A Research Paper on

“Culture Building”
With special reference to

“The Impact of training of Emotional intelligence on Organizational

Effectiveness”

Submitted to

“SECOND NATIONAL RESEARCH CONFERENCE

ON
CUSTOMER TRANSITION: Road to Sustainability”
At

SINHGAD INSTITUTE OF MANAGEMENT AND COMPUTER APPLICATION

NARHE-PUNE

Submitted By

Sujay Madhukar Khadilkar.

(B.E (Elect), M.B.A.)
Asst. Professor, KIT’s IMER, Kolhapur (MAH)

Co-Author

Prof. Gururaj Dangre.

(M.B.A.)
Abstract –

Organizational effectiveness is considered as one of the pillers of organizational

development. Employee’s empowerment is to be given paramount importance. The
mutual understanding, co-ordination and communication.
Emotional intelligence is nothing but understanding the feeling of others and use
these feelings for betterment of employees and organizations. Organization will grow
only when employees will grow. paper mainly covers the respondents opinion about the
knowledge of emotional intelligence.

Objectives –

1. To study the importance of emotional intelligence on the selected group of

MBA.
2. To study the effect of selected parameters on MBA.
3. To develop the idle model of emotional intelligence at workplace.

Population used for the study

MBA’s are on the verge of entering into the professional or corporate world. They
are tomorrow’s knowledge workers. To give them the lessons of emotional intelligence is
important because they will be tomorrow’s managers and they will have to understand
the values that emotional intelligence can add to the knowledge workers.

Research methodology –

Primary Data –
Primary Data will be gathered through the MBAS asking them the
questions through proper questionnaire..

Secondary Data –
The changing role of emotional intelligence is studied using internet
sources. .

Research Instrument –

Dichotomous questionnaire is developed to understand the potential of

emotional intelligene to the respondents.
20 respondent’s opinion is accessed as active group and 20 respondents opinion
has been gathered as control group.

Limitations of the study –

Study is conducted in Kolhapur city only. So the findings of the study are limited
to Kolhapur.
Sample size –
Two separate groups are created namely active group and control group of 21
students. Three sessions of 120 minutes are conducted on control group before assessing
their response. Active group has not informed anything about the emotional intelligence
workshop still their responses are taken into account.

Hypothesis –
Knowledge of emotional intelligence has impact on the behavior of the
respondents.

Pretesting –
A pilot study is conductes with small size of respondents i.e. 5 to clarify over all
questionnaire . respondents provided comments on clarifying some of the items and face
validity of the items in the questionnaire. The means of two groups are compared.

Assesment of Reliability –
Reliability is assessed for confidence level of 95 and 99.
T test is based upon t distribution as significance of difference between the means of two
samples and variance is not known and not required.
Factors considered for Hypothsis testing :
1) Magnitude of the difference between two sample means.
2) Size of samples.
3) Variability of measurement with in samples.

Theoretical Perspective –
Look deeply at almost any factor that influences organizational effectiveness, and
you will find that emotional intelligence plays a role. For instance, as this volume is
being completed, the United States continues an unprecedented period of economic
prosperity and growth. The downside of this fortunate circumstance for many
organizations is that it has become increasingly more difficult to retain good employees,
particularly those with the skills that are important in the high-tech economy. So what
aspects of an organization are most important for keeping good employees? A Gallup
Organization study of two million employees at seven hundred companies found that how
long an employee stays at a company and how productive she is there is determined by
her relationship with her immediate supervisor (Zipkin, 2000). Another study quantified
this effect further. Spherion, a staffing and consulting firm in Fort Lauderdale, Florida,
and Lou Harris Associates, found that only 11 percent of the employees who rated their
bosses as excellent said that they were likely to look for a different job in the next year.
However, 40 percent of those who rated their bosses as poor said they were likely to
leave. In other words, people with good bosses are four times less likely to leave than are
those with poor bosses (Zipkin, 2000). What is it about bosses that influences their
relationship with employees? What skills do bosses need to prevent employees from
leaving? The most effective bosses are those who have the ability to sense how their
employees feel about their work situation and to intervene effectively when those
employees begin to feel discouraged or dissatisfied. Effective bosses are also able to
manage their own emotions, with the result that employees trust them and feel good
about working with them. In short, bosses whose employees stay are bosses who manage
with emotional intelligence. I ask employees and their bosses to identify the greatest
challenges their organizations face, they mention these concerns:
• People need to cope with massive, rapid change.
• People need to be more creative in order to drive innovation.
• People need to manage huge amounts of information.
• The organization needs to increase customer loyalty.
• People need to be more motivated and committed.
• People need to work together better.
• The organization needs to make better use of the special talents available in a diverse
workforce.
• The organization needs to identify potential leaders in its ranks and prepare them to
move up.
• The organization needs to identify and recruit top talent.
• The organization needs to make good decisions about new markets, products, and
strategic alliances.
• The organization needs to prepare people for overseas assignments.
These are the intense needs that face all organizations today, both public sector
and private. And in virtually every case, emotional intelligence must play an important
role in satisfying the need. For instance, coping with massive change involves, among
other things, the ability to perceive and understand the emotional impact of change on
ourselves and others. To be effective in helping their organizations manage change,
leaders first need to be aware of and to manage their own feelings of anxiety and
uncertainty (Bunker, 1997). Then they need to be aware of the emotional reactions of
other organizational members and act to help people cope with those reactions. At the
same time in this process of coping effectively with massive change, other members of
the organization need to be actively involved in monitoring and managing their emotional
reactions and those of others. Let us consider one other challenge, one that might seem
less emotional than many of the others in the list. How might emotional intelligence play
a role in helping organizational leaders make good decisions about new products,
markets, and strategic alliances? Making such decisions involves much more than
emotional intelligence. Good data must be assembled, and these data must be analyzed
using the most sophisticated tools available. However, in the end, data almost never
produce a clear-cut answer. Many important variables can be quantified but not all.
Analytical tools can organize most of the information needed for a clear and
• Emotional intelligence has been found to be a predictor of life satisfaction, healthy
psychological adaptation, positive interactions with peers and family, and higher parental
warmth. Lower emotional intelligence has also been found to be associated with violent
behavior, illegal use of drugs and alcohol, and participation in delinquent behavior.
• Emotional intelligence has been extensively researched in workplace settings. It has
been related to increased success among those who share similar positions (e.g., senior
managers).Additionally, hiring individuals with higher levels of emotional intelligence as
well as training existing staff to be more emotionally intelligent has been associated with
financial gains in the private sector. Training in emotional intelligence in the workplace
can occur at all levels, and several evaluated programs have found success in developing
more emotionally intelligent workforces.
 • The practical tips t become empathetic person at workplace –

1. Listen to the others

2. Don’t interrupt people
3. Increase the ability to understand others nonverbal communication
4. Call the people by their name
5. Be fully present when you are with people.
6. Smile at people
7. Encourage the people
8. Show the people that you are caring for them
9. Spend the time with people who works for you
10. Be sensitive to diversity
11. As much as you can hire the people who are empathetic

Emotional Intelligence at the Workplace

As previously discussed, advanced emotional intelligence can be beneficial in many areas
of life. However, the application of its usefulness has been most frequently documented
in the professional workplace. Cherniss (2000) outlines four main reasons why the
workplace would be a logical setting for evaluating and improving emotional intelligence
competencies:
1. Emotional intelligence competencies are critical for success in most jobs.
2. Many adults enter the workforce without the competencies necessary to succeed or
excel at their job.
3. Employers already have the established means and motivation for providing emotional
intelligence training.
4. Most adults spend the majority of their waking hours at work.
A strong interest in the professional applications of emotional intelligence is
apparent in the way organizations have embraced E.I. ideas. The American Society for
Training and Development, for example, has published a volume describing guidelines
for helping people in organizations cultivate emotional intelligence competencies which
distinguish outstanding performers from average ones (Cherniss and Adler, 2000).As
previously noted, considerable research in the emotional intelligence field has focused on
leadership, a fundamental workplace quality. Even before research in the area of E.I. had
begun, the Ohio State Leadership Studies reported that leaders who were able to establish
mutual trust, respect, and certain warmth and rapport with members of their group were
more effective.(Fleishman and Harris, 1962). This result is not surprising given that many
researchers have argued that effective leadership fundamentally depends upon the leader's
ability to solve the complex social problems which can arise in organizations (Mumford,
Zaccaro, Harding, Jacobs, & Fleishman, 2000).
The cost-effectiveness of emotional intelligence in the workplace has been an area
of interest. Several studies have reported the economic value of hiring staff based on
emotional intelligence. In a report to Congress, the Government Accounting Office
(1998) outlined the amount saved when the United States Air Force used Bar One's
Emotional Quotient Inventory (EQ-I) to select program recruiters. By selecting those
individuals who scored highest in emotional intelligence as recruiters, they increased
their ability to select successful recruiters by threefold and saved $3 million annually. A
similar study by Boyatzis (1999) found that when partners in a multinational consulting
firm were assessed on E.I. competencies, partners who scored above the median on nine
or more competencies delivered $1.2 million more profit than did other partners.
34 Cherniss and Goleman (1998) estimated that by not following training
guidelines established to increase emotional intelligence in the workplace, industry in the
United States is losing between $5.6 and $16.8 billion a year. They found that the impact
of training employees in emotional and social competencies with programs which
followed their guidelines was higher than for other programs, and by not implementing
these programs companies were receiving less of an impact and consequently losing
money.

Data Analysis & Interpretation –

Figure 1 Responses to the questionnaire.

Q1 I am aware when I start to become angry or defensive.

Yes No
Response 13 8
Percentage 61.9 38.1

Q2 Dealing with others' anger, keep relaxed and goal-oriented.

Yes No
Response 11 10
Percentage 52.39 47.61

Q3 remaining cheerful and enjoy working with new ideas

Yes No
Response 15 6
Percentage 71.43 28.57

Q4 Follow ing through on assignments, support others, and build trust.

Yes No
Response 18 3
Percentage 85.71 14.29

Q5 Despite setbacks and problems , continue to work on projects in a calm manner.

Yes No
Response 7 14
Percentage 33.33 66.67
Q6 using positive thinking even when in a conflict or in a difficult situation.

Yes No
Response 12 9
Percentage 57.15 42.85

Q7 Feel and "see" things from another viewpoint.

Yes No
Response 13 8
Percentage 61.91 38.09
Q8 Before making decision or take an action, listens to others' ideas.

Yes No
Response 18 3
Percentage 85.71 14.29

Q9 When communicate with others, help them to feel good.

Yes No
Response 16 5
Percentage 76.19 23.81
Q10 To resolve conflicts, encourage honest and peaceful discussion.

Yes No
Response 17 4
Percentage 80.95 19.05

Q11 Helping the people who holds different opinions to reach agreement.

Yes No
Response 9 11
Percentage 42.85 57.15
Q12 When making changes, considers the feelings of others.

Yes No
Response 18 3
Percentage 85.71 14.29

Q13Aware of , when start to use negative thinking.

Yes No
Response 14 7
Percentage 66.67 33.33
Q14 practice stress management to be calm and healthy.

Yes No
Response 4 17
Percentage 19.05 80.95

Q15 Have a good sense of humor.

Yes No
Response 13 8
Percentage 61.91 38.09
ACTIVE GROUP CONTROL GROUP

Mean 12 Mean 13.2

Median 12 Median 13
Mode 13 Mode 13
Standard Deviation 3.817254062 Standard Deviation 4.161043825
Minimum 6 Minimum 4
Maximum 18 Maximum 18
Sum 180 Sum 198
Count 15 Count 15

Data Analysis and Interpretation using SPSS –

Table 1 : Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Active 32.4772 8 59.78347 21.13665

Control 34.7951 8 66.13076 23.38076

Table 2 : Paired Samples Correlations

N Correlation Sig.
 Table 3 : Paired Samples Test

Paired Differences

95% Confidence
Interval

Std. Std. Error of the Difference Sig. (2-

Mean Deviation Mean Lower Upper t df tailed)

Pair 1 Active –
-2.31797 6.40953 2.26611 -7.67647 3.04052 -1.023 7 .340
Control

T test for the difference of mean

Two independent samples in form of control group and active group are taken for
the study. In this research two different samples are not significantly differ from each
other. Comparing the computed value of t with tabulated value of t decides the
significance level value. In this research the calculations are made for 5% and 1% of the
significance of value.
Assumptions made for the difference of mean test –
1) Parent population from which samples are drawn normally drawn are equally
distributed.
2) The two samples taken for the study are random in nature.
3) Variance of both the cases are not known.

Inferences –

The mean of control group is 32.47 and mean of active group is 34.79. The standard
deviation of control group is more than i.e. by 6.34 than the active group. In the
hypothesis it was assumed that the behavior of the group of employees changes after
getting the awareness of the emotional workshop which is evident from the figures from
the table 1.
From table 2, it is clear that correlation is equal to 1.
Table 3 indicates that may be a chance of 2 tailed error in hypothesis.
 Findings and Conclusions –
1. As the control group has less standard deviation than the active group, naturally
the performance of the control group is showing the improvement.
2. Active group was not able to understand the gravity of the questionnaire given to
them.
3. After the three sessions of 120 minutes, researcher was able to convey the
importance of EI to the tomorrow’s knowledge workers.
4. The A.M. of control group is 13.2 while A.M. of active group is 12.
5. Organizational effectiveness is possible only through the empowerment of the
employees and empowerment becomes reality when you train the employees.
6. It is the job of the management to convert the employees into emotionally
intelligent employees who are empathetic and have self awareness, self
management and self motivation.

Suggestions for Future Research and Application

The modern concept of emotional intelligence is in itself a youthful one. Much

work has yet to be done to discover exactly what emotional intelligence encompasses and
how it would be most effectively applied. Future research on emotional intelligence
might focus on the following areas:
The relationship between emotional intelligence and personality is evident. More
research is needed to determine the exact connection of emotional intelligence and
personality constructs and if certain models or measures of emotional intelligence are
accounting for additional variance in performance or behavior over and above that of
personality factors. Research should consider the usefulness of constructs and measures
which may only replicate or rename ideas which are already established. The validity of
modeling emotional intelligence on cognitive intelligence. Considering .the debate
regarding the validity and applicability of I.Q. tests, additional research is required to
establish if emotional intelligence (as proposed by Mayer and Salovey) is best modeled
after standard intelligence. The measurement of emotional intelligence. More research is
required on the reliability and validity of the measures of emotional intelligence. In
addition, future efforts might look at developing ability measures of Goleman and
Bar-On’s models of emotional intelligence, considering much of the criticism
surrounding the present measures of these constructs revolves around their self-report
format. The extent to which emotional intelligence can be taught. As evidence exists both
for and against the ability for emotional intelligence competencies to be developed, it is
important that future research determine the extent that such learning may occur before
an organization invests considerable funds into a development program. Perhaps hiring
55 on the basis of emotional intelligence may prove to be more effective then attempting
to develop its levels after the fact. The extent to which training in emotional intelligence
is more beneficial than other leadership or “people skills” training. If one takes the view
that both personality traits and emotional intelligence traits are relatively stable over time,
future research could examine whether programming in emotional intelligence accounts
for a greater improvement in performance than current programs in place which aim to
strengthen leadership characteristics.
The effectiveness of emotional intelligence programs - Several programs touted to
increase the emotional intelligence of participants, which are available on the market, are
yet to be evaluated. Program evaluation research is necessary in order to determine which
programs are effective in general and in specific settings and situations.
The role of emotional intelligence in the Public Service - Although a substantial amount
of research has been conducted on the role of emotional intelligence in private business,
there is a lack of research examining emotional intelligence in the public service sector.
The goals and dynamics of these institutions often differ, and it would be interesting to
examine whether or not emotional intelligence could make a comparable contribution to
the functioning of the Public Service of Canada.
The role of emotional intelligence in corrections - Currently, the focus of emotional
intelligence literature in corrections is on the offenders. For instance, the Mayer-
Salovey-Caruso Emotional Intelligence Test User’s Manual (Mayer, Salovey, & Caruso,
2002) asserts that emotional intelligence plays a role in correctional settings in that low
emotional intelligence is often characteristic of correctional inmates. However, there is a
lack of literature surrounding the applicability of emotional intelligence to correctional
service workers both inside and outside of the institutions.
The extent to which training in emotional intelligence is more beneficial than
other leadership or “people skills” training. If one takes the view that both personality
traits and emotional intelligence traits are relatively stable over time, future research
could examine whether programming in emotional intelligence accounts for a greater
improvement in performance than current programs in place which aim to strengthen
leadership characteristics.

Employee retention through the EI

EI programs gets the best out of employees i.e. personal competence it encourages the
employee to become self expressive. Once employee starts understanding the
importance of emotional management and controls the intensity and the nature of
responses start showing from their behavior and attitude.

In 1st phase, EI improves the behavior and attitude but ultimately it helps the employees
to encourage the belongingness towards the organizations which is necessary
ingredient for organizational effectiveness.
Business Model developed by researcher –

Sense the need EI

of EI to build awareness Conduct EI
the program (Plan program
organizational and Apply
effectiveness phase)

Train the Check the

employees performance of
again the employee

Functioning of proposed Business Model –

EI is new and upcoming HR concept. From the research conducted, the business model is
developed. The feeling and sensing the need of EI in order to build the organization
effectiveness becomes important for any organization.

Organizations, after feeling the need for improvement in employees performance starts
focusing on the execution of HR practices for the empowerment of employees.

Once three days or a week program on the EI is conducted. It is necessary to get the feed
back of the employee so as to make the necessary changes and improvements in the
program. The EI training is conducted in two phases and difference is measured
using standard deviation.
References

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