HRMT11010: Emotional Intelligence and its role in Organisation

This essay delves into the concept of emotional intelligence, exploring its various facets and applications within organizational behavior. It defines emotional intelligence as the ability to understand and manage emotions, both one's own and those of others, emphasizing its importance in psychology and management. The essay highlights the key components of emotional intelligence: perception, assimilation, and understanding/managing emotions. It argues that emotional intelligence is crucial for managers in today's workplace, enabling them to gauge employee needs, resolve conflicts, and foster a positive work environment. The essay further discusses how emotional intelligence can be developed through practices like meditation, personal vision creation, and feedback analysis. The essay concludes that emotional intelligence is a vital skill for managers, contributing to improved employee relations and overall organizational success.

Running head: EMOTIONAL INTELLIGENCE
Emotional Intelligence
Name of the Student-
Name of the University-
Author note-

1
EMOTIONAL INTELLIGENCE
Aiming to generate a fair idea about the aspect of emotional intelligence, this essay shall
endeavor to delve deeper into the various aspects of emotional intelligence. This essay will also
throw light on the applications, practice and relevance of the presence of emotional intelligence.
The essay will also provide relevant examples justifying the practice of this idea. In addition to
this, this essay will also account for whether emotional intelligence can be taught and developed
by other persons. This essay will also argue for establishing the importance of the presence of the
idea of emotional intelligence.
The term ‘emotion’ is generally defined as intensive feelings and attributes that are
pointed towards other individuals (Robbins, Judge, Millett & Boyle, 2017, p. 105). ‘Emotions’
are often associated with the notions of being irrational and impractical (Robbins et al.,2017, p.
110). As against this, the term ‘intelligence’ encompasses the notion of exercising pragmatism
and discretion. The two opposing words, ‘emotion’ and ‘intelligence’ can be combined to arrive
at a comprehensive meaning and idea of the concept of emotional intelligence. Emotional
Intelligence refers to the inherent ability of exercising the intelligence of knowing and
comprehending the ongoing feelings and ideas of another person (Nagler, Reiter, Furtner &
Rauthmann ,2014, p. 27-42). As the phrase depicts, emotional intelligence points towards the
type of intelligence that permits persons to acquire relevant information about the emotional state
and ideologies of the self and the other person. Emotional Intelligence can also be defined as the
capability to employ the knowledge of emotions to solve myriad problems (Chamundeswari,
2013, p. 178). The factor of emotional intelligence has acquired one of the most important
positions in the fields of psychology and management (Shooshtarian, Ameli & Amini Lari 2013,
p. 27-43). The conjoined phrase also entails the idea of employing and cultivating this
intelligence to gauge the function of emotions and using them in an effective manner to achieve

2
EMOTIONAL INTELLIGENCE
and concretize the goals (Castillo, Salguero, Fernández-Berrocal & Balluerka, 2013, p. 883-892).
Emotional Intelligence also incorporates the idea of moderating one’s emotions along with the
emotions of others to work towards a common goal.
A scrutiny can reveal the various constituent parts of the idea of emotional intelligence.
One of the parts of emotional intelligence is the concept of perception. Perceiving emotions is
extremely crucial to understand the ongoing emotional conflicts and issues (Coetzee & Harry,
2014, p. 90-97). In addition to this, the second part constitutes assimilation of these perceived
emotions. Assimilating the acquired knowledge is important to classify the emotions of the self
and others (Saeed, Waseem, Sikander & Rizwan, 2014, p. 242-256). Lastly, emotional
intelligence also encompasses the notion of understanding and managing emotions (Roberts et
al., 2017, p. 116-120). Emotional intelligence can be practiced only when the person concerned
understands and regulates the emotions of oneself and others (Van Deursen, Bolle, Hegner, &
Kommers, 2015, p. 411-420).
It is said that the presence of emotional intelligence is more crucial than the presence of
mere pragmatic knowledge and intelligence. In the modern world where employers struggle to
make ends meet for the employees, harboring and cultivating the idea of emotional intelligence
can ensure the delivery of proper results and proper comprehension of the prevalent feelings of
the employees. The need for emotional intelligence has been justified by recent studies.
Emotional Intelligence refers to the ability fostered by managers to gauge the emotional needs
and prevalent feeling of the employees. Managers need to inculcate and cultivate the practice of
emotional intelligence to collate and channelize the emotions and feelings of employees in
concretizing the desired goals. For example, managers can conduct regular interviews to gauge
the gestures and thoughts of employees to channelize and subvert their emotions for the

3
EMOTIONAL INTELLIGENCE
betterment of the company. It is crucial for managers to gauge temperament and moods of the
employees employed under him. Followed by this, managers must inculcate emotional
intelligence to comprehend the various needs and grievances of the employees that can
contribute in employee retention (Njoroge & Yazdanifard, 2014, p. 6-7). For example, managers
who can exercise emotional intelligence can gauge the reasons behind the attrition and inculcate
motivational strategies based on the emotional state of each employee. It is crucial for managers,
especially global managers to enhance upon their inherent potential to measure and regulate their
feelings as to regulate and channelize the thoughts of others. Global managers are often entrusted
with the task of managing varied cultural workforce that requires them to exercise emotional
intelligence to maintain equilibrium and stability (Erez, Lisak, Harush, Glikson, Nouri & Shokef,
2013. p, 330-355). In fact, studies have depicted that the successful and unsuccessful presidents
are differentiated by their ability to exercise the faculty of emotional intelligence (Roberts et al.,
2017, p. 115-120).
To practice emotional intelligence, mangers should be able to perceive emotions.
Perception of emotions of the employers will help the managers in perceiving the ongoing
conflicting emotions and help in the resolution of conflicts. Perception of emotions in a proper
manner can assist the managers in perceiving the dormant grievances and problems of the
employees (Schlaerth, Ensari & Christian, 2013, p. 126-136). For example, it is seen that Diana
fails to understand the reason behind the non-cooperation of the employees. She is unable to
gauge the temperament of the employees. Had she included the values of emotional intelligence,
she would have been able to perceive the differences in the temperament of the employees.
Followed by this, it is important for managers to understand and segregate the negative and
positive emotions. This aspect includes the idea of managers segregating their own emotions to

4
EMOTIONAL INTELLIGENCE
channelize the emotions of others. For example, emotionally intelligent managers exhibit the
ability to analyze the effect of negative body language upon the employees. Managers will
refrain from expressing anger as this can affect the emotional stability of the employees and their
performance (Bandstra, 2013, p. 8). Studies have also revealed examples of instances where
managers identify the negative emotions vested in themselves and strive to segregate them to
achieve the work goals (Kluemper, DeGroot & Choi, 2013, p. 878-905).
Further, comprehending the nature of the prevalent emotions in the workplace by the
managers can assist him in decision-making and problem solving. For example, emotionally
intelligent managers can understand the prevalent stressful situations and allow the employees to
ask for regular breaks to enhance their performance (Bandstra, 2013, p. 10). Further, the aspect
of regulation of emotions is also crucial for managers to pave the way for regulation of other’s
emotions to achieve the desired objectives. For example, studies have projected that in USA,
emotionally intelligent mangers can resolve issues and arrive at quick and relevant decisions
(Nowrazi, 2015, p. 1302-1310).
Recent studies have presented the fact that the concept of emotional intelligence can be
developed and taught to others. Studies have revealed that managers can develop emotional
intelligence by incorporating the practice of meditation (Lomas, Edginton, Cartwright & Ridge,
2014, p. 2). Powerful meditative activities can assist managers in being well conversant with the
types of emotions vested in themselves and the prevalent thoughts of others as well. Meditation
can also assist in concentrating on the positive emotions by segregating and ignoring the negative
emotions. The notion of emotional intelligence can be learnt and developed by persons who are
self-motivated and are willing to imbibe and practice the learnt ideas. In order to develop
emotional intelligence, it is important for managers to develop the faculty of personal vision

5
EMOTIONAL INTELLIGENCE
(Boyatzis, Smith, Van Oosten, & Woolford, 2013, p. 17-24). Managers need to generate a
concrete vision for the self that can accentuate the process of emotional intelligence. Creating a
personal vision can enable managers to sustain their goals and concretize them by channelizing
the vision of others. Managers can also develop emotional intelligence by acquiring the ability to
assimilate feedbacks (Sheldon, Dunning & Ames, 2015, p. 125). Analyzing the nature of
feedbacks can assist people in developing the faculty of emotional intelligence.
The factor of emotional intelligence can also be developed in various ways such as
engagement in training and other related activities that can help in the accentuation of emotional
intelligence. Recent studies present that engagement in emotional training can help in the
development of emotional intelligence. Studies also reveal that managers trained by groups of
emotionally intelligent managers yielded better results and could learn the various nuances of
emotional intelligence (Schutte, Malouff, & Thorsteinsson, 2013, p. 54-56). Enrolling in these
training activities can help the aspiring managers in comprehending the various areas and
faculties that need to be developed by the managers. In addition to this, the faculty of emotional
intelligence can be developed by mangers by inculcating the practice of social awareness and
social skills. Development of social skills will enhance the factor of emotional intelligence.
Social awareness also lead to the creation of awareness about the various aspects related to
society and social factors.
After taking into consideration the above-discussed points, in conclusion it can be said
that the factor of emotional intelligence is an important aspect that needs to be developed by
managers to understand and channelize the prevalent thoughts and temperaments of the
employees. It can also be concluded that the various constituent parts of emotional intelligence

6
EMOTIONAL INTELLIGENCE
should be inculcated and developed by the managers. It needs to be mentioned that the managers
can develop the faculty of emotional intelligence by engaging in various activities.
References
Bandstra, R. (2013). Emotional intelligence of store managers, store cohesiveness, and store
performance within a large retail firm: Verbetering en aanvulling van een
wetenschappelijk artikel (Bachelor's thesis, University of Twente).
Boyatzis, R. E., Smith, M. L., Van Oosten, E., & Woolford, L. (2013). Developing resonant
leaders through emotional intelligence, vision and coaching. Organizational
Dynamics, 42(1), 17-24.
Castillo, R., Salguero, J. M., Fernández-Berrocal, P., & Balluerka, N. (2013). Effects of an
emotional intelligence intervention on aggression and empathy among
adolescents. Journal of adolescence, 36(5), 883-892..
Chamundeswari, S. (2013). Emotional intelligence and academic achievement among students at
the higher secondary level. International Journal of Academic Research in Economics
and Management Sciences, 2(4), 178.
Coetzee, M., & Harry, N. (2014). Emotional intelligence as a predictor of employees' career
adaptability. Journal of Vocational Behavior, 84(1), 90-97.
Erez, M., Lisak, A., Harush, R., Glikson, E., Nouri, R., & Shokef, E. (2013). Going global:
Developing management students' cultural intelligence and global identity in culturally
diverse virtual teams. Academy of Management Learning & Education, 12(3), 330-355.

7
EMOTIONAL INTELLIGENCE
Kluemper, D. H., DeGroot, T., & Choi, S. (2013). Emotion management ability: Predicting task
performance, citizenship, and deviance. Journal of Management, 39(4), 878-905.
Lomas, T., Edginton, T., Cartwright, T., & Ridge, D. (2014). Men developing emotional
intelligence through meditation? Integrating narrative, cognitive and
electroencephalography (EEG) evidence. Psychology of Men & Masculinity, 15(2), 213.
Nagler, U. K., Reiter, K. J., Furtner, M. R., & Rauthmann, J. F. (2014). Is there a “dark
intelligence”? Emotional intelligence is used by dark personalities to emotionally
manipulate others. Personality and Individual Differences, 65, 47-52.
Njoroge, C. N., & Yazdanifard, R. (2014). The impact of social and emotional intelligence on
employee motivation in a multigenerational workplace. Global Journal of Management
And Business Research.
Nowrazi, V. (2015). Relationship between Emotional Intelligence and Decision-Making Styles
among Managers at Sports Orgamizations in Fars Province. Indian Journal of
Fundemental and Applied Life Sciences, 5, 1302-1310.
Robbins, S., Judge, T., Millett, B. & Boyle, M. (2017). Organisational behaviour. Melbourne:
Pearson Australia.
Saeed, I., Waseem, M., Sikander, S., & Rizwan, M. (2014). The relationship of turnover
intention with job satisfaction, job performance, leader member exchange, emotional
intelligence and organizational commitment. International Journal of Learning and
Development, 4(2), 242-256.

8
EMOTIONAL INTELLIGENCE
Schlaerth, A., Ensari, N., & Christian, J. (2013). A meta-analytical review of the relationship
between emotional intelligence and leaders’ constructive conflict management. Group
Processes & Intergroup Relations, 16(1), 126-136.
Schutte, N. S., Malouff, J. M., & Thorsteinsson, E. B. (2013). Increasing emotional intelligence
through training: Current status and future directions. International Journal of Emotional
Education, 5(1), 56.
Sheldon, O. J., Dunning, D., & Ames, D. R. (2014). Emotionally unskilled, unaware, and
uninterested in learning more: Reactions to feedback about deficits in emotional
intelligence. Journal of Applied Psychology, 99(1), 125.
Shooshtarian, Z., Ameli, F., & Amini Lari, M. (2013). The effect of labor's emotional
intelligence on their job satisfaction, job performance and commitment. Iranian Journal
of Management Studies, 6(1), 27-43.
Van Deursen, A. J., Bolle, C. L., Hegner, S. M., & Kommers, P. A. (2015). Modeling habitual
and addictive smartphone behavior: The role of smartphone usage types, emotional
intelligence, social stress, self-regulation, age, and gender. Computers in human
behavior, 45, 411-420.