to be open to feelings, both pleasant and unpleasant

Ability to monitor and reflect on emotions

Ability to engage, prolong, or detach from an emotional state

Ability to manage emotions in oneself, and the

Ability to manage emotions in others

The difference between Krishna and the proponents of the theory of EI is

that Krishna takes a more comprehensive view of the problem. He studies the

cause, discusses the effect and also offers the means of encountering the

problem successfully. Having identified the cause of all emotional distress, he

identifies the qualities of an emotionally stable person and completes the circle

by advocating the medicine for the ailment. One of the greatest hurdles of EI is

whether it can be successfully imparted, and, if so, what would be the best

method. Though there are innumerable training centres and courses which

promise to enhance the emotional intelligence of an individual, the question

that looms large is, are they really effective, and if so, are they universally

applicable irrespective of time place and culture. On the other hand, Krishna’s

answer to the problem is universal and is applicable to any individual of any

place or culture. It is simple and practical. To achieve emotional stability,

Krishna shows the path of ‘Nishkama Karma’ – action with detachment to the

outcome or result of the action. As it was seen earlier, emotional instability

stems from attachment to and a longing for the desired object. So Krishna’s

advice is to detach oneself from the fruits of one’s action.

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Thy right is to work only; but never to crave for the fruits thereof. Be

thou not the producer of the fruits of (thy) actions; neither let Thy attachment

be towards inaction.

Being steadfast in Yoga, O, Dhananjaya, perform actions, abandoning

attachment, remaining unconcerned as regards success and failure. This

evenness of mind (in regard to success and failure) is known as Yoga.

Work (with desire) is verily far inferior to that performed with the mind

undisturbed by thoughts of results. O, Dhananjaya, seek refuge in this evenness of

mind. Wretched are they who act for results.

Endued with this evenness of mind, one frees oneself in this life, alike

from vice and virtue. Devote thyself, therefore, to this Yoga. Yoga is the

dexterity of work.


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The wise, possessed of this evenness of mind, abandoning the fruits of

their actions, freed for ever from the fetters of birth, go to that state which is

beyond all evils. (Swami Swarupananda, 1996). (Bhagavad-Gita, Ch. II,

Slokas 47-51)

Krishna points out that action without desire, action that does not bind

the doer with the outcome, is the right kind of action. When an individual

acts for the sake of action, because it is the right thing to do, and does not

fear the result, then his mind remains unfettered. Taking the example of

Arjuna himself, Arjuna was worried about fighting his cousins because he

was worried about the outcome. He was upset because he found no gain or

happiness in winning the war. He did not want to fight because there was no

positive result for him at the end of the war. Winning he loses, losing he

gains nothing. If on the other hand, Arjuna does not think or worry about

what is to happen after the war, but proceeds with the fight because it is his

duty as a kshatriya to fight when called upon, then there is no confusion or

emotional turmoil. He does what has been expected of him, not what is

convenient or productive. This ‘Nishkama Karma’ has a dual effect. It frees

the doer from the emotional imbroglio of worrying about the outcome and

also frees him from the responsibility of the outcome as well. It is a

liberating feeling which annihilates any negative thoughts or emotions.

When the mind is free from negative emotions, it calms down and a calm,

tranquil mind is the fountainhead of all things positive. It is with a stamp of

authority that Krishna declares,

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In tranquillity, all sorrow is destroyed. For the intellect in him, who is

tranquil-minded is soon established in firmness. (Swami swarupananda, 1996).

(Bhagavad-Gita, Ch.II, Sloka 65).

This is the desired end towards which the proponents of emotional

intelligence are working.

To conclude, the Bhagavad-Gita is a text which has influenced many

thinkers from east and west alike. The lessons that can be taken from this

divine exposition on the philosophy of life are boundless. Recent research has

linked many concepts of management to the Bhagavad-Gita. As one

commentator of the Bhagavad-Gita points out, it is a text which speaks of

many things at different levels (Das, Sita pati). It is a ‘complete’ text – Purnam

–as one says in Sanskrit. To quote the same pundit, “We can continue to

discuss and inquire about Bhagavadgita unlimitedly, and never find the end of

its ability to produce the most profound realizations about life, the universe,

and the purpose and the person behind them.” This description is but a drop in

the ocean trying to find similarity of thought between the theory of EI and the

Bhagavad-Gita. The prospects are innumerable which will help researchers

perfect the theory of emotional intelligence.


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3.4 Managerial skills

Managerial skills are sets of qualities and attributes in the personality of

managers that enable them to effectively manage the working of a firm.

Good managerial skills can create a world of difference in the efficiency and

performance of the organization. Researchers have found that traditional

Manager skills wouldn't bring favourable change at the workplace. So, the

Manager has to learn some special skills which bear on employee's

behaviour and attitudes. So, that organization can be much benefited by their

labour. It is a fact that the Manager causes productivity and non-productivity

of employees and the organization. The Manager may directly influence the

workers’ attitude, interest, and aptitude or change their behaviour toward

commitment to work and objectives. Organizations can stand to bear the

challenges of change through only right Managerial style & behaviour

(Raju.R 2011).

The American Management Association has identified important skills,

i.e., conceptual, communication, effectiveness, and interpersonal skills. These

skills help the manager to execute the policies and activities associated with

being a manager. The performance of an organization depends on the whole-

hearted support of employees, suppliers, customers, and investors; to deal with

them effectively there are required special kinds of skills which make

managers successful in their tasks. A manager should learn or develop the

following skills to enhance the effectiveness of his organization. A skill is a

Manager’s ability to translate knowledge into action. Skills can be developed

and learnt. Effective management demands a number of skills to be possessed

by the person who performs the job of a manager in an organization. Different

authors, researchers and experts organized and categorized the managerial

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skills in different ways. The following is an overview of the important skills to

be possessed by a manager to manage people, situations, events, and

difficulties well. They are (i) Goal-setting skills,(ii) Planning skills,

(iii) Decision-making skills, (iv) Problem-solving skills, (v) Motivating skills,

(vi) Leadership skills, (vii) Conflict-resolving skills, (viii) Delegating skills,

(ix) Communication skills, (x) Supervisory and controlling skills and

(xi) Customer relationship skills.

3.4.1 Goal-setting skills

Research in the area of goal-setting as a psychological skill was initiated

within the realms of organisational psychology, and has often involved some

sort of time and motion based criterion for success. Locke's (1968) goal

'theory' stimulated a considerable number of studies into the effects of

formalised goals in industrial and organisational settings. The principal

components of Locke's theory have, more recently, been applied and tested

within the sport and exercise domain. In a review of both laboratory and field

studies into the effects of goals on task performance, Locke, Shaw, Saari and

Latham (1981) found that 90 per cent of the 110 studies reviewed supported

the major tenets of goal theory and further, identified the existence of highly

generalisable, positive performance effects. Meanwhile, however, Tubbs'

(1986) meta-analytic examination of goal theory contended that, while the

results from well-controlled studies were supportive of goal-theory, method

variance had potential for moderating the results. Specifically, he suggested

that variations in the environment in which the study took place, together with

a number of factors relating to the way in which goals were operationalized,

might confound the results (e. g. assignment of goals, feedback, goal types,

and goal level).


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3.4.1.1 Types of Organisational Goals

Organizations set many different types of goals. These goals are most

commonly classified into two broad categories: i) level-wise (top, middle and

operational), ii) time-wise (short-term, medium-term, and long-term).

i) Level-wise goals

Organizations are generally divided into three levels-top, middle and

bottom. Generally, organization goals are formulated at the top of the

pyramid and filter down. In some cases, the reverse is also true. Based on

this classification of organizational levels, four types of goals can be

identified: a) mission, b) strategic goals, c) tactical goals, and d) operational

goals.

a. Mission

The organization’s mission describes the vision its top leadership has of

the organization’s purpose and philosophy. The organizations must first

visualize what they aim to become. They develop and formulate

inspiring statements of the core purposes of their work. These mission

statements, thus, reflect the focus, image, philosophy, and aspirations of

the organization. The mission projects the image of the organization.

Organizational members identify themselves with the mission and share

of pride and commitment.

b. Strategic goals

Strategic goals are stated in general terms. They are developed in

view of the mission of the organization. They outline the overall

organization’s goals relating to different dimensions of their business,

like profit making, product development, resources allocation, human

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resource development, research priorities, and so on. These are,

therefore, organization set strategic goals. The board of directors and

the top management of the organization set strategic goals. While

setting such goals, they seek inputs from staff specialists and middle

managers. Strategic goals, thus, indicate the real tensions of an

organization. The executive management of an organization usually

determines the strategic goals. These top leaders scan the external

environment for opportunities or threats to the organization. Their

aim is to match internal strengths and weaknesses to changes in the

external environment in order to create new opportunities.

c. Tactical or intermediate goals

Tactical or intermediate goals are set to translate the strategic goals

into action. These goals involve the middle level managers.

Compared with strategic goals, these goals have a somewhat shorter

time span, and more specific and concrete focus. The focus of tactical

goals is on how to operationalize actions necessary to achieve the

strategic goals.

d. Operational goals

Operational goals are set for lower-level management. The main concern

here is with shorter term issues associated with intermediate or tactical

goals. The supervisory level staff members are responsible for

developing and implementing operational goals that will meet the

tactical goals. Activities and resources are assigned to individuals and

groups to carry out some portion of the operational goals. The operational

goals affect employees’ day to-day-activities.


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ii) Time-wise goals

Organizational goals are also set across different time spans. It is a

common practice to divide goals into three time frames-long-term, medium-

term and short-term. Missions have infinite time horizons. Strategic goals

are long-term and cover many years, perhaps even decades. Intermediate or

tactical goals are medium-term and usually cover periods from one to five

years. Operational goals are short-term and have a time frame of one year or

less.

3.4.1.2 Steps for Successful Goal Setting and Achievement

Goal Setting is an extremely powerful technique for accomplishment,

but for Goal Setting to be really effective requires more than just writing down

what we want to achieve. The following are the important steps that will help

to define and achieve goals with more success (Paul Christenbury 2011).

1) Well-formed Goal Statements

2) Breaking goals down into manageable Steps

3) Motivation and Commitment

4) Reminders and Keeping on track

5) Frequent Review and Re-assessment

1. Well-formed Goal Statements

The Goal Statement forms the basis for the entire process; so, careful

attention should be placed on formulating a clear and accurate goal

statement. A good way to remember how a goal statement should be

defined is the old S.M.A.R.T. acronym used by many experts in goal

setting. SMART stands for:

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Specific

Measurable

Action-Oriented

Realistic

Time and Resource-Constrained

The Goal should be specific enough so that we know exactly what we

are striving for, measurable so we can tell exactly when the goal has

been reached, action-oriented to indicate an activity that will produce

results, realistic is that it is practical and can be achieved, and time and

resources-constrained, meaning that it has a definite deadline for

completion and realizes limited availability of resources. The goal

statement “Increase sales 25 per cent by the end of the fiscal year

without increasing advertising spending” is an example that follows

these rules.

2. Breaking down Goals into manageable Steps

Once we have a well-formed Goal Statement, we need some direction to

follow to achieve this Goal. The creation of Goal Steps gives us a list of

the important things that need to be done to achieve the Goal, an action

plan, and also allows us to track our progress towards the goal. While

the goal “Increase sales 25 per cent by the end of the fiscal year without

increasing advertising spending” is a great goal statement; this is a

monumental task without being broken down into smaller detailed steps.

3. Motivation and Commitment

Motivation and commitment are what make us strive for achievement.

They give us the push, desire, and resolve to complete all of the other


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steps in the Goal process. This motivation can be obtained by

developing a statement that creates a high level of emotion and energy

that guarantees achievement. Commitment is what sets us on the direct

course to reach our goals and create costly negative consequences for

failure.

4. Reminders and Keeping on Track

Reaching our goals requires persistence and regular attention. We need

some sort of system to keep us reminded and accountable.

MyGoalManager.com uses a combination reminder emails, calendars,

and reports to keep users organized and on track. If some accountability

system is not used, then we are likely to lose sight and fail.

5. Frequent Review and Re-assessment

Goal Setting is definitely an ongoing process that is accomplished over

time. When we first sit down and start to define goals, it can seem like

a difficult and daunting task but over time it begins to get much easier.

Patience is required. All goals due in the next year should be reviewed

at least once a week and daily if possible. The great thing about

frequent review is that this forces us to make big decisions and

determine priorities in our life. We should keep watch for goals that

aren’t being achieved on time or for goals on which we keep extending

the deadline.

3.4.2 Planning skills

In simple words, planning is deciding in advance what is to be done,

when, where, how and by whom it is to be done. Planning bridges the gap

from where we are to where we want to go. It includes the selection of

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objectives, policies, procedures and programmes from among alternatives. A

plan is a predetermined course of action to achieve a specified goal. It is an

intellectual process characterized by thinking before doing. It is an attempt

on the part of the manager to anticipate the future in order to achieve better

performance. Planning is the primary function of management.

According to Alford and Beatt, "Planning is the thinking process,

the organized foresight, the vision based on fact and experience that

is required for intelligent action."

According to Theo Haimann "Planning is deciding in advance what

is to be done. When a manager plans, he projects a course of action

for further attempting to achieve a consistent co-ordinate structure

of operations aimed at the desired results”.

According to Billy E. Goetz "Planning is fundamentally choosing

and a planning problem arises when an alternative course of action

is discovered."

According to Koontz and O' Donnell, "Planning is an intellectual

process, conscious determination of a course of action, the basing of

decision on purpose, facts and considered estimates."

Planning skills are any skills that allow one to look ahead and

accomplish goals or avoid emotional, financial, physical or social hardship.

These skills let one make and implement decisions. Planning is a major part

of business. Planning skills are necessary to develop a budget, develop and

monitor individual aspects of projects and determine the overall direction

to the organization.


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3.4.2.1 Importance of planning in an organization

An organisation without planning is like a sailboat minus its rudder.

Without planning, organisations are subject to the winds of organizational

change. Planning is one of the most important and crucial functions of

management. According to Koontz and O'Donnell, "Without planning

business becomes random in nature and decisions become meaningless and

adhoc choices." According to Geroge R. Terry, "Planning is the foundation of

the most successful actions of any enterprise." Planning becomes necessary

due to the following reasons:

Reduction of Uncertainty

Better Utilization of Resources

Increase in Organizational Effectiveness

Reduction of the Cost of Performance

Concentration on Objectives

Help in Co-ordination

Encouragement to Innovation

Increases in Competitive Strength

Delegation is Facilitated

3.4.3 Decision-making skills

Decision making is a daily activity for any human being. There is no

exception about that. When it comes to business organizations, decision-

making is a habit and a process as well. Effective and successful decisions

make profit to the company and unsuccessful ones make losses. Therefore,

corporate decision-making process is the most critical process in any

organization. In the decision-making process, we choose one course of action

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from a few possible alternatives. In the process of decision-making, we may

use many tools, techniques and perceptions. Usually, decision-making is hard.

A majority of corporate decisions involve some level of dissatisfaction or

conflict with another party.

According to James Stoner, “Decision making is the process of

identifying and selecting a course of action to solve a specific problem.”

According to Trewartha and Newport, “Decision-making involves the

selection of a course of action from among two or more possible alternatives

in order to arrive at a solution for a given problem.”

Decision-making skill is the ability to make a logical choice from the

available options. When trying to make a good decision, a person must weigh

the positives and negatives of each option, and consider all the alternatives.

For effective decision making, a person must be able to forecast the outcome

of each option as well, and based on all these items, determine which option is

the best for that particular situation.

The essence of management is making decisions. Managers are

constantly required to evaluate alternatives and make decisions regarding a

wide range of matters. Just as there are different managerial styles, there are

different decision-making styles. Decision making involves uncertainty and

risk, and decision makers have varying degrees of risk aversion. Decision

making also involves qualitative and quantitative analyses, and some decision

makers prefer one form of analysis over the other. Decision making can be

affected not only by rational judgment, but also by nonrational factors such as

the personality of the decision maker, peer pressure, the organizational

situation, and others.


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Management guru Peter F. Drucker, as quoted in Association

Management, identified eight "critically important" decision-making practices

that successful executives follow. They are:

1) Ask "What needs to be done?"

2) Ask "What is right for the enterprise?"

3) Develop action plans

4) Take responsibility for decisions

5) Take responsibility for communicating

6) Focus on opportunities rather than problems

7) Run productive meetings

8) Think and say "we" rather than "I",

According to Ralph L. Keeney, professor at the University of Southern

California's Marshall School of Business and co-author of Smart Choices: A

Practical Guide to Making Better Decisions, managers commonly consider

too few alternatives when making difficult decisions. When approaching a

problem, decision makers need to regularly consider, starting at the outset, "Is

this what I really need to decide?" In addition, the nature of the problem may

change during the decision-making process, as either the situation changes or

the decision maker's insights into the situation change.

By not formulating the problem correctly, decision makers risk missing

a whole range of other alternatives. Decision makers can improve the chances

of asking the right question by probing objectives, goals, interests, fears, and

aspirations. They also need to consider very carefully the consequences of

each alternative. They can devise new alternatives through brainstorming and

imagining as many options as possible, keeping in mind objectives, but not

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necessarily being entirely practical at first. In practice, action-oriented decision

makers tend to focus on solutions without considering whether they are

working on the right problem. Instead of choosing from decisions selected by

others, decision makers need to review what decisions they should be

addressing.

Managers in a corporate setting tend to view decision making differently

than entrepreneurs. Since they are typically given a fixed amount of budgeted

resources to work with, managers tend to define a problem in terms of what

can be done with the resources at hand. Entrepreneurs, on the other hand, will

likely pose the problem in terms of an objective—"This is what I want to get

done"—and then worry about finding the resources to accomplish that

objective. As a result, entrepreneurial decision makers will lay out a wider

range of alternatives from which to choose. They feel less constrained by a

lack of resources. To develop more alternatives, decision makers should

release themselves from existing constraints, think imaginatively, and

brainstorm with others, all the while keeping objectives clearly in mind and

being honest about what they really need or desire.

3.4.3.1 The Decision making process

The decision making process includes important steps such as setting

objectives, collecting information and ideas, analyzing information and ideas,

choosing the best course of action, communicating and implementing the

decision and follow up.


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Source:http://tutor2u.net/business/organisation/decisionmaking.htm

Figure 3.5 Decision-Making Process

3.4.3.2 Types of Business Decisions

Programmed Decisions: These are standard decisions which always follow

the same routine. As such, they can be written down into a series of fixed steps

which anyone can follow. They could even be written as a computer program.

Non-Programmed Decisions: These are non-standard and non-routine. Each

decision is not quite the same as any previous decision.

Strategic Decisions: These affect the long-term direction of the business

e.g.,whether to take over Company A or Company B.

Tactical Decisions: These are medium-term decisions about how to

implement strategy e.g., what kind of marketing to have, or how many extra

staff to recruit.

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Operational Decisions: These are short-term decisions (also called

administrative decisions) about how to implement the tactics, e.g., which firm

to use to make deliveries.

Source:http://tutor2u.net/business/organisation/decisionmaking.htm

Figure 3.6 Types/Levels of Decision-Making

The model in Figure 3.6 above is a normative model, because it

illustrates how a good decision ought to be made. Business studies also use

positive models which simply aim to illustrate how decisions are, in fact, made

in businesses without commenting on whether they are good or bad.

Linear programming models help to explore maximising or minimising

constraints e.g. one can program a computer with information that establishes

parameters for minimising costs subject to certain situations and information

about those situations.

3.4.3.3 Emotional intelligence and decision making

The secret to making smarter decisions that aren't swayed by our current

emotions -- particularly when our emotions are unrelated to the decision at

hand -- could lie in emotional intelligence, according to new study.

OWNERS/ BOARD OF DIRECTORS

MANAGERS

MOST EMPLOYEES

STRATEGIC DECISIONS

TACTICAL DECISSIONS

OPERATIONAL DECISIONS


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For the study, published in the journal Psychological Science, researchers

conducted several experiments to evaluate how different levels of emotional

intelligence influence decision-making. In one experiment, researchers found

that anxiety's effect on a decision involving risk -- when that anxiety was

unrelated to the decision at hand -- seemed to be blocked in people with high

emotional intelligence. For people with low emotional intelligence, on the

other hand, anxiety seemed to influence the decision-making.

The researchers said that emotional intelligence can likely help us

stop any emotions -- not just negative ones, like stress and anxiety, but also

good ones, like excitement -- from influencing unrelated decisions."People

who are emotionally intelligent don't remove all emotions from their decision-

making," Côté said in the statement. "They remove emotions that have nothing

to do with the decision." Indeed, a 2008 study published in the Journal of

Consumer Research also showed that emotional intelligence could play a role

in decision-making by helping people realize their emotions can sway the

choices they make.

3.4.4 Problem Solving

Problem solving is the key to management function. In an organization,

problems do occur of various natures, but their tackling is the art of an

experienced head, well-versed in the managerial skill. Problem-solving is a

mental ability that involves discovering, analyzing and solving problems. The

ultimate goal of problem-solving is to overcome obstacles and find a solution

that best resolves the issue. The best strategy for solving a problem depends

largely on the unique situation. In some cases, people are better off learning

everything they can about the issue and then using factual knowledge to come

up with a solution. In other instances, creativity and insight are the best options.

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Problems that can detrimentally affect the recognition of a problem

include: (1) ignoring relevant information, thus making the manager oblivious

of the problem; (2) identifying the wrong causes or problems from the

information; and (3) skipping over the recognition stage altogether, trying to

solve problems before it is clearly defined (usually called a “a Band-Aid

approach” to problem-solving) (Charles, 1976).Van Gundy ([1981] 1988:3)

believes “a problem can be defined as any situation in which a gap is

perceived to exist between what is and what should be”. Based on this

definition, a problem solving process is one whereby a situation that is not as it

should be is changed into one that is as it should be. Problem-solving is the

process of eliminating the discrepancy between the actual and desired situation

(Archer, 1980).

According to Rowe et al. (1984), there are three types of persons:

1) A problem avoider ignores information that points to a problem.

Avoiders are inactive and do not want to confront problems.

2) A problem solver tries to solve problems when they come up.

Solvers are reactive; they deal with problems after they occur.

3) Problem seekers actively seek out problems to solve or new

opportunities to pursue. They take a proactive approach by

anticipating problems. Managers can, and do, use all three

approaches. For example, there are times when avoiding a problem

happens so quickly. And innovative, creative organizations need

managers who proactively seek opportunities and ways to do

things better.


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3.4.4.1 The problem-solving process

Bransford and Stein (1993) proposed a model for improving problem

solving skills. It is based on research in the field of problem solving by such

people as Wertheimer ([1945] 1959), Polya (1957), and Newell and Simon

(1972).The components of the approach are represented by the acronym

IDEAL. Where

I = Identify problems and opportunities.

D = Define goals.

E = Explore possible strategies.

A = Anticipate outcomes and act.

L = Look back and learn.

Source: http://winastwangora.com

Figure 3.7 Problem solving process

Identifying problems and opportunities

The argument is that one should identify potential problems and treat

them as opportunities to do something creative. It is just as important actively to

look for problems as simply to respond to them when they become critical or

when they are noticed. Actually identifying problems and then treating them as

opportunities in the dimension of strategic management can lead to the

establishment of a strong competitive advantage. Bransford and Stein (1993)

quote the example of a friend who, for years, had never questioned the fact that

he often got splattered with grease when he fried bacon. One day, while looking

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through a mail-order catalogue he found a device which protects cooks from

hot, splattering grease – effectively a fine wire mesh with handle to place over

the frying-pan during cooking. What impressed their friend more than anything

else was not the invention itself but the fact that someone had actually identified

the problem in the first place and viewed it as an opportunity. The friend had

never thought explicitly about the fact that splattering grease signified the

existence of a problem that, once identified, might be solved.

Defining goals

Different goals often reflect how people understand a problem. For

example, the problem of lack of strategic direction in the business could be

identified. All concerned might agree that it could represent an opportunity to do

something creative. However, people could disagree on what the goals should be.

Some people might argue that the objective of the business should be growth in

one direction while others might argue for growth in another. In each instance, the

goals clearly reflect how different groups perceive the same problem. Defining the

goal is thus a crucial step in moving towards a solution to a problem.

In practice, people often do not consider alternative goals but move

straight to the exploration of strategies. Under these circumstances, strategies

may well be generated which lead to the solution to a given problem, but

deciding which one to choose then becomes a difficult problem. Moreover, if

goals have not been specified, solution strategies which are generated may not

provide acceptable answers to a problem.

Exploring possible strategies

This involves reanalysing goals and considering options or strategies

that might be employed to achieve those goals. In many instances it is easy to


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consider all the relevant information without experiencing a strain on short-

term memory capacity. As problems increase in complexity, this becomes

more difficult to do. Experienced problem solvers often keep track of

information by creating external representations. Rather than trying to keep all

the information in their head, they write it down on paper – or in some other

medium. This allows them to think more freely about the problem they want to

solve. There are many ways of recording and analysing a problem: graphs and

Venn diagrams are examples: The most effective way to represent information

depends on the nature of the problem. Hayes (1989) and Halpern (1989)

suggest that some problems are more readily solved if one uses verbal

representation whereas others may be better represented visually or even

mathematically.

Other additional general approaches include: working a problem

backwards, or focusing on a simpler, specific situation – building scale models

or performing experiments that simulate certain characteristics of a real world

environment, are good examples. Although there are general strategies for

solving problems, specialised knowledge is often necessary in some cases. For

example, we may know how to set about gathering market-survey data, but the

actual designing of a questionnaire which will enable the data to be collected

requires expert knowledge and skill to construct.

Anticipating outcomes and acting

Following the selection of a strategy, contingency plans should be drawn

up and the strategy implemented. Often, an active role in testing strategies has

to be taken before possible outcomes can be anticipated. The building and

testing of a prototype, for example, can often help anticipate the outcomes of

particular strategies.

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Looking back and learning

The last component of the IDEAL model is to look at the effects of the

particular strategy and learn from the experience. When trying to solve a

problem the emphasis should be on finding the first step rather than on trying

to find a complete solution immediately. Having tried out the first step and

learned from the experience, one can then proceed to work through subsequent

steps. Test marketing is a case in point, where the launch of a new product is

done on a gradual basis. Any aspects of the introduction which are less than

satisfactory are corrected before the next stage in the roll-out process. Writing

and debugging computer programs follows a similar process.

3.4.4.2 Steps in problem solving

According to Dean (2002) for effective problem solving, the manager

should go through the following steps:

Collect the facts about the problem.

Define the problem and the desirable solution.

Find out how people feel about it.

Identify the objectives.

Generate possible solutions.

Review the solutions and select the most promising.

Put it into action.

Evaluate the outcome.

3.4.5 Motivating

Motivation is the bunch of “internal and external factors that stimulate

desire and energy in people to be continually interested in and committed to a

job, role, or subject and to exert persistent effort in attaining a goal”.


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Motivation is the influence or drive that causes us to behave in a specific

manner and has been described as consisting of energy, direction, and

sustainability (Kroth, 2007). In an organizational context, a leader’s ability to

persuade and influence others to work in a common direction reflects his or her

talent to motivate. A leader’s ability to influence is based partly on his or her

skill and partly on the motivation level of the individual employee. Motivation

theories explore the multiple approaches to meeting individuals’ needs,

including expectancy theory (Vroom, 1964), need theory (Maslow, 1954),

reinforcement theory (Skinner,1971), and the widely used goal theory (Karoly,

1993). It has been shown that predictors of motivation include job satisfaction,

perceived equity, and organizational commitment (Schnake, 2007). In other

words, motivation is either positively or negatively affected by the experience

an employee has within a given work environment and with his or her leaders.

Carlisle and Murphy (1996) contend that motivating others requires

skilled managers who can organize and provide a motivating environment:

communicate effectively, address employees’ questions, generate creative

ideas, prioritize ideas, direct personnel practices, plan employees’ actions,

commit employees to action, and provide follow-up to overcome motivational

problems. A recent study involving highly creative technical professionals

found that how these employees were managed was a significant motivating

factor (Hebda, Vojak, Griffin, & Price, 2007). Specifically, 23 per cent of the

respondents indicated that having freedom, flexibility, and resources was a

significant motivator, while 25 per cent indicated that the most important

motivator was the time provided by their management (e.g., long stretches of

time to focus on solving complex problems). Leaders plan, organize, and

execute work processes in complex organizations. The complexity reflects

continuous changes in technology, shifts in workforce demographics, the need

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for faster decision making, and developing the capability to continuously adapt

and change. It is within this organizational context that leaders must create a

work environment that elicits employee motivation.

According to Webster’s New Collegiate Dictionary, a ‘motive’ is

“something (a need or desire) that causes a person to act.” Motivate, in, turn,

means “to provide with a motive,” and motivation is defined as “the act or

process of motivating.” Thus, motivation is the act or process of providing a

motive that causes a person to take some action. In most cases motivation

comes from some need that leads to behaviour that results in some type of

reward when the need is fulfilled.

Motivation refers to “the reasons underlying behaviour” (Guay et al.,

2010, p. 712). Paraphrasing Gredler, Broussard and Garrison (2004) broadly

define motivation as “the attribute that moves us to do or not to do something”

(p. 106).

Motivating skill is one’s ability to influence, inspire and induce another to

behave in a specific manner so as to achieve the goal effectively. A manager

should possess these skills to direct the work of the subordinate in a fruitful way.

3.4.5.1 Importance of motivation

The significance of motivation in the workplace is high because of the

following benefits it provides. Firstly, motivation puts human resources into

action and improves the level of efficiency of employees. Every concern

requires financial and human resources to accomplish the goals. The

performance of motivated employees is high, which results in increased

productivity and reduced cost of operations. A motivated employee will not

try to get by with little effort; will be more oriented on his job.


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Secondly, motivation leads to the stability of the workforce that is very

important from the point of view of the reputation and goodwill of the company.

In order to keep employees loyal, they should feel themselves as part of the

organization, feel that they are needed and appreciated. The longer the person

works in the organization, the more the experience he gathers, as, say, “Old is

gold”. When people are willing to work for one organization for a long time,

and they do not consider the organization as one of the steps of a staircase, it

will prevent the organization from the high index of turnover and the positive

image that will be created from the word-of-mouth marketing, will attract

competent and qualified people into a concern. Thirdly, motivated people are

not resistant to the changes taken into the organizations. Change is the law of

nature and companies have to incorporate different essential ones. With the help

of effectively motivated workforce, those changes will be accepted, introduced

and implemented without negative attitude and the organization will be kept on

the right track of progress. Fourthly, motivation brings employees closer to the

organization. As long as the needs of employees are met through attractive

rewards, promotional opportunities, etc., they begin to take more interest in their

company. They begin to think that there is no difference between the interests of

the enterprise and their interests. This helps in developing cordial relations

between the management and the workers. These are the main reasons why

motivation is important to business. But, of course, this is significant for both

parties: motivation is essential for an individual as it helps him achieve his

personal goals, develop and what is very important, be satisfied with his job.

3.4.6 Leadership skills

Leadership has gained the attention of researchers worldwide. A review

of the scholarly studies on leadership shows that there is a wide variety of

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different theoretical approaches to explain the complexities of the leadership

process. Some researchers conceptualize leadership as a trait or as a behaviour,

whereas others view leadership from an information processing perspective or

relational standpoint. Leadership has been studied using both qualitative and

quantitative methods in many contexts, including small groups, therapeutic

groups, and large organizations.

A common definition of leadership states that it is ‘the process through

which leaders influence the attitudes, behaviours and values of others’ (Hagen

et al, 1998). As with many other ‘soft’ issues, the definition is somewhat

vague in that it does not address the question of how leaders actually conduct

the process of influencing. Organizational structure, personalities of leaders

and followers, the context in which they operate and so on, all play a part in

determining the function and style of leadership. Such a great number of

variables make constructing a profile of a good leader impossible. However –

again as with many soft management issues – the exact definition is less

important than the fundamental principles behind the concept.

Hersey and Blanchard (1996) define leadership as “the process of influencing

the activities of an individual or a group in efforts toward goal achievement in a

given situation”(p. 94). Capezio and Morehouse (1997) define leadership as “the

ability to influence individuals or groups to think, feel and take positive action to

achieve goals” (p. 1). Pareek (2004) “Leadership is an act of making an impact

on others in a desired direction” (p.263). Koontz and Welhrich (2006) define

leadership as “influence that is the art or process of influencing people so that

they will strive willingly and enthusiastically towards the achievement of

group goals” (p. 311).


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From the above definitions we understand there are variations in their

definition on leadership. However, they all agree that leadership is an

influencing behaviour. In our context, leadership may be defined as an act

influencing people in a desired direction for achieving the organisation goals.

Leadership skill is one’s ability to influence the attitudes, behaviours and

values of others. Organizational structure, personalities of leaders and followers,

the contexts in which they operate, and so on, all play a part in determining the

function and style of leadership. The manager should possess effective

leadership skills to achieve the organizational objectives.

3.4.6.1 Leader Versus Manager

It is said leaders are born and not made. However, the qualities of

leadership can be learned with continuous feedback and practice. Milgram

et al. (1999) describe the characteristics of leaders and managers.

Leaders are agents of change.

Leaders are original, while Managers copy.

Leaders develop, while managers maintain.

Leaders embrace change proactively.

Leaders focus on things they can control and dismiss the things they

cannot.

Leaders focus on people, while managers are busy focusing on

systems and structure.

Leaders inspire trust, while managers rely on control.

Managers and leaders are very different. The aims and goals of a

manager arise out of necessities rather than desires. They focus on diffusing

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conflicts between individuals or departments, and ensuring that an organisation’s

day-to-day activities flow smoothly. On the other hand, leaders personally

associate themselves with the goals of the organisation. They look for the

potential opportunities and rewards in the organisation. Because of their

personal involvement, they inspire their subordinates to execute the tasks.

Leaders also kindle the creativity of the people with their energy and

commitment (Zaleznik 1998). A management needs both managers and

leaders to succeed, and therefore must find ways to train excellent managers

and simultaneously develop leaders.

Source: www.managementguru.net

Figure 3.8 Leader Vs. Manager

3.4.7 Conflict-Resolving skill

One of the most difficult things to deal with as a manager is conflict

management. No matter how great a corporate culture he creates or how good


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a role model he is, there will always be situations that require him to deal with

emotional stress within the ranks. Personal conflicts, outside pressures,

personality issues and job-related stress occur in any workplace setting.

Conflict-resolution is the distinctive field in the peace research area. It

emerged as a distinctive discipline in social science in the late 1950’s. It is a

problem-solving method in order to restore peace and harmony to situations

where it has been disturbed.

“Conflict is the interaction of interdependent people who perceive

incompatible goals and interference from each other in achieving those goals”

(Folger, Poole, and Stutman 1997). “Conflicts are communicative interactions

among people who are interdependent and who perceive that their interests are

incompatible, inconsistent, or in tension” (Conrad 1990). “Conflict means

perceived divergence of interest, or a belief that the parties' current aspirations

cannot be achieved simultaneously ” (Pruitt and Rubin 1986).

Conflict-resolving skill is the ability to resolve conflicts in order to

restore peace and harmony in situations where it has been disturbed. Conflict-

resolution theory is more applicable in international, regional, group and

personal level issues. Many institutions and research centres are established by

peace scientists in domestic and international levels.

3.4.7.1 Resolving Workplace Conflict

Webster’s dictionary defines conflict as a sharp disagreement or

opposition of interests or ideas. Anytime people work together, conflict is a

part of ‘doing business’. Conflict is a normal and natural part of any

workplace. When it occurs, there is a tendency for morale to be lowered, an

increase in absenteeism, and decreased productivity. It has been estimated

that managers spend at least 25 per cent of their time resolving workplace

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conflicts – causing lowered office performance. Handling and resolving

conflicts that arise in the workplace is one of the biggest challenges managers

and employees face. Typically there are two responses to conflict: run away

(avoidance) or ‘battle it out’. In either case, we often feel uncomfortable or

dissatisfied with the results because no resolution has been achieved. By

learning to constructively resolve conflict, we can turn a potentially destructive

situation into an opportunity for creativity and enhanced performance.

3.4.7.2 Sources of workplace Conflict

There are many causes or reasons for conflict in any work setting. Some

of the primary causes are:

Poor Communication: different communication styles can lead to

misunderstandings between employees or between employee and

manager. Lack of communication drives conflict ‘underground’.

Different Values: any workplace is made up of individuals who see

the world differently. Conflict occurs when there is a lack of

acceptance and understanding of these differences.

Differing Interests: conflict occurs when individual workers ‘fight’ for

their personal goals, ignoring organizational goals and organizational

well-being.

Scarce Resources: too often, employees feel they have to compete

for available resources in order to do their job. In a resource-scarce

environment, this causes conflicts – despite awareness of how

scarce resources may be.

Personality Clashes: all work environments are made up of differing

personalities. Unless colleagues understand and accept each other’s

approach to work and problem-solving, conflict will occur.


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Poor Performance: when one or more individuals within a work unit

are not performing - not working up to potential – and this is not

addressed, conflict is inevitable.

3.4.7.3 Addressing workplace Conflict

There are a number of ways that can be utilized to address workplace conflict:

Avoidance: ‘hiding our head in the sand’, hoping the conflict will go away.

Collaboration: working together to find a mutually beneficial solution.

Compromise: finding the middle ground whereby a ‘little is given

and little is gotten’.

Competing: ‘may the best person win’.

Accommodation: surrendering our own needs and wishes to please

the other person.

It is generally believed that either collaboration or compromise is the

most productive form of addressing conflict because there is not a winner or

loser but rather a working together for the best possible solution.

3.4.7.4 Resolving workplace conflict

Arriving at a positive resolution of conflict is always the ultimate goal.

In resolving conflict, it is important to make sure we do the following:

Clearly articulate the causes of the conflict – openly acknowledging

there will be differing perceptions of the problem(s).

Make a clear statement of why we want the conflict resolved and

reasons to work on conflict.

Communication of how we want the conflict resolved.

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Address the issues face-to-face (notes, email correspondence,

memos are not a productive way to resolve differences).

Take time out if necessary. In the resolution of a conflict, our

emotions may interfere with arriving at a productive resolution. If

this transpires, take a time out and resume resolving the conflict at

another designated time.

3.4.7.5 Emotional Intelligence & Conflict Resolution

Statistics speak of the need for improved Emotional Intelligence in the

workforce. The typical manager spends 25-40 per cent of his or her time

dealing with workplace conflicts, that is one to two days of every work week

(Washington Business Journal, May 2005). As can be seen in The Persuasion

Tools Model below, emotion is a key component in conflict resolution. Being

able to understand one’s own emotions as well as of those involved in the

dispute leads to successful mediation.

Source: www.centerforworklife.com

Figure 3.9 Persuasion tools model of Conflict resolution


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3.4.8 Delegating skills

Delegation of authority is a process in which the authority and powers

are divided and share amongst the subordinates. When the work of a manager

gets beyond his capacity, there should be some system of sharing the work. This

is how delegation of authority becomes an important tool in organization

function. Through delegation, a manager, in fact, is multiplying himself by

dividing/multiplying his work with the subordinates. Delegation is the transfer

of authority to make decisions and complete specific tasks. Learning how to

delegate is one of the most important skills for managers and leaders to

possess. Strong delegation techniques can help managers save time, motivate

people, and train people, and these techniques can enable managers to take

on new opportunities. However, the lack of delegation practices often leaves

people frustrated, unmotivated, and under-trained, while the manager

remains overworked. Delegation is a skill that enables managers to achieve

more without burning themselves out.

3.4.8.1 Importance of delegation

Through delegation, a manager is able to divide the work and allocate it

to the subordinates. This helps in reducing his work load so that he can work

on important areas such as - planning, business analysis, etc. With the

reduction of load on the superior, he can concentrate his energy on important

and critical issues of concern. This way, he is able to bring effectiveness in his

work as well in the work unit. This effectivity helps a manager to prove his

ability and skills in the best manner.

Delegation of authority is the ground on which the superior-

subordinate relationship stands. An organization functions as the

authority flows from the top level to the bottom. This in fact shows

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that through delegation, the superior-subordinate relationship

becomes meaningful. The flow of authority is from top to bottom,

which is a way of achieving results.

Delegation of authority in a way gives enough room and space to

the subordinates to flourish their abilities and skill. Through

delegating powers, the subordinates get a feeling of importance.

They get motivated to work and this motivation provides

appropriate results to a concern. Job satisfaction is an important

criterion to bring stability and soundness in the relationship

between the superior and the subordinates. Delegation also helps

in breaking the monotony of the subordinates so that they can be

more creative and efficient. Delegation of authority is not only

helpful to the subordinates but it also helps the managers to

develop their talents and skills. Since the manager gets enough

time through delegation to concentrate on important issues, their

decision-making gets strong and in a way they can flourish the

talents which are required in a manager. Granting powers and

getting the work done helps the manager to attain communication

skills, supervision and guidance, and effective motivation and

leadership traits flourish. Therefore, it is only through delegation,

that a manager can be tested on his traits.

Delegation of authority is a help to both superiors and subordinates.

This, in a way, gives stability to a concern’s working. With

effective results, a concern can think of creating working flow in

more departments and divisions. This will require creation of more

managers, which can be fulfilled by shifting the experienced, skilled


205

managers to these positions. This helps in both virtual and horizontal

growth, which is very important for a concern’s stability.

3.4.8.2 Main Concepts of Delegation

The authority, responsibility, and accountability for the task change

hands when a person delegates a task. Before delegating a task, it is important

to understand how delegation affects these three concepts.

Authority – Authority is the power given to a person or a group of people

to act and make decisions within designated boundaries.

When delegating a task, the authority is shared between the

manager and the person receiving the delegation.

Responsibility – Responsibility refers to the act of carrying out the task. When

delegating a task, the manager and the person receiving the

delegation share the responsibility of completing the work.

The manager has the responsibility of providing instructions

on what work needs to be done, while the person receiving

the delegation is responsible for figuring out how the task

should be completed.

Accountability – Accountability is the act of being liable for a person’s actions

and decisions. During delegation of a task, the accountability of

the task transfers from the manager to the person receiving the

delegation and actually completing the work. Any positive or

negative consequences associated with their performance are

ultimately their responsibility.

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performance of duties suffers serious setbacks when the required authority is

not delegated along with the duty. In brief, the transfer of authority should be

adequate, considering the duties assigned to the subordinate.

Acceptance of the assignment: In this third stage of delegation process, the

subordinate/delegate has to accept or reject the task assigned to him in the first

stage along with the authority given in the second stage. If the delegates

refuse, the delegator has to make fresh plan of delegation or may consider

some other subordinate who is capable and is willing to accept the assignment.

On the other hand, the process of delegation will move to the fourth and the

last stage, if the first delegates accept the assignment of work accompanying

the authority.

Creation of obligation / accountability / responsibility: The fourth stage in

the delegation of authority is the creation of obligation on the part of the

subordinate to perform duties assigned to him, in a satisfactory manner by

using the authority given. When the subordinate accepts a task and the

authority is given, an obligation is created. He has to perform the assigned task

by using the authority granted to him. A subordinate is also responsible/

accountable for completing the assigned work. He is held answerable to a

superior for the satisfactory performance of the work assigned. The delegator

has to help his subordinate as and when necessary as he is responsible to his

superior/organisation.

3.4.9 Communication skill

Communication skill is one’s ability to exchange ideas, emotions and

feelings to another. Effective communication occurs only if the receiver

understands the exact information or idea that the sender intended to transmit.

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Many of the problems that occur in an organization are either the direct result

of people failing to communicate and/or processes, which leads to confusion

and can cause good plans to fail.

"The most important thing in communication is hearing what isn't

said" (Peter Drucker). "A communication takes place when one individual, a

sender, displays, transmits or otherwise directs a set of symbols to another

individual, a receiver, with the aim of changing something, either something

the receiver is doing (or not doing) or changing his or her world view. This set

of symbols is typically described as a message." (William Rice-Johnson).

"To effectively communicate, we must realize that we are all different in the

way we perceive the world and use this understanding as a guide to our

communication with others." (Tony Robbins).

Communication may be oral, written or non-verbal.

Source: http://blog.careerfutura.com

Figure 3.11 Types of Communication


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Errors usually arise because of ineffective communication on the part of

the communicator and the receiver’s end. This is where the 9 C’s will

definitely assist anyone in effective communication. According to the 9 Cs,

communication needs to be – Clear, Concise, Concrete, Correct, Coherent,

Complete, Courteous, Credible and Creative (Mind Tools).

3.4.9.1 Communication process

The progression of transmission and interchange of ideas, facts, feelings

or actions is known as “Process of Communication”. The Process of

Communication is a full cycle of events from the sender to the receiver and

back to the sender. Communication is a two-way process.

Source: http://managementandenglish.blogspot.in

Figure 3.12 Communication process

Sender: The process of communication starts with a sender, the person who

has an idea and wants to convey it to the receiver. In other words,

we can say that the person with ideas to share is called sender. The

formation of idea is the first step of communication. So,

Communication process begins with the sender.

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Encoding: The conversion of the idea into message by verbal or nonverbal

method is called encoding. While encoding a message, one needs to

consider what will be the interpretation of the message. This process

of converting the thought of the sender into message is encoding.

Message: It is an important part of communication. Message is the content

that the sender wants to convey. A message could be verbal or

non-verbal. The thought, idea, emotion or anything that the sender

wants to convey is called message.

Channel : The way or the medium of sending the message is called ‘channel’.

Medium or channel can be oral, written or it can be non-verbal.

Receiver : The receiver is the person who receives encoded message. In the

best way, if it reaches the receiver then there is no problem to the

receiver to understand the message properly.

Decoding : It is a process where the received message is being understood. It

is not necessary that the message reached to the receiver will be

understood by the receiver but decoding is a process which

converts the message into understanding. There are chances of

misinterpretation of the massage.

Feedback: This is the last part of the communication process. After receiving

the message, the receiver reacts or responds to the sender. The

response can be based on the perfect understanding of the message

or it can be based on the misunderstanding or misinterpretation of

the message. This reply from receiver to sender is called feedback.

Feedback has its own importance as the success or failure of

communication is decided by feedback only.


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3.4.9.2 Emotional Intelligence and Communication skills

Emotion guides effective communication. It provides a road map to

follow when we are in utter darkness and in need of a ‘lead’. Even minor

situations in daily life demand effective communication. To be ‘human’ is to

have emotions and these emotions show as we communicate, no matter how

hard we strive not to display them. Emotions many a time can be signified by

non-verbal signs like facial expression, body language and gestures. To be

able to communicate properly (or argue), one must be able to identify and

interpret the signs without failure. After the identification phase, our cognition

attempts to use this obtained knowledge to promote our thought process or

make advance connections. We tend to respond and react more emotionally to

things that gather our attention. Understanding emotions flawlessly can also

provide us with an edge by facilitating us with the essential tools for coping with

the situation at hand. An emotionally intelligent person doesn’t necessarily need

years of training to understand how people of different cultures interpret

meaning in order to understand them, although that helps. Empathy is a widely

used buzz-word when it comes to emotional intelligence.

3.4.9.3 Ways to improve communication skills

Regardless of the size of the organization – whether it is a large

corporation, a small company, or even a home-based business – one needs

good communication skills if he/she wants to succeed. The important ways to

improve the communication skills are:

Awareness of our own interaction with others: Awareness of our own

interaction with other people is the first step in improving our communication

skills. Learning to identify which types of situations make us uncomfortable

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and then modify our behaviour to achieve positive results is a critical step in

improving our communication skills.

Have One Conversation at a Time: Multitasking may be fine for some, but

people rarely want your divided attention. If too many things are going on, we

are likely to miss important details that might make the difference between

success and failure. Whether you are having a conversation in person or on the

phone, give the other person focused time. We will make them feel important

and worthy

Look People in the Eye: Look at the eye of the person with whom we make

conversation. Studies show that doing this conveys truth and honour. It helps to

build up a stronger connection and find that it is easier to read emotions.

Determination and self-awareness: Determination and self-awareness will

make our desire to improve our communication skills a reality.

Write Things Down: Write down the matters needed to be conveyed on a

piece of paper or book before we start a conversation. It will help to make sure

that no matter has been omitted to convey.

Read and Respond to the Entire Email: Slow down, read the whole email,

and respond to all items. When sending emails, keep them short and to the point,

or we deserve to be ignored. Use numbered lists and bullet points to make our

ideas clear and simple to address. If we have tons to discuss, pick up the phone.

Create a Response Schedule: Setting a routine for communication can help

both with our productivity and with the managing expectations of the people

with whom we interact. It is frustrating to spend time chasing others, not

knowing when we will get a response. We can set our own appropriate


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timeframe, but once we have a schedule, we can better manage our time. We

can also let people know what to expect. Those who work with us regularly will

soon recognize and respect our habits.

Use non-verbal communication: Non-verbal communication is as important

as the things that we say. Positive body language is extremely important in our

interactions with other people. If our words and our actions do not match, we

will have a difficult time succeeding in social situations.

Assume Best Intentions: With the increase in texting and short e-mails, it is

often hard to know the intended tone of communication. With any short

communication, always start with the assumption that the intentions are good on

the other side.

Accept responsibility: Accept responsibility for our own behaviour and do

not fear apologizing for errors in judgment or insensitive actions. Asking

others for honest feedback about the way we interact with others can be very

helpful. Accept the negative feedback along with the positive and make

changes accordingly.

Be a patient listener: In order to learn how to improve our communication

skills, we must become patient listeners. We must fight the urge to respond

immediately and really listen to what the other person is trying to

communicate. Offering suggestions or criticism before we are certain of the

other person's intent can only lead to frustration for both parties.

Maximize positive personality traits: Maximize the positive personality

traits and use them in our interactions with others. Good communication and

great listening skills are the most important tools we can use in improving our

communication skills.

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Close the Loop: While ending the communication, we should confirm that the

conversation is finished.

3.4.10 Supervisory Skills

Supervisory skill is the ability of a person to oversee people at work so

as to direct their work in an effective manner to achieve the goal. Almost 60

years ago, Robinson (1949) defined supervision in the context of social work

as “an educational process in which a person with a certain equipment of

knowledge and skill takes responsibility for training a person with less

equipment” (p. 53). In another definition of supervision, Kadushin (1976)

added to these two sets of tasks the “expressive–supportive leadership

function” (p. 20) that focuses on the problem of sustaining social workers by

offering emotional support and making efforts to assist them when they have

“job-related discouragements and discontents.” Kadushin (1976), combining

these three major functions, provided a definition of supervision that serves

the purposes of this entry well.

3.4.10.1 Important Supervisory skills

The following are the skills commonly recognized as important for

people to succeed as a supervisor.

Communicate effectively – Share information and encourage candid and open

dialogue. Ensure that people share information and have access to the

information they need to perform their tasks effectively. English / Spanish skills

are a plus.

Responsible and completes work without close supervision – Ability to work

independently, solve problems and move ahead without constant instructions.


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Leadership ability – Confident, knows himself well, people gravitate to him,

and commands respect and trust among peers and others.

Organized – Organizes time and priorities to achieve business results in a

timely manner.

Adapts to and implements change – Accepts that change is inevitable and

embraces change with innovation, courage, and resilience.

Promotes key values – Consistently demonstrates work ethics and values.

Conducts duties of the position with truth, sincerity, and fairness.

Team and people building skills – Understands the importance of mentoring

and coaching employees. Shows enthusiasm for helping others improve or

develop new skills.

Uses sound judgment – Applies knowledge of the business and tasks and

uses common sense and analysis to make the best decision.

Produces results – Directs his/her actions and the actions of others toward

achieving goals that are critical to the success of the operation.

3.4.11 Controlling skills

Controlling skill is the ability of a person to set measurable standards,

measure actual performance, compare the actual performance with standard

and take corrective action if necessary. Controlling is one of the managerial

functions like planning, organizing, staffing and directing. It is an important

function because it helps to check the errors and to take the corrective action

so that deviations from standards are minimized and stated goals of the

organization are achieved in a desired manner. According to modern concepts,

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control is a foreseeing action whereas the earlier concept of control was used

only when errors were detected. Control in management means setting

standards, measuring actual performance and taking corrective action.

In 1916, Henri Fayol formulated one of the first definitions of control as

it pertains to management: Control of an undertaking consists of seeing that

everything is being carried out in accordance with the plan which has been

adopted, the orders which have been given, and the principles which have

been laid down. Its object is to point out mistakes in order that they may be

rectified and prevented from recurring. According to EFL Breach, Control is

checking current performance against pre-determined standards contained in the

plans, with a view to ensure adequate progress and satisfactory performance.

According to Harold Koontz, Controlling is the measurement and correction

of performance in order to make sure that enterprise objectives and the plans

devised to attain them are accomplished.

3.4.11.1 Process of control

Control as a management function involves the following steps:

Source: www.acqnotes.com

Figure 3.13 Steps in control


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Establishing standards: Standards are criteria against which results are

measured. They are norms to achieve goals. Standards are usually measured in

terms of output. They can also be measured in non-monetary terms like

loyalty, customer attraction, goodwill, etc.

Measuring performance: The measurement of actual performance must be in

the units similar to those of a predetermined criterion. The unit or the yardstick

thus chosen be clear, well-defined and easily identified, and should be uniform

and homogenous throughout the measurement process.

Comparing the actual performance with expected performance: This is

the active principle of the process. The previous two, setting the goals and the

measurement are the preparatory parts of the process. It is the responsibility of

the management to compare the actual performance against the standards

established. This comparison is less complicate if the measurement units for the

standards set and the performance measured are the same and quantified. The

comparison becomes more difficult when these require subjective evaluations.

Correcting Deviations: The final element in the process is the taking of

corrective action. Measuring and comparing performance, detecting

shortcomings, failures or deviations from plans, will be of no avail if it does

point to the needed corrective action. Thus, controlling, to be effective, should

involve not only the detection of lapses but also probe into the failure spots,

fixation of responsibility for the failures at the right quarters, recommendation

of the best possible steps to correct them. These corrective actions must be

applied when the work is in progress. The primary objective should be

avoidance of such failures in future. Corrective action must be well balanced,

avoiding over controlling and at the same time letting not things to drift.

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3.4.11.2 Importance of control in management

Control in management implies:

Reduces Risk: Control eliminates the risk of non-conformity of actual

performance with the main goals of the organisation. Control is the function

which regulates the operation to ensure the attainment of the set objectives.

Regular measurement of work in progress with proper adjustments in operations

puts the performance on the right track and helps in the achievement of goals.

Basis for future action: Control provides the information and facts to the

management for planning and organizing, when the work is completed and the

result is evaluated. In fact, evaluation of results helps the management replant

for non-repetitive operations and rewarding, punishing and disciplining the

workers. It would be better to say that future long term planning is not possible

unless and until control information is available in time to the managers for the

operation of work.

Size of the business: In large scale business in the modem times it is quite

impossible to work without proper policies, procedures and quality of different

varieties of goods. That is why in a large-scale organisation there is always the

need of a scientific system of control to solve the day-to-day problems.

Indicator for managerial weakness: In the organisation there will be certain

unforeseen and unknown problems which cannot be traced out by mere

planning, organising and staffing efforts. It is the control process that can trace

these out. That is why it is known as an indicator of the managerial weakness.

Control not only finds out the weakness of managers but also provides

solutions and remedial action to solve the problems.

Facility of coordination: Management and coordination of the business activities

and workers has a very important role. It binds all the workers and their activities


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and motivates them to move towards the common objectives through

coordination. Control will play the role of a middleman between the workers and

the management, to provide the required information in time to the workers.

Simplifies supervision: A systematic system of control helps in finding out

the deviation existing in the organisation which also simplifies the task of the

supervisor in managing his subordinates. So, through control, it becomes

simpler for the supervisor to supervise and guide the workers to follow the

right track and fulfil the required goals.

Extension of decentralisation: Control system helps the top management to

extend the frontiers of decentralisation without the loss of control. When

proper procedures, policies, targets, etc, are clearly communicated to the

subordinates, they develop self-confidence and need not always refer to their

supervisors with the problems.

3.4.12 Customer Relationship skills

Customer relationship skill is the ability of a person to create, develop,

maintain and expand long lasting relationships with the customers. It helps to

build up a strong bond between the organization and the customer.

Customer Relationship Management is a broad concept for retaining,

creating and expanding customer relationships in the banking sector. CRM

enables organization to effectively manage relationship with their customers; it

is an overall business strategy. CRM enables to anticipate, understand, manage

and personalize the requirements of customers. Today, many business

organisations such as insurance companies, banks and other service providers

realize its importance. They also understand the potential of CRM which helps

them to attract new customers and retain existing ones, which maximizes their

lifetime value.

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The origins of the term CRM can be traced back to the 90’s of the 20th

century when the concept of marketing changed from transactional to

relational (Dohnal, 2002, p. 31). Since the beginning, many definitions have

appeared with different meanings and sometimes even the meaning of the

acronym CRM varied from Customer relationship management to Customer

relationship marketing (Buttle, 2009, p. 3). It is hard to verify who the first to

define CRM was. Some sources claim that Lehtinen (together with colleagues)

was one of the first to describe and thoroughly research CRM (Lehtinen, 2007,

p. 18-19). According to Lehtinen (2007, p. 18), CRM came into being together

with development of marketing which gradually became more personal until it

transformed into direct customer marketing, also known as one- to-one marketing,

which aims at individual customers. Therefore, CRM implementation requires

companies to change their view of marketing. Transactional (classical)

marketing is becoming a thing of the past and the new trend is relational

marketing, defined by Dohnal (2002, p. 32) as: “a process of identifying,

establishing, maintaining, improving, and if necessary timely termination of

economic relations with customers and other concerned subjects for the

mutual benefit of all involved parties, which is achieved by mutual fulfilling of

obligations and values.”

3.4.12.1 Need of CRM in the Banking Industry

A Relationship-based Marketing approach has the following benefits

Over time, retail bank customers tend to increase their holding of

the other products from across the range of financial products /

services available.

Long-term customers are more likely to become a referral source.


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The longer a relationship continues, the better a bank can understand

the customer and his/her needs and preferences, and so the greater

the opportunity to tailor products and services and cross-sell the

product / service range.

Customers in long-term relationships are more comfortable with the

service, the organization, methods and procedures. This helps to

reduce operating costs.

There is intense competition among the Private Sector Banks, Public

Sector Banks and Foreign Banks and they are all taking steps to attract

and retain the customers, through new technologies, research facilities,

globalization of services, the flood of new products and the concept of

all the facilities under one roof to provide better customer service

leading to customer delight.

The Customers in Banking Industry today are well informed. With

the introduction of new technology, the world has become like a

small village. Thus, if a Bank wants to have more customers, it

should develop a good relationship with its present customers and

try to maintain the same in the future also.

In the present scenario, brand loyalty is on the decline. The

customers are switching over frequently to avail better facilities

from other banks. Newer and superior products and services are

being introduced continuously in the market. Thus, the banks have

to upgrade their products, improve customer service and create

bonds of trusts through proper care of customer needs and regular

communications. With the help of CRM, strong customer loyalty

and a good image for the organization can be developed.

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In the intensely competitive banking industry, retention of existing

customers is vital, which can be achieved through the process of CRM.

3.4.12.2 Essential Customer relationship skills

Certain essential customer relation skills that must be mastered by every

manager to create, develop and maintain effective customer relationship are

discussed below (Gregory Ciotti 2014):

Patience: It is the very essential quality to be possessed by a customer

relationship manager. Not only is patience important to customers, who often

reach out to support when they are confused and frustrated, but it is also

important to the business at large. While dealing with customers on a daily

basis, be sure to stay patient when they come to you stumped and frustrated,

but be sure also to take the time to truly figure out what they want — they'd

rather get competent service than be rushed out the door!

Attentiveness: The ability to really listen to customers is so crucial for

providing great service for a number of reasons. Not only is it important to pay

attention to individual customer interactions (watching the language/terms that

they use to describe their problems), but it is also important to be mindful and

attentive to the feedback received from the customers.

Clear Communication Skills: More importantly, we need to be cautious

about how some of our communication habits translate to customers, and it is

best to err on the side of caution whenever we find ourselves questioning a

situation. When it comes to important points that we need to relay clearly to

customers, keep it simple and leave nothing to doubt.

Knowledge of the Product: Without knowing our product from front-to-

back, we will not know how to help customers when they run into problems.


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The best forward-facing manager in a bank will work on having a deep

knowledge of how his product works. It is not that every single team member

should be able to build the product from scratch, but rather they should know

the ins and outs of how the product works, just as a customer who uses it every

day would.

Ability to Use "Positive Language": Language is a very important part of

persuasion, and people (especially customers) create perceptions about us

and our company, based on the language that we use. Small changes that

utilize "positive language" can greatly affect how the customer hears our

response.

Acting Skills: Every great customer service representative will have those basic

acting skills necessary to maintain their usual cheery persona in spite of

dealing with people who may be just plain and grumpy.

Time Management Skills: We shall not waste time trying to go above and

beyond for a customer in an area where we will just end up wasting the time of

both.

Ability to "Read" Customers: Look and listen for subtle clues about their

current mood, patience level, personality, etc., and we'll go far in keeping our

customer interactions positive. This skill is essential because we not want to mis-

read customers and end up losing them due to confusion and miscommunication.

A Calming Presence: The best customer service persons know that

they cannot let a heated customer force them to lose their cool; in fact, it is

their job to try to be the "rock" for a customer who thinks the world is falling

down due to their current problem.

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Goal Oriented Focus: Business goals and customer happiness should work

hand-in-hand without resulting in poor service. The managers should bear this

point in mind while dealing with the customers.

Persuasion Skills: Experienced customer support personnel know that,

oftentimes, they will get messages in their inbox that are more about

the curiosity of their company's product, rather than having problems with it. It is

not about making a sales pitch in each email, but it is about not letting potential

customers slip away because we could not create a compelling message that our

company's product is worth purchasing! To take the customer service skills to the

desired level, the managers need to have some mastery of persuasion so that they

can convince interested customers that their product is right for them.

Tenacity: Remembering that the customers too are people and knowing that

putting in the extra effort will come back to us ten-fold should be our driving

motivation to never "cheat" our customers with lazy service.

Closing Ability: Being able to close with a customer means being able to end

the conversation with confirmed satisfaction and with the customer feeling

that everything has been or will be taken care of.

Willingness to Learn: This is probably the most "general" skill on the list, but

it is still necessary. Those who do not seek to improve what they do, whether it

is building products, marketing businesses, or helping customers, will get left

behind by the people willing to invest in their skills.

3.4.12.3 Customer service training

To create strong and long-lasting customer relationships, the employees

in an organization should be trained to deal with the customers effectively.


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The following figure shows the important elements of effective customer

service training.

Source:www.helmword.com

Figure 3.14 Customer service training

3.4.12.4 Emotional Intelligence and Customer relationship skills

In order to provide great customer service, one must learn how to

perceive, use, understand and manage emotions. When the staff is better

equipped to understand their own emotions, they can more effectively temper

their reactions to deal with the issues of the customer. Likewise, being able to

better understand customers’ emotions will help them see through the clouds

of reaction and approach each problem more clearly. Studies have shown that

salespeople, and customer services agents who have undergone EQ training,

develop more accounts, have higher sales, deliver strong customer service and

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realize better customer retention than those who have not (Consortium for

Research on Emotional Intelligence in Organizations).

3.5 Management Guidelines from the Bhagavad Gita

“Mind is very restless, forceful and strong, O Krishna, it is more difficult

to control the mind than to control the wind” ~ Arjuna to Sri Krishna (Bhagavat

Gita, Ch. VI Sloka 34) One of the greatest contributions of India to the world is

the Holy Gita which is considered to be one of the first revelations from God.

The Holy Gita is the essence of the Vedas and the Upanishads. It is a universal

scripture applicable to people of all temperaments and for all times. It is a

book with sublime thoughts and practical instructions on Yoga, Devotion,

Vedanta and Action. The management lessons in this holy book were brought to

light by Maharshi Mahesh Yogi, Sri Sri Ravi Shankar and Swami Bodhanandji,

and many other spiritual leaders all over the world., and the spiritual philosophy

of the great Adi Sankaracharya, the greatest philosopher of India and a proud

son of Kerala, and Sri. Srila Prabhupada Swami, and the humanism of Mata

Amritanandamayi Devi and Satya Sai Baba. Maharshi calls the Bhagavad-Gita

the essence of Vedic Literature and a complete guide to practical life. It

provides "all that is needed to raise the consciousness of man to the highest

possible level." Maharshi reveals the deep, universal truths of life that speak to

the needs and aspirations of everyone.

Arjuna gets mentally depressed when he see his relatives with whom he

has to fight (mental health has become a major international public health

concern now). To motivate him, the Bhagavad Gita is preached in the battle

field Kurukshetra by Lord Krishna to Arjuna as a counselling to do his duty

while multitudes of men stood by waiting. It elucidates all the management

tactics to achieve mental equilibrium and to overcome any crisis situation. It


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shows us the path to handle the situation with equipoised mind irrespective of

what comes our way and reminds us, time and again, what the right action is.

There is an important distinction between effectiveness and efficiency in

managing. Effectiveness is doing the right things. Efficiency is doing things

right. The general principles of effective management can be applied in every

field, the differences being more in application than in principle. The

Manager's functions can be summed up as:

Forming a vision

Planning the strategy to realize the vision

Cultivating the art of leadership

Establishing institutional excellence

Building an innovative organization

Developing human resources

Building teams and teamwork

Delegation, motivation, and communication

Reviewing performance and taking corrective steps when called for

Thus, management is a process of aligning people and getting them

committed to work for a common goal to the maximum social benefit - in

search of excellence. The major functions of managers are planning,

organizing, leading and coordinating activities; they put different emphasis

and suggest different natures of activities in the four major functions. The

critical question in all managers' minds is how to be effective in their job. The

answer to this fundamental question is found in the Bhagavad Gita, which

repeatedly proclaims that "you must try to manage yourself." The reason is that

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unless a manager reaches a level of excellence and effectiveness, he or she will

be merely a face in the crowd.

3.5.1 Old Truths in a New Context

The Bhagavad Gita, written thousands of years ago, enlightens us on all

managerial techniques leading us towards a harmonious and blissful state of

affairs in place of the conflict, tensions, poor productivity, absence of

motivation and so on, common in most Indian enterprises today and probably

in enterprises in many other countries. The modern (Western) management

concepts of vision, leadership, motivation, excellence in work, achieving

goals, giving work meaning, decision making and planning, are all discussed

in the Bhagavad Gita. There is one major difference. While Western

management thought too often deals with problems at material, external and

peripheral levels, the Bhagavad Gita tackles the issues from the grass roots

level of human thinking. Once the basic thinking of man is improved, it will

automatically enhance the quality of his actions and their results.

3.5.2 Utilization of Available Resources

The first lesson of management science is to choose wisely and utilize

scarce resources optimally. During the curtain-raiser before the Mahabharata

War, Duryodhana chose Sri Krishna's large army for his help, while Arjuna

selected Sri Krishna's wisdom for his support. This episode gives us a clue as to

the nature of the effective manager - the former chose numbers; the latter,

wisdom.

3.5.3 Work Commitment

A popular verse of the Gita advises "detachment" from the fruits or

results of actions performed in the course of one's duty. Being dedicated to


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work has to mean "working for the sake of work, generating excellence for its

own sake." If we are always calculating the date of promotion or the rate of

commission, before putting in our efforts, then such work is not detached. It is

not "generating excellence for its own sake" but working only for the extrinsic

reward that may (or may not) result. Working only with an eye to the anticipated

benefits, means that the quality of performance of the current job or duty suffers

- through mental agitation of anxiety for the future. In fact, the way the world

works implies that events do not always respond positively to our calculations

and hence expected fruits may not always be forthcoming. So, the Gita tells us

not to mortgage present commitment to an uncertain future.

Some people might argue that not seeking the business result of work

and actions, makes one unaccountable. In fact, the Bhagavad Gita is full of

advice on the theory of cause and effect, making the doer responsible for the

consequences of his deeds. While advising detachment from the avarice of

selfish gains in discharging one's accepted duty, the Gita does not absolve

anybody of the consequences arising from the discharge of his or her

responsibilities. Attachment to the perishable gives birth to fear, anger, greed,

desire, feeling of "mine" and many other negative qualities. Renounce

attachment by regarding objects for others and for serving others. Depend only

on God (not body, nor intellect), and the dependency on the world will end.

Renouncing attachment is the penance of knowledge, which leads to His

Being - Truth, Consciousness and Bliss. (Bhagavad Gita-4.10).Thus the best

means of effective performance management is the work itself. Attaining this

state of mind (called "nishkama karma") is the right attitude to work because it

prevents the ego, the mind, from dissipation of attention through speculation

on future gains or losses.

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3.5.4 Motivation of Self and Self-Transcendence

It has been presumed for many years that satisfying lower order needs of

workers such as adequate food, clothing and shelter, are key factors in

motivation. However, it is a common experience that the dissatisfaction of the

clerk and of the director is identical - only their scales and compositions vary.

It should be true that once the lower-order needs are more than satisfied, the

Director should have little problem in optimizing his contribution to the

organization and society. But, more often than not, it does not happen like that.

("The eagle soars high but keeps its eyes firmly fixed on the dead animal

below.") On the contrary, a low paid schoolteacher, or a self-employed artisan,

may well demonstrate higher levels of self-actualization despite poorer

satisfaction of their lower-order needs.

This situation is explained by the theory of self-transcendence propounded

in the Gita. Self-transcendence involves renouncing egoism, putting others

before oneself, emphasizing team work, dignity, cooperation, harmony and

trust and, indeed, potentially sacrificing lower needs for higher goals, the

opposite of Maslow. "Work must be done with detachment." It is the ego that

spoils work and the ego is the centrepiece of most theories of motivation. We

need a theory not merely of motivation but a theory of inspiration. The Great

Indian poet, Rabindranath Tagore (1861-1941, known as "Gurudev") says that

working for love is freedom in action. A concept is described as "disinterested

work" in the Gita where Sri Krishna says,

"He who shares the wealth generated only after serving the people, through work done as a sacrifice for them, is freed from all sins. On the contrary those who earn wealth only for themselves, eat sins that lead to frustration and failure.."


231

Disinterested work finds expression in devotion, surrender and

equipoise. The former two are psychological while the third is determination

to keep the mind free of the dualistic (usually taken to mean "materialistic")

pulls of daily experiences. Detached involvement in work is the key to mental

equanimity or the state of "nirdwanda." This attitude leads to a stage where the

worker begins to feel the presence of the Supreme Intelligence guiding the

embodied individual intelligence. Such de-personified intelligence is best

suited for those who sincerely believe in the supremacy of organizational goals

as compared to narrow personal success and achievement.

3.5.5 Work Culture

An effective work culture is about vigorous and arduous efforts in

pursuit of given or chosen tasks. Sri Krishna elaborates on two types of work

culture "daivi sampat" or divine work culture and "asuri sampat" or demonic

work culture. Daivi work culture involves fearlessness, purity, self-control,

sacrifice, straightforwardness, self-denial, calmness, absence of fault-finding,

absence of greed, gentleness, modesty, absence of envy and pride. Asuri work

culture involves egoism, delusion, personal desires, improper performance,

work not oriented towards service. Mere work ethic is not enough. The

hardened criminal exhibits an excellent work ethic. What is needed is a work

ethic conditioned by ethics in work.

It is in this light that the counsel, "yogah karmasu kausalam" should be

understood. "Kausalam" means skill or technique of work which is an

indispensable component of a work ethic. " Yogah" is defined in the Gita itself

as "samatvam yogah uchyate" meaning an unchanging equipoise of mind

(detachment.) Tilak tells us that acting with an equable mind is Yoga. By

making the equable mind the bedrock of all actions, the Gita evolved the goal

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of unification of work ethic with ethics in work, for, without ethical process,

no mind can attain an equipoise. The guru, Adi Sankara (born circa 800 AD),

says that the skill necessary in the performance of one's duty is that of

maintaining an evenness of mind in the face of success and failure. The calm

mind in the face of failure will lead to deeper introspection and see clearly

where the process went wrong so that corrective steps could be taken to avoid

shortcomings in future.

The principle of reducing our attachment to personal gains from the

work done is the Gita's prescription for attaining equanimity. It has been

held that this principle leads to lack of incentive for effort, striking at the

very root of work ethic. To the contrary, concentration on the task for its own

sake leads to the achievement of excellence and indeed to the true mental

happiness of the worker. Thus, while commonplace theories of motivation

may be said to lead us to the bondage or extrinsic rewards, the Gita's

principle leads us to the intrinsic rewards of mental, and indeed moral,

satisfaction.

3.5.6 Work Results

The Gita further explains the theory of "detachment" from the extrinsic

rewards of work, in saying: If the result of sincere effort is a success, the entire

credit should not be appropriated by the doer alone. If the result of sincere

effort is a failure, then, too, the entire blame does not accrue to the doer. The

former attitude mollifies arrogance and conceit while the latter prevents

excessive despondency, de-motivation and self-pity. Thus, both these

dispositions safeguard the doer against psychological vulnerability, the cause

of the modern managers' companions of diabetes, high blood pressure and

ulcers.


233

Assimilation of the ideas of the Gita leads us to the wider spectrum of

"lokasamgraha" (general welfare) but there is also another dimension to the

work ethic - if the "karmayoga" (service) is blended with "bhaktiyoga"

(devotion), then the work itself becomes worship, a "sevayoga" (service for its

own sake.). The Gita espouses the doctrine of nishkamya karma or pure action

untainted by hankering after the fruits resulting from that action. Modern

scientists have now understood the intuitive wisdom of that action in a new

light.

3.5.7 Basic approach to work in Gita

Management is all about doing work, doing it efficiently and ensuring

that results follow. Viewed from this perspective, Gita offers counter-intuitive

ideas on these issues (see figure for a basic framework depicting this).

Source: www.samskritbookfair.org

Figure 3.15 The nature of work according to the Bhagavad Gita

Axioms

Work of Action

Fruits of Action

Source of the fruits of Action

Relationship among these

There is no such state as no work

or no action

Enjoy Complete Degree of Freedom and total joy while engaging in work

Excellence in all your pursuits is

automatic & guaranteed

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234

3.6 Conclusion

The conceptualizations of the El construct are different among different

researchers and this has resulted in different approaches to the operationalisation

of the concept. However, they appear to share a view of the roots of El and its

place within the organizational context. It can be concluded that the

approaches to operationaIisation tend to fall into three broad categories,

namely, Abilities (Mayer et al., 2001), Competencies (Goleman, 1998b) and

Personal factors (Bar-On, 2000; Dulewicz and Higgs, 2000a). Managerial

skills are sets of qualities and attributes in the personality of managers that

enable them to effectively manage the working of a firm. Good managerial

skills can create a world of difference in the efficiency and performance of the

organization. Researchers have found that traditional Manager skills would not

bring favourable change at the workplace. So, the manager has to learn some

special skills which bear on the employee's behaviour and attitudes. Different

authors, researchers and experts organized and categorized managerial skills in

different ways. The important skills to be possessed by a manager to manage

people, situations, events, and difficulties well are Goal setting skills, Planning

skills, Decision-making skills, Problem-solving skills, Motivating skills,

Leadership skills, Conflict-resolving skills, Delegating skills, Communication

skills, Supervisory and Controlling skills and Customer relationship skills. The

present study is intended to explore the interrelationship between Emotional

Intelligence and Managerial Skill of selected public sector and private sector

bank managers in Kerala. The study also envisages to make a close

comparison between the Emotional Intelligence and Managerial Skills of

public and private sector bank managers. Different statistical tools are applied

to analyze the relationship between the Emotional Intelligence and Managerial


235

Skills of the selected bank managers and for making comparison between the

private and public sector bank managers.

The model applied for analyzing the relationship between EI and Managerial Skills of bank managers in this study is displayed below:

Figure 3.16 EI and MS – Interaction Model

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236

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