Emotional intelligence means the ability to identify one’s emotions, comprehend what the emotions mean, and recognize how the emotions influence people. Emotional intelligence involves one’s perception of other people. Emotions may direct organizational behavior in several ways. Some ways may be direct, for instance, the prompting of conduct by emotions, while other ways may be indirect, for instance, emotions influencing performance through arbitrating mechanisms like cognition or motivation (Mayer & Salovey 20). This paper posits to provide a discussion on the concept of EI and its benefits as a valuable tool in evaluating performance potential as well as, managerial success.
There has been increasing research into the significance of emotional intelligence in the workplace. Fundamentally, research is usually interested in the perception that individuals with high competencies, in regard to emotional intelligence, are increasingly probable than less emotionally endowed individuals, to achieve success in their workplace. Principally, researchers have demonstrated that social skills are fundamental for leaders at the executive level. This means that, as persons ascend in the organizational chain of command, social intelligence develops into an increasingly pertinent determinant of the persons who will and those who will not be successful. Growing evidence shows that competency in emotional intelligence bears the potential to develop performance at organizational and personal levels. However, there is diminutive understanding on the degree to which individuals with high emotional intelligence may be highly valued assets in comparison to individuals who may be less emotionally intelligent (Cooper 105).
Scholars have a tendency to perceive emotional intelligence as an aspect which may contribute to positive behaviors, attitudes, and outcomes. Simultaneously, evidence exists to the effect that emotional intelligence may be conceptualized as or a personality trait.
There are three abstractly linked mental processes. These are expressing and appraising emotions in the self as well as others, controlling emotion in self and others, and utilizing emotions in adaptive methods. The following are succinct descriptions of the importance and content of the mental processes (Mayer & Salovey 35).
Expressing and Appraising Emotions in Self and Others. People differ in the level of awareness of their emotions as well as the degree to which the emotions are non-verbally and verbally being expressed. The individuals who correctly appraise as well as express, meaning perceive or respond to, their emotions would be likely to understand better or be understood by other people in their workplaces. They also bear the potential to be better leaders and managers when they are capable of perceiving the emotions of persons around them as well as to develop empathy. Empathy, in this case, would mean the aptitude to comprehend other people’s feelings as well as to re-experience the same feelings on themselves (35).
Controlling Emotion in Self and Other People. Individuals differ aptitude to manage their emotions and in their skill to control and modify the emotional reactions of other people. In this case, referring to monitoring, evaluating, and adjusting to changing moods. Controlling of one’s individual moods and emotions usually results in negative and positive affective states. The emotionally intelligent persons are adept at positioning themselves in the positive affective states. Such individuals have the ability to experience the negative affective states which bear inconsequential destructive consequences. The emotionally astute individuals can stimulate a positive influence in other people that would result in an influential social influence. This is referred to as charisma. Charisma is an important ingredient of leadership (36).
Utilizing Emotions in Adaptive Methods. People also differ in the way in which they employ their emotions. These are functional vs. dysfunctional methods. Emotions have the ability to:
- Help in flexible planning. This means creating multifaceted future plans.
- Improve in the decision-making process as a result of understanding better one’s emotional response. This means creative thinking.
- Facilitate the cognitive processes for instance, punctuality on one hand and creativity on the other hand. This means mood redirected attention.
- Augment persistence in regard to challenging tasks. This means motivating emotions.
Implications for Managerial Success. Research has acknowledged the prospective of emotional intelligence in predicting a variety of interpersonal qualities in workplaces that would contribute to valuable organizational change. The different facets of emotional intelligence are closely associated with collaborative techniques of conflict resolution than they are associated with avoidance or competition. Collaboration may be related to a variety of skills that are constructive for management, as well as, employees in the course of change occurrences. These comprise skills like leadership techniques, mediation skills, and the utilization of social networks in the workplace (36).
Emotional intelligence cannot be fixed for a lifetime and that it can be enhanced through appropriate training. It is evident that coaching can enhance the efficacy of low emotional intelligence employees in order that their performance is functionally the same as that of the high emotional intelligence employees (Cooper 125).
In this respect, this paper suggests that the emotions that would be produced in the course of an organizational change process can be managed by granting employees with the requisite skills to control those emotions. Incidentally, improvement programs in regard to emotional intelligence would provide a means through which managers would provide their employees with supplementary skills to handle organizational change. This brings about the value of emotional intelligence as a constructive tool in evaluating performance potential as well as, managerial success.
Cooper, R. Executive EQ: Emotional Intelligence in Leadership and Organizations, NY: Grosset/Putnam, 2000. Print.
Mayer, J. & Salovey, P. Emotional Development, Emotional Literacy, & Emotional Intelligence, New York, NY: Basic Books, (2000). Print.
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