THE EMOTIONAL INTELLIGENCE AMONG MANAGERS IN MULTINATIONAL COMPANIES Y. Benazir* 1, V. Devipriya 1, Dr. B. Sripirabaa 2

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1 ISSN: IJMRR/ July 2014/ Volume 4/Issue 7/Article No-9/ THE EMOTIONAL INTELLIGENCE AMONG MANAGERS IN MULTINATIONAL COMPANIES Y. Benazir* 1, V. Devipriya 1, Dr. B. Sripirabaa 2 1 Asst. Prof, Dept. of Business Administration, PSGR Krishnammal College for Women (Autonomous), Coimbatore (A.P), India. 2 Assoc. Prof, GRG School of Management Studies, Peelamedu, Coimbatore (A.P), India. ABSTRACT In the current context, multinational companies are struggling with rapid change, with finding competitive advantage in a globalized economy, and in finding, keeping, and motivating talent in a changing workforce. Emotional intelligence (EI) is emerging as a critical factor for sustaining high performance among managers working in this environment, there has been considerable and growing interest in the concept of emotional intelligence (EI). Thus, the underlying theme of work on EI is that general intelligence is not necessarily a good predictor of life success and other attributes may be better determinants. The present study focused on the understanding of managers emotions and their importance and the dimensions taken for the study were Communication, Managing Emotions, Self motivation, Self Awareness, Team Work, Managing Conflicts, Self Regulation and Attentiveness. INTRODUCTION In recent years, there has been considerable and growing interest in the concept of emotional intelligence (EI). EI has been used by some as an umbrella term that comprises elements such as soft skills, people skills, and a general ability to cope with life s demands. Attraction to this construct likely stems from the popular view that some individuals of seemingly average intelligence do well in life, whereas others struggle with life s challenges despite possessing a high IQ. In the current context, multinational companies are struggling with rapid change, with finding competitive advantage in a globalized economy, and in finding, keeping, and motivating talent in a changing workforce. Emotional intelligence (EI) is emerging as a critical factor for sustaining high performance among managers working in this environment. It is possible for people of all ages to become more socially and emotionally competent. However, the principles for developing this type of competence differ greatly from those that have guided much training and development practice in the past. Developing emotional competence requires that we unlearn old habits of thought, feeling, and action that are deeply ingrained, and grow new ones. REVIEW OF LITERATURE Mintzberg (1973) observed that all managerial jobs are similar in nature and therefore they could be described by certain common behaviours or roles. He put forward ten managerial *Corresponding Author 777

2 roles falling under three categories: interpersonal (figurehead, leader, and liaison) (2) informational (monitor, disseminator, spokesperson), and (3) decisional (entrepreneur, disturbance handler, resource allocator, and negotiator). He also said that managers working in different positions could be effective depending on the combination of these ten roles [1]. Ekman (1978), revealed that individuals with high EI put more efforts to maximize the effect of motivators and ignored the impact of hygiene factors. Individuals with high EI generally score higher in other areas of intelligence like verbal, social. They often choose jobs with more social interactions and are more goal-oriented; shows behaviour like motivation, satisfaction, balance, awareness and avoid negative behaviours such as excessive smoking, drinking, or violence [2]. According to Ekman & Oster (1979), researches also suggested that facial expression of emotions displayed by individual of all cultures were alike as they are socially learnt and culturally acceptable. This clearly predicted a significant influence of culture on emotional behaviour of an individual [2]. Ortony and Turner (1990), revealed that people who are emotionally attentive are characterized by paying constant attention to the course of their moods in an effort to understand them without sufficient clarity and capacity to understand their causes, motives, and consequences which ultimately leads to poor mental and physical health. Thus, utilization of EI in the workplace is considered as a critical factor for success as individual s sensitivity, maturity and competency decides his destiny and provides the individual with a competitive edge [2]. Callahan Fabian (1999), Bryant (2000), observed that in the last decade, there has been a growing interest in the role of emotions and emotional intelligence (EI) on managerial behaviour. Researchers are particularly trying to understand the role emotions and emotional intelligence play in the organization through change efforts, leadership effectiveness, training and organizational performance [1]. Malek (2000), found that individuals with higher EI are more likely to resolve conflict effectively, using more collaborative styles of conflict resolution [3]. Dutta (2000), Frame (1994), Pinto & Kharbanda (1996), R. Reich (1991), stated that most researchers agree that project managers must be technically, interpersonally, and administratively skilled as is the case with most managers [3]. According to Mesquita (2001), Basic Emotions Theory predicts that universal patterns of individual facial and vocal expressions exist across cultures. Emotions are seen here as intraindividual states rather than processes unfolding in a social context. Since some patterns of emotions exist across cultures, according to the theory, it may be plausible that these fundamental similarities in emotional information are understood and utilized by some individuals more than others, and this ability impacts performance. It is plausible to suggest certain individuals have abilities or tendencies that enhance their ability to communicate, based on their level of emotional and procedural comprehension [3]. Gillard & Price (2005), Kendra & Taplin (2004), IBM (2008), Kerzner (2001), have stated that the performance of managers who work on projects is an important factor in the Copyright 2012 Published by IJMRR. All rights reserved 778

3 successful completion of a project. Dedicated project managers increase the success rates of their projects and project managers are held accountable for the project results. Organizations that utilize project managers are thus responsible for having some understanding of the competencies that the role requires if they wish to observe high performance levels [3]. Gilley, Eggland, & Gilley (2002), observed that project managers need competencies in planning, monitoring staffing, and executing the project [3]. According to Schmid & Adams (2008), the case for a potential relationship between EI and interpersonal competence is supported by previous studies reporting meaningful and even significant relationships between EI and the individual competency domains of communication, motivation, conflict management, and problem solving. Competent communicators, for example, were observed to utilize empathy more frequently [3]. Sy and Cote (2004), suggested that individuals with high EI are better at managing conflicting paradigms, managing their own emotions, and aligning the goals of groups [3]. According to Nair & Yuvaraj (2000), personal variables that are related to managers ability to manage people can have a significant impact on their managerial effectiveness [1]. As per the findings of Goleman (2000), Nahavandi and Malekzadeh (1991), emotionally competent managers engage in promoting teamwork and collaboration. Internals prefer participative leadership, tend to take credit and accept blame, and need relatively little direction and feedback [4]. Emotional intelligence is also important in work groups or teams. Rice (1999), found that teams with higher average EI received higher performance ratings from managers, particularly for customer service. Individuals who were better able to manage emotions were more satisfied with other group members and with team communication, and also reported receiving more social support [4]. According to Loretto (2006), organizations value employees with high work ethics and values i.e. who understand and possess a willingness to work hard, who come to work on time, are there when they are needed, and are responsible for their actions and behaviour, who take initiative and have the motivation to get the job done in a reasonable period of time, who are adaptable and maintain flexibility in completing tasks in an ever changing workplace, who maintain a sense of honesty and integrity above all else, who require little supervision and direction to get the work done in a timely and professional manner and who are interested in keeping up with new developments and knowledge in the field [4]. Ashforth and Lee (1991), revealed that the most important concept for guiding employee performance through emotional intelligence is the awareness of "self [4]. According to Cooper and Sawaf (1997), Megerian and Sosik (1996), Sosik and Megerian (1999), and Wright and Staw (1999), the notion of EI has created an interest among the scholars and management practitioners because of its wide applicability to a host of workplace issues that include job satisfaction, absenteeism, organizational commitment, and organizational citizenship behaviour. Copyright 2012 Published by IJMRR. All rights reserved 779

4 PURPOSE OF THE STUDY The purpose of the study is to understand the emotional intelligence of managers in multinational companies, importance of developing emotional intelligence at the workplace and to study the relationship between emotional intelligence of the managers and their job performance METHODOLOGY Data Collection: Primary and secondary data has been used for the study Period of the study: The study was under taken in the year Geographical Location: The study was conducted in Bangalore Sample Size & Sampling Design: The sample size consists of 50 respondents from the employees of the multinational companies. Convenience sampling method under Non- Probability sampling was employed in selecting the sample. Tools used: Simple percentage analysis, Correlation Limitations of the study Data collected may not represent the entire population of managers working in multinational companies, Time is a major constraint, Personal bias of the respondents may affect the data analysis. ANALYSIS AND INTERPRETATION Table 1: Demographic Profile of the respondents Demographic factors Particulars Frequency Percentage Age in years Below Above Educational Qualification Masters Degree MPhil 4 8 Ph.D Others 0 0 Marital Status Married Unmarried Monthly income(rs) Below Above Length of service Below Above Recognition of term EI Yes No 0 0 Importance of EI recognition To make better decisions 0 0 To interact more effectively 2 4 For higher productivity 5 10 To compete effectively 5 10 All of the above Understanding EI Competencies At Work Enhance interpersonal skills 2 4 Increase sensitivity 6 12 Improve conflict resolution 2 4 All of the above Learning And Developing Ei Yes No 0 0 Copyright 2012 Published by IJMRR. All rights reserved 780

5 From the table it is understood that the majority 54% belong to the age group years, 54% of the managers working in international companies are qualified with a Masters degree,76% of the respondents are married,76% of the respondents earn above Rs as their monthly income,70% of the respondents have worked for a period of years,100% of the respondents, i.e. managers working in multinational companies recognise the term emotional intelligence,76% of the respondents agree that all of the above factors are achieved when EI is recognised in the workplace,80% of the respondents believe that it helps to achieve all of the above factors,100% of the respondents, i.e. managers in multinational companies think that EI can be learned and developed. KARL PEARSON S CO-EFFICIENT OF CORRELATION Table: 2 Correlation between the various factors that influence Emotional Intelligence Factors Communicatio n Managing Emotions Self motivation Self Awareness Team Work Managing Conflicts Self Regulation Attentiveness Communication Managing Emotions Self motivation Self Awareness Team Work Managing Conflicts Self Regulation Attentive ness The table reveals that all the factors that influence emotional intelligence are positively related. Conforming to Karl Pearson s theory of correlation, all the values obtained lie between -1 and +1, thereby confirming the positive correlation. The values of r are between 0.9 and 1 stating that the factors have a strong positive relationship. SUGGESTIONS We can improve 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. It is suggested that 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. Emotional intelligence programs evaluation research is necessary in order to determine which programs are effective in general and in specific settings and situations. It is required to examine whether or not emotional intelligence could make a comparable contribution to the functioning of the public service sector. It is to suggest that the preparation and transfer-and-maintenance phases of the training process are especially important. Emotional competence training can be provided to the employees in the organisation Copyright 2012 Published by IJMRR. All rights reserved 781

6 CONCLUSION It is possible for people of all ages to become more socially and emotionally competent. However, the principles for developing this type of competence differ greatly from those that have guided much training and development practice in the past. Developing emotional competence requires that we unlearn old habits of thought, feeling, and action that are deeply ingrained, and grow new ones. Such a process takes motivation, effort, time, support, and sustained practice, as the guidelines presented in this article make clear.. Yet too often these phases are neglected in practice. Organizations increasingly are providing training and development that is explicitly labelled as "emotional intelligence" or "emotional competence" training. However, the guidelines presented here apply to any development effort in which personal and social learning is a goal. This would include most management and executive development efforts as well as training in supervisory skills, diversity, teamwork, leadership, conflict management, stress management, sales, customer relations, etc. Ideally, efforts to develop emotional competence would include all the elements we have identified here, but we realize that it often will not be practical to do so. Fortunately, the effect of adhering to the guidelines is multiplicative and synergistic: the more guidelines that trainers can follow the greater and more lasting will be their impact. If the current interest in promoting emotional intelligence at work is to be a serious, sustained effort, rather than just another management fad, it is important that practitioners try to follow guidelines based on the best available research. Only when the training is based on sound, empirically based methods its promise be realized. REFERENCES [1] Srivastava, Nivedita, Nair, Shreekumar K. Emotional Intelligence & Managerial Effectiveness: Role of Rational Emotive Behaviour. The Indian Journal of Industrial Relations 2010; 46(2). [2] Ekman (1978), Ekman & Oster (1979), Ortony and Turner (1990). BVIMR Management Egde 2011; 4(2): [3] Davis SA. Investigating the impact of project managers' emotional intelligence on their interpersonal competence. Project Management Journal 2011; 42(4): [4] Mohapatra M, Gupta A. Relationship of Emotional Intelligence with Work Values & Internal Locus of Control: A Study of Managers in a Public Sector Organization; Vilakshan XIMB Journal of Management; September, 2010 [5] Rathi N, Rastogi R. Effect of Emotional Intelligence on Occupational Self-Efficacy; 47. [6] Freedman J. The Business Case for Emotional Intelligence. Singapore Management Review 32(1). Copyright 2012 Published by IJMRR. All rights reserved 782

7 [7] Emotional Intelligence from 17 th Century to 21 st Century: Perspectives and Directions for Future Research Vision. The Journal of Business Perspective 2008; 12(1). [8] Clarke N. Developing emotional intelligence through workplace learning: findings from a case study in healthcare. Human Resource Development International 2006; 9(4): [9] Montemayor EF, Spee J. The Dimensions of Emotional Intelligence Construct Validation Using Manager And Self-Ratings. Academy of Management Best Conference [10] Girdler JF. Academy of Management. Emotional Intelligence And Leadership, [11] Lopez-Zafra E, Garcia-Retamero R, Pilar Berrios Martos M. The Relationship Between Transformational Leadership and Emotional Intelligence From a Gendered Approach. The Psychological Record 2012; 62: [12] Brackett MA, River SE, Salovey P. Emotional Intelligence: Implications for Personal, Social, Academic, and Workplace Success. Social and Personality Psychology Compass 2011; 5(1): Copyright 2012 Published by IJMRR. All rights reserved 783