Purpose Of The Research1

COURSE WORK OF BUSINESS RESEARCH Research Proposal FOR Emotional Intelligence

NAMES OF STUDENTS

SIGNATURES

1. _Manohar Makhija _______ ____________________

2. _Umita Mehta ____________________

____

3. _Nidhi Jain________ ____________________

4. _Nikhil Sharma

_________

__________________

PGDM May 2009.

Introduction In modern times, encouraging emotional intelligence skills is a vital component of any organization management philosophy. Since among the four factors of production i.e. men, material , machine and money , manpower is most important. There for it is very important for an organization to judge the E.Q. of it’s employees from the way it deals with the issue of leadership, interpersonal relation, communication of relation, with other organization. The trust and credibility of a manager and the organization he or she is working with reflect it’s emotional intelligence. Meaning of emotional intelligence Intelligence refers to abilities to adjust with the situation an emotions are powerful organizers of thoughts and action and paradoxical indispensible for reasoning and rationality. So, EI refers to an assortment of non cognitive skills, capabilities and competencies that influence a persons ability to succeed in coping with environmental demand and pressure. According to Goleman, “ EI is the capacity for recognizing our own felling and those of others , for motivating ourselves and managing emotions well in ourselves and our relationship.

A Frame Work Of Emotional Competencies Self personal competence Recogni tion

Self Awareness 1. Emotional Self Awareness 2. Trust Self Assessment

Other Social Competence Social Awareness 1 Empathy 2. Serious Orientation 3. Organizational Awareness

3. Self Confidence

Regulati Self on Management

Relationship Management

1. Self Control

1. Developing Other

2. Trust Worthiness

2. Influences

3. Conscientiousness 3. Communication 4. Adoptability

4. Conflict Management

5. Achievement Drive 5. Leadership

6. Initiative

6. Charge Catalyst 7. Building Bonds 8. Teamwork & Collaboration

Purpose of the Research The general purpose of this study is to determine the emotional intelligence level of employees of NGO (SAHAYTA and PRAYAS) JAIPUR. In defining the limits of this study. The NGO identified study area to be addressed.

Research objectives: To identify the emotional level of employees in both NGO SAHAYTA and PRAYAS 2. Working environment of both NGO 3. Stress level of employees when working condition is not favorable 1.

4. 5.

How different should respond during different emotional situation. Comparison of employee of both NGO

RESEARCH METHODOLOGY Two organizations of NGO have been selected for the purpose of comparative study i.e. Sahayta. Company’s profileNGO- SAHAYTA (SCHOOL FOR HANDICAP CHILDREN) NGO- PRAYAS (SCHOOL FOR HANDICAP CHILDREN) The respondents have been classified in the following manner•

• • • •

Pshyclogist Principal Special educator Director Accountant

The organizations selected for the purpose of research work includes only private sector.

Contribution In today’s scenario where way organization is trying to expand both in terms of profits & market show , the basic thing which they require to find , recruit retain & develop the excellent work force. This can be done by effective utilization of psychological parameters like EI. RESEARCH DESIGN Since Research Design provides complete guidelines for data collection therefore we design our research work in following way-

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Research Approach- Since the main objective of our research work is to do the Comparative study of Emotional Intelligence at different levels of management among the two organizations of NGO Sector therefore we will follow conclusive research method for survey. This approach is useful for us to find the best result through a model which consists of an objective function and a set of constraints. Sampling plan- A sampling plan is a mechanism by which the sampling units of study are selected from the sampling frame of the population. Since the selection of the sampling plan in a study in turn affects the cost and time to conduct the study, and the reliability of interference of the study therefore after taking utmost care we select systematic random sampling method for our survey work. Design of questionnaire- Since the success of survey methods on the strength of the questionnaire used therefore after taking utmost care and keeping in view the requirements of our research work we design our questionnaire in following way-

Type of research

The basis types of research which are used in research are: 1. Analytical 2. Descriptive

1. Analytical Research In this type of research the researcher has to use facts or information already available , and analyze these to make a critical evolution of the material. 2. Descriptive Research:

Descriptive research includes surveys and fact- finding enquiries of different kind. The major purpose of this type of research is description of the state of affairs as it exists at present. Research Design The survey research method will be the basic research design. Each respondent will be interviewed in organization. The personal interviews are generally expected at least 10 to 15 minutes, although length of the interview will vary depending on previous experience of the respondent. For example, if a person never been in educating children, question on education experiences will not be addressed. Or, if responded has never contacted emotional intellaligence, certain questions concerning the reaction to emotional intelligence will be skipped. Sample Design A Survey of approximately 50 individual ,25 each in two different NGO in Jaipur city will provide the database for this study. The sample will selected on a probability basis from both organization at Jaipur. Eligible respondent will be adults over the age of 18 in both organization. With each organization an effort will be to interview the individual who is most familiar with emotional intelligence issues. When there is more individual at same level, a random process will be used for interviewed.

Data Gathering All 4 member in our group (Nidhi Jain, Manohar Makhija, Umita Mehta and Nikhil Sharma) will conduct the interviews.

Research Question Q. What is emotional level of employees in organization?

Q. What are differences in E.I. levels between employees in two organization ? Q. How does employee of both organization respond during emotional situation?

Method of Data Collection The data are collected by….. Primary Method (Through Questionnaire): Questionnaire was developed to study the Role of Emotional performance. The difficulties in performance of an employee can be judged and how successful an individual is by managing his emotions. Some of the question that will be asked are

Q.1 I can encourage other to work even when things are not favorable? 5 4 3 2 1 5 = Almost always true 2 = Rarely true

4 = Most true 1= Not at all true

3 = Sometime true

Q.2 People tell me that I am an inspiration for them? 5 4 3 2 1 5 = Almost always true 2 = Rarely true

4 = Most true 1= Not at all true

3 = Sometime true

Q.3 I am able to make intelligent decision using a health balance of emotion & reason? 5 4 3 2 1 5 = Almost always true 2 = Rarely true

4 = Most true 1= Not at all true

3 = Sometime true

Data processing and analysis A written report will be prepared, and an oral presentation of the finding will be made by research analyst at the convenience of the emotional intelligence. Budget and Time Schedule 1. Time taken by each stage of research

Limitation 1. Executives were reluctant to provide the full information. 2. During the research, executives are more confused about their emotions.

Review of literature 1. Emotional intelligence is a fairly new concept. We reviewed the literature—

in refereed journals, non-refereed journals, books, and on the Internet—in order to see what researchers have discovered about it so far and how they linked it to achievement. 2. In the 1940s and 1950s, there were several attempts to find a substantial relationship between achievement and personality, but these attempts did not meet much success (Barton, Dielman & Cattell, 1972). 3. In 1968, Cattell and Butcher tried to predict both school achievement and creativity from ability, personality, and motivation. The authors succeeded in showing the importance of personality in academic achievement however could not link motivation to it. 4. In 1972, Barton, Dielman and Cattell conducted another study to assess more fully the relative importance of both ability and personality variables in the prediction of academic achievement. One of the conclusions they reached was that IQ together with the personality factor—which they called conscientiousness—predicted achievement in all areas. What was tested under personality was--among others--whether the student is reserved or warmhearted, emotionally unstable or emotionally stable, undemonstrative or excitable, submissive or dominant, conscientious or not, shy or socially

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bold, tough-minded or tender-minded, zestful or reflective, self-assured or apprehensive, group dependent or self-sufficient, uncontrolled or controlled, relaxed or tense. We can easily see that most of these factors are included in the components of emotional intelligence. In 1983, Howard Gardner introduced his theory of Multiple Intelligences which opened doors to other theories like Emotional Intelligence. Then the term Emotional Intelligence appeared in a series of academic articles authored by John D. Mayer and Peter Salovey (1990, 1993, 1995). Their first article presented the first model of emotional intelligence. However, the term "emotional intelligence" entered the mainstream only with Daniel Goleman in 1995. He argues in his book that IQ contributes only about 20% to success in life, and other forces contribute the rest. We can infer that emotional intelligence, luck, and social class are among those other factors. He also says that emotional intelligence is a new concept indeed, but the existing data imply that it can be as powerful as IQ and sometimes even more. And, at least, unlike what is claimed about IQ, we can teach and improve in children some crucial emotional competencies. Emotionally intelligent people are more likely to succeed in everything they undertake. Teaching emotional and social skills is very important at school, it can affect academic achievement positively not only during the year they are taught, but during the years that follow as well. Teaching these skills has a longterm effect on achievement. (Elias et al, 1991). In 1996, Dr. Reuven Bar-On explained Emotional Intelligence saying that it reflects our ability to deal successfully with other people and with our feelings. He developed the BarOn EQ-i after 17 years of research, and this inventory is the first scientifically developed and validated measure of emotional intelligence that reflects one's ability to deal with daily environmental challenges and helps predict one's success in life, including professional and personal pursuits. (BarOn Emotional Quotient Inventory (EQ-i), http://www3.parinc.com/products/product.aspx? Productid=BARON_EQ-I; Abraham, 1999) It was published by MultiHealth Systems in 1996 as the first test of its kind. The test covers five areas: intrapersonal, interpersonal, adaptability, stress management and general mood (Mirsky, 1997). Richardson and Evans (1997) explored some methods for teaching social and emotional competence within a culturally diverse society. Their purpose was to help students connect with each other, in order to assist them in developing interpersonal, intrapersonal, and emotional intelligences, arguing that these intelligences are essential for personal accomplishment.

10. The emotions, feelings, and values are vital for a person’s well being and

achievement in life, according to Ediger (1997). He also states that science teachers should stress on the affective domain that cannot be separated from the cognitive domain. Quality emotions and feelings help students give their best potential in the classroom. The students who are aversive and think negatively cannot concentrate for a long time and have more difficulty in reaching their potential than others. 11. At La Salle Academy, a private school in providence, Rhode Island, students are given lessons in emotional intelligence across the curriculum. This is part of an exhaustive program in social and emotional education called "Success for Life." The school’s academic council voted to approve this program by 20-0 vote. (Pasi, 1997). 12.Pool, the senior editor of Educational Leadership, stated in an article she wrote in 1997 that emotional well-being is a predictor of success in academic achievement and job success among others. 13. Finnegan (1998) argues that schools should help students learn the abilities underlying emotional intelligence. Possessing those abilities, or even some of them, "can lead to achievement from the formal education years of the child and adolescent to the adult’s competency in being effective in the workplace and in society" (p. 23). 14. Students often experience failure in school, at home, with friends, and on the job because they have poor communication skills, argue Cangelosi and Petersen (1998). 15. In January 2000, Coover & Murphy conducted a study that examined the relationship between self-identity and academic persistence and achievement in a counterstereotypical domain. The study revealed that the higher the selfconcept and self-schema, the more positive the self-descriptions, the better the academic achievement at 18. The study also showed that self-identity improves through social interaction and communication with others, which would enhance achievement. 16. In September 1999, a conference on emotional intelligence was held in Chicago, IL. The conference mission was to "provide the most comprehensive learning forum on emotional intelligence and its impact in the workplace." Linkage Incorporated claims that "research shows that welldeveloped EI distinguishes individual "star performers" and plays an important role in determining which organizations will outperform the competition, due in part to higher retention rates, better morale and heightened results." Another conference will be held this coming March in Amsterdam, Hay International Conference: The key to success in the 3rd

millennium. This conference sees building people and organizational capability as the key to success. 17. In this review of literature we studied what researchers have published about emotional intelligence so far and how they have linked it to achievement. We also covered how important emotional intelligence has become nowadays in the workplace. We still have to conduct our research to see whether there is any relationship between this intelligence and academic achievement. If the results turn out to be positive, then, in order to prepare better students for this new century, it might be better to include emotional intelligence in the school and even university curricula. After all, university students haven’t benefited from it yet, and they are the ones to start working soon. Bibliography - You may also want to visit the following sites for more information about Emotional Intelligence: Internet http://www.equniversity.com http://www.unh.edu/emotional_intelligence/ http://www.reference.com/browse/wiki/Emotional_intelligence http://www.renaissancelawyer.com/emotional_intelligence.htm http://www.mhs.com/ROE/IOTools.aspx

Books 1.

Name:- Organizational Beahaviour Writer:- L.M. Prasad Publisher:- Sultan Chand and Sons, Educational Publisher, New Delhi

2. Name:Writer :-

Emotional Intelligence Daniel Goleman

Publisher:- Bloomsbury Publishing plc, 38 soho sqyare, London