Wednesday, December 23, 2009
poulos p a /thrissur/ useful links for ignou students
disinvestments in india after 1991
details of the data concerning kerala / finance commission of india site
cds studies on public sector effectiveness in kerala and india
economic survey of india for the previous years arogyakeralam/dhs/general transfer http://arogyakeralam.gov.in/docs/dhs/generaltransfer2010-070110.pdfapplication form
ignou result page
ignou contact and e mail addresses
ignou solved previous question papers
ignou german course previous question papers
ignou online examination form
ignou solved previous assignments
ignou grade card status
Wednesday, December 2, 2009
FUNDAMENTAL COMPETENCIES FOR ENHANCED SERVICE PROVISION
----------------------- -----------------------
EMOTIONAL INTELLIGENCE: FUNDAMENTAL COMPETENCIES
FOR ENHANCED SERVICE PROVISION
HERE ARE SOME EXCERPTS FROM WORLD CLASS STUDIES ON FUNDAMENTAL COMPETENCIES FOR ENHANCED SERVICE PROVISION WITH CORE EI DIMENSIONS
HERE POULOS ENVISAGES THE EDITED SEQUENCES OF THE PROS AND CONS OF EI RELATED INTERVENTIONS IN COMPETENCY DEVELOPMENET
Previous research indicates that one feature of successful organisations is that they are able to
create a climate for service (e.g.: Schneider & Bowen, 1993, Schneider et al, 1998). At the level
of the individual employee this manifests itself as concern for customers and awareness of the
practices and behaviours that are expected by management. In effect, these qualities may be
expressed as broad interpersonal competencies such as communication skills (e.g. Ostell, 1996),
empathy (e.g.: Zeithaml, Parasuraman & Berry, 1990, p. 26) and emotional labour (e.g.:
Hochschild.1993, Morris & Feldman. 1996). At the organisational level, a climate for service
requires reinforcement through the implementation and support of appropriate employee
behaviours based on clear ‘service quality specifications’ (i.e. from the SERVQUAL model –
Parasuraman et al. 1988). This also involves genuine concern for employees as ‘internal
customers’ (eg: Schneider et al.1998, Johnson 1996), and is facilitated by an appropriate
leadership style. It is further encouraged by empowerment of the employee, which is largely
achieved through removal of obstacles and ‘inhibitors’ such as inappropriate HR policies,
restrictive management style, etc.
In this article we propose that the relatively new concept of Emotional Intelligence (or ‘EQ’ -
e.g. Goleman, 1998) captures many of the key competencies involved in creating and
maintaining an appropriate climate for service. This approach suggests that individuals vary in
their capacity to process, regulate and manage information of an emotional nature, and is further
supported by recent evidence that demonstrates specific areas in the brain for this emotional
processing (LeDoux, 1998). By and large, emotional experiences are intricately related to
maintaining social self-images and psychological aspects of the self such as values, beliefs,
needs, goals and expectations.
However, emotional intelligence is not about emotions per se , but more about the relationship
between thoughts, feelings and behaviour. It may be seen as a measure of the degree to which
individuals vary in their ability to perceive, understand and regulate their own emotions and
those of others, and integrate these with their thoughts and actions. Therefore, individuals with
high EQ display strong self-awareness and interpersonal skill. They are empathic, adaptable and
able to cope with pressure, and generally experience less stress and better health and morale
(Slaski & Cartwright, 2002). All these attributes are highly desirable for customer facing
positions, and enhance the type of transformational management style required to create a
positive service climate (e.g.: Barling et al., 2000). As evidence also suggests that EQ is a better
predictor of management success than IQ, and that it can be developed, it seems appropriate to
incorporate this concept into staff selection, performance management and training policies.
The key to successful development of emotional intelligence lies in an emphasis on self-
awareness. We argue that attempts to address social skills without the development of self-
awareness are fruitless. In a sense, effective behaviour is the authentic expression of 'who we
are'. Thus, high levels of self-awareness among organisational employees are seen as essential
in the creation of enhanced climate for service.
In order to test this hypothesis, sixty managers from a large retail chain were invited to attend an
EQ development programme. This programme was delivered for one day per week over a four-
week period. During this time trainees were encouraged to develop awareness of aspects of
themselves, and their relationships with others, through an examination of their emotional
experiences. In this way trainees were able to acquire a greater sense of 'who I am' in terms of
their own personal values, beliefs, attitudes, expectations, goals, and ambitions. In so doing they
were also able to develop a greater understanding of others from this perspective.
Participants completed research questionnaires prior to the programme, and again six-months
following the programme. The questionnaires were designed to measure EQ, stress, health,
morale, and quality of working life. In addition, participants' line-managers were asked to
complete a questionnaire examining management performance both before and six-months
following the programme. This instrument was based on the organisation’s own 'critical success
factor' model of performance and included a number of items highly related to service
orientation.
To fully test the effectiveness of the programme, a further sixty managers acted as a control-
group. The control-group completed the questionnaires but did not participate in the EQ
development programme. Results showed that after six-months, participants in the programme
demonstrated statistically significant improvements on all the research variables in comparison
with the control-group i.e. emotional intelligence, stress, general health, morale, quality of
working life and management performance (Slaski & Cartwright, 2002b). A follow-up survey
up to 18 months later involved interviewing managers to ascertain the impact of EQ development
on their behaviour. Below are some comments recorded from these interviews:
"A whole new world has emerged - 'other peoples feelings'. At work I have had the most
productive six-months I have ever had, I've handled pressure and disappointments in very
positive ways". D.B.
"The EQ programme has helped me develop a clearer sense of my own personal
responsibilities. It has also helped me to establish purpose in my life, and I am happier
with myself. I now seem to have created more time by worrying less, and as a
consequence life has slowed down. I now bring my whole self to work rather than
leaving part of me at the door, and I feel both my relationships and my performance have
improved". K.D.
"I was previously not aware of the impact of emotions, consequently I have become more
emotionally observant which has helped me with relationships both at work and in my
private life." J.B.
In conclusion, it is clear that those organisations that are successful in today's dynamic business
world take a more proactive approach to developing a positive service climate. It follows that
excellent service, with positive emotional content, is most likely to be facilitated by employees
who are emotionally self-aware - and who understand others on a more emotional level. This
ability has been described as emotional intelligence. In purposefully developing emotional
intelligence, managers have been able to acquire greater self-understanding, have demonstrated
better health, morale and quality of work life, and have been able to foster and build closer
working relationships. We argue that it is crucial for organisational leaders to recognise the
importance of emotionally intelligent behaviour, and to actively reward it. Positive reinforcement
of an emotionally intelligent environment will enable the development of a service-orientated
climate which is authentic in nature, and therefore more effective. On this basis, it seems
appropriate that the role of emotional intelligence is taken into consideration when devising
organisational policies, processes and procedures - particularly around staff selection, training
and development, and performance management.
THE CONFORMITY OF THE EI ATTRIBUTES WITH THE THE CORE COMPETECNCY CREDENTIALS ARE STILL OPEN TO BE STUDIED AND EVALUATED.
POULOS CALLS FOR FURTHER PERSEVERENCES
AND EXPLORATIONS TO THE DEEPER LEVEL FROM THE GLOBAL RESEARCHERS AND ACADAMICIANS.
REFERENCES
"EMOTIONAL INTELLIGENCE " BY DANIEL GOLEMAN
Philip Bardzil (0)161 200 8786
philip.bardzil@umist.ac.uk
Centre for Research in Work & Organizational Psychology
EMOTIONAL INTELLIGENCE: FUNDAMENTAL COMPETENCIES
FOR ENHANCED SERVICE PROVISION
HERE ARE SOME EXCERPTS FROM WORLD CLASS STUDIES ON FUNDAMENTAL COMPETENCIES FOR ENHANCED SERVICE PROVISION WITH CORE EI DIMENSIONS
HERE POULOS ENVISAGES THE EDITED SEQUENCES OF THE PROS AND CONS OF EI RELATED INTERVENTIONS IN COMPETENCY DEVELOPMENET
Previous research indicates that one feature of successful organisations is that they are able to
create a climate for service (e.g.: Schneider & Bowen, 1993, Schneider et al, 1998). At the level
of the individual employee this manifests itself as concern for customers and awareness of the
practices and behaviours that are expected by management. In effect, these qualities may be
expressed as broad interpersonal competencies such as communication skills (e.g. Ostell, 1996),
empathy (e.g.: Zeithaml, Parasuraman & Berry, 1990, p. 26) and emotional labour (e.g.:
Hochschild.1993, Morris & Feldman. 1996). At the organisational level, a climate for service
requires reinforcement through the implementation and support of appropriate employee
behaviours based on clear ‘service quality specifications’ (i.e. from the SERVQUAL model –
Parasuraman et al. 1988). This also involves genuine concern for employees as ‘internal
customers’ (eg: Schneider et al.1998, Johnson 1996), and is facilitated by an appropriate
leadership style. It is further encouraged by empowerment of the employee, which is largely
achieved through removal of obstacles and ‘inhibitors’ such as inappropriate HR policies,
restrictive management style, etc.
In this article we propose that the relatively new concept of Emotional Intelligence (or ‘EQ’ -
e.g. Goleman, 1998) captures many of the key competencies involved in creating and
maintaining an appropriate climate for service. This approach suggests that individuals vary in
their capacity to process, regulate and manage information of an emotional nature, and is further
supported by recent evidence that demonstrates specific areas in the brain for this emotional
processing (LeDoux, 1998). By and large, emotional experiences are intricately related to
maintaining social self-images and psychological aspects of the self such as values, beliefs,
needs, goals and expectations.
However, emotional intelligence is not about emotions per se , but more about the relationship
between thoughts, feelings and behaviour. It may be seen as a measure of the degree to which
individuals vary in their ability to perceive, understand and regulate their own emotions and
those of others, and integrate these with their thoughts and actions. Therefore, individuals with
high EQ display strong self-awareness and interpersonal skill. They are empathic, adaptable and
able to cope with pressure, and generally experience less stress and better health and morale
(Slaski & Cartwright, 2002). All these attributes are highly desirable for customer facing
positions, and enhance the type of transformational management style required to create a
positive service climate (e.g.: Barling et al., 2000). As evidence also suggests that EQ is a better
predictor of management success than IQ, and that it can be developed, it seems appropriate to
incorporate this concept into staff selection, performance management and training policies.
The key to successful development of emotional intelligence lies in an emphasis on self-
awareness. We argue that attempts to address social skills without the development of self-
awareness are fruitless. In a sense, effective behaviour is the authentic expression of 'who we
are'. Thus, high levels of self-awareness among organisational employees are seen as essential
in the creation of enhanced climate for service.
In order to test this hypothesis, sixty managers from a large retail chain were invited to attend an
EQ development programme. This programme was delivered for one day per week over a four-
week period. During this time trainees were encouraged to develop awareness of aspects of
themselves, and their relationships with others, through an examination of their emotional
experiences. In this way trainees were able to acquire a greater sense of 'who I am' in terms of
their own personal values, beliefs, attitudes, expectations, goals, and ambitions. In so doing they
were also able to develop a greater understanding of others from this perspective.
Participants completed research questionnaires prior to the programme, and again six-months
following the programme. The questionnaires were designed to measure EQ, stress, health,
morale, and quality of working life. In addition, participants' line-managers were asked to
complete a questionnaire examining management performance both before and six-months
following the programme. This instrument was based on the organisation’s own 'critical success
factor' model of performance and included a number of items highly related to service
orientation.
To fully test the effectiveness of the programme, a further sixty managers acted as a control-
group. The control-group completed the questionnaires but did not participate in the EQ
development programme. Results showed that after six-months, participants in the programme
demonstrated statistically significant improvements on all the research variables in comparison
with the control-group i.e. emotional intelligence, stress, general health, morale, quality of
working life and management performance (Slaski & Cartwright, 2002b). A follow-up survey
up to 18 months later involved interviewing managers to ascertain the impact of EQ development
on their behaviour. Below are some comments recorded from these interviews:
"A whole new world has emerged - 'other peoples feelings'. At work I have had the most
productive six-months I have ever had, I've handled pressure and disappointments in very
positive ways". D.B.
"The EQ programme has helped me develop a clearer sense of my own personal
responsibilities. It has also helped me to establish purpose in my life, and I am happier
with myself. I now seem to have created more time by worrying less, and as a
consequence life has slowed down. I now bring my whole self to work rather than
leaving part of me at the door, and I feel both my relationships and my performance have
improved". K.D.
"I was previously not aware of the impact of emotions, consequently I have become more
emotionally observant which has helped me with relationships both at work and in my
private life." J.B.
In conclusion, it is clear that those organisations that are successful in today's dynamic business
world take a more proactive approach to developing a positive service climate. It follows that
excellent service, with positive emotional content, is most likely to be facilitated by employees
who are emotionally self-aware - and who understand others on a more emotional level. This
ability has been described as emotional intelligence. In purposefully developing emotional
intelligence, managers have been able to acquire greater self-understanding, have demonstrated
better health, morale and quality of work life, and have been able to foster and build closer
working relationships. We argue that it is crucial for organisational leaders to recognise the
importance of emotionally intelligent behaviour, and to actively reward it. Positive reinforcement
of an emotionally intelligent environment will enable the development of a service-orientated
climate which is authentic in nature, and therefore more effective. On this basis, it seems
appropriate that the role of emotional intelligence is taken into consideration when devising
organisational policies, processes and procedures - particularly around staff selection, training
and development, and performance management.
THE CONFORMITY OF THE EI ATTRIBUTES WITH THE THE CORE COMPETECNCY CREDENTIALS ARE STILL OPEN TO BE STUDIED AND EVALUATED.
POULOS CALLS FOR FURTHER PERSEVERENCES
AND EXPLORATIONS TO THE DEEPER LEVEL FROM THE GLOBAL RESEARCHERS AND ACADAMICIANS.
REFERENCES
"EMOTIONAL INTELLIGENCE " BY DANIEL GOLEMAN
Philip Bardzil (0)161 200 8786
philip.bardzil@umist.ac.uk
Centre for Research in Work & Organizational Psychology
Tuesday, November 24, 2009
COMPONENTS OF EI CONTRIBUTING TO BETTER RELATIONSHIPS
EMOTIONAL INTELLIGENCE FOR BETTER
INTERPERSONAL COMPETENCIES
The plateau of higher level of thoughts on welding up the proximity among personnel should be a case of foremost premierness in the current scenario.
Here POULOS provides you with some excerpts from different worldclass studies on the topic along with the subjective as well as blended factoral illusions .
Emotion refers to a feeling state (including physiological responses and cognitions) that conveys information about relationships. Emotions are intense feelings that are directed towards someone or something, and are considered to be critical factors in employee behaviour. --Stephen P. Robbins. Traditionally, it has for long widely acknowledged that emotions and feelings of individual workers have lesser role in work contribution and effective work place management. Since one cannot smell emotions, touch emotions, taste emotions and measure or quantify emotions, this non-tangible phenomenon got only limited attention from management, at work place. Management considers emotions as too subjective and whimsical phenomenon, which contributes less to productivity and profit. While it has been reported by may researchers and authors that effective judgment of the work situation that depends on the exploration of emotional information. This information is closer to the intelligence of a person and needs to be thoroughly evaluated in to.
Emotional Intelligence
David Wechsler define Intelligence as the aggregate or global capacity of an individual to act purposefully, to think rationally, and to deal effectively with his environment. Intelligence refers to the capacity to reason validly about information. Emotional intelligence can be considered a mental ability that involves the ability to reason validly with emotional information, and the action of emotions to enhance thought. Emotional Intelligence is a form of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and action (Salovey and Mayer 1990). Emotional intelligence represents an ability to validly reason with emotions and to use emotions to enhance thought. It includes the abilities to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth. Emotional intelligence refers to an ability to recognize the meanings of emotion and their relationships, and to reason and problem-solve on the basis of them. Emotional intelligence is involved in the capacity to perceive emotions, assimilate emotion-related feelings, understand the information of those emotions, and manage them. Emotional intelligence is a part of human personality, and personality provides the context in which emotional intelligence operates. Generally speaking, emotional intelligence improves an individual's psychosocial adjustment with effective group living. The higher the emotional intelligence indicates the better social and group living. Emotional Intelligence is a master aptitude, a capacity that profoundly affects all other abilities, either facilitating or interfering with them (Daniel Goleman).
Psychological Dimensions of Emotional intelligence
An emotionally balanced worker is more required for modern industrial organisations to be competitive and target oriented that in par with the requirement of the market economy. Emotionally balanced workers have the attributes of emotional intelligence, that includes self-awareness, self-confidence, transparency, adaptability, optimism, empathy, inspirational leadership and conflict management, mark the employees who excel. This indicates that the emotional intelligence rest on the pillars of competency, maturity and Sensitivity
* Emotional Competency: this indicates one's the ability and capacity to effectively respond to emotional stimuli elicited by various situations, having high self-esteem and optimism etc.
* Emotional Maturity: this indicates one's the ability and capacity to effectively evaluate emotions of oneself and others, balancing state of heart and mind, adaptability and flexibility etc.
* Emotional Sensitivity: this indicates one's the ability and capacity to effectively understanding intensity of emotional arousal, managing the immediate environment etc.
Components of Emotional Intelligence
Most important aspect in effective coping or adjustment is the self-awareness viz., recognizing one's emotions, feelings, impulses and their effects and its impact on those around. The self-awareness enables one to understand the internal frame of references of one's self, the intuitions, strength and weaknesses, the recourses and competencies. A better emotional and self-awareness help to have effective self-regulation in one's response towards varied situations. The emotional awareness leads to conscious use of self in a controlled manner and regulate one's emotional involvement and attachment to varied situations. Major indicator of emotional intelligence is the flexibility and the adaptability one shows toward charging situations. There may be fear, anxiety, frustration, tension, irritation, anger etc associated with the charging situations. To what extend individual worker shows his ability and adaptability with the charging situation that determine his capacity to manage self and manage emotions. Managing varied form of emotions, which include varied forms of moods and impulses, is the difficult part one has to face in various incidents and thus it is a part of emotional intelligence. Managing self is thus the engaging and controlling conscious use of self in regulating the emotions in its best form so that effective coping with the innovative situations made possible. Here, the individual motivation to challenge or cope up with the situation deeply influences its outcome. To what extend individual motivated to understand the change scenario or the charging situation and extend their flexible and adaptable effort towards effective coping that is the resultant response of rationale-emotive decision-making, his competence in effective use of skills, need prioritization and goal realization. An employee with high emotional intelligence can control, direct, lead manage his or her own moods and impulses, and there by communicate with others effectively, manage change well, solve problems, and use humor to build rapport in tense situations. Here one can observe the effective use of empathetic understanding on incidents or situations rather than sympathetic perception. In an empathetic understanding the individual members try to understand the internal frame reference without loosing oneself to the emotionally charged situations. An empathetic understanding avoids many conflict generating situations. Empathy, a part of emotional intelligence regulate the emotional involvement of the individual and lead them to win-win conflict handling situations. It leads to better mediation and negotiation and result positive outcome. One of the major out come of emotional awareness is the betterment of interpersonal relations at work and it leads to teamwork and team building exercise. Self-managing teams are the by-product of rationale- emotive adjustment of members at work based on common objectives and goal realization.
Why emotional intelligence important at work
Emotional intelligence is a set competencies, which direct and control one's feelings towards work and performance at work. The set of competencies is the ability of the individual being to control and manage his or her moods and impulses, which contribute to best of situational outcomes. Understanding one's own moods and impulses of others or any situation helps one to respond and behave accordance with expectations. In a work situation workers effective use of skill and knowledge in time depends on the effective regulation of emotions at work and his readiness to contribute to best in their target accomplishment. Knowing one's emotions and feelings as they occur, and tuning one's self to the charged situation, requires the emotional competency, emotional maturity and emotional sensitivity that determine the success of adaptability and adjustment with the change scenario. In a work situation, since it involves group of people with different ideas, suggestions, and opinions, effective conglomeration of all these determine the best outcome. Here the emotional intelligence plays a significant role at work. We can ask many questions in this context. Why do some people more involved in their work? Why do some people always create problems to the management and organisation? Why some people shows their personality structure that in tune with the organisational expectation. Why some people shows their self-interest more than organisational interest. In many cases the answer to the questions lies on emotional intelligence than organisational factors.
Suggestions towards emotional intelligence
The author suggest following tips of emotions intelligence that may help members to improve their self orientation and self awareness which produce proactivity and productivity at work.
1. Develop better self awareness
2. Be honest with yourself
3. Maintain standards of integrity
4. Always subject to self criticisms
5. Be always sure about self worth and capacities
6. Be aware of competencies ands skill
7. Focus on positive feelings
8. Probe every source of your reaction
9. Distinguish relevant and irrelevant reactions
10. Listen to the other person's words
11. Step into other's shoes and understand their feelings
12. Keep your body relaxed
13. Control your negative emotions like anger, irritation, excessive anxiety etc
14. Be always realistic in your observation and understanding
15. Analyse the situation/feelings being detached
16. Always feel responsible to your actions
17. Give positive wieghtage to all your emotions
18. Be aware that the response to the feelings that matters
19. Conscious use of self in response to information and feelings
20. Be always empathetic than sympathetic
21. Keep your good memories always bright
22. Accept others feelings as you have
23. Try to understand what others feel about same situation
24. Think positive even in negative situations
25. Banish worry by action
26. Always clear about expression of feelings and thoughts
27. Conglomerate the opinions of others
28. Recognize the value association of yours and others feelings
29. Incorporate others feelings and thoughts in your decision based on outcome
30. Be conscious of productive management of emotions
31. Always give clear explanations to your subordinates and boss
32. Involve in activities, which give confidence and self-control
33. Show your ability to accept and understand others
34. Showing active interest in others interest and concerns
35. Do always sense others need for growth, affiliation and power
36. Make use of persuasion than punishment to get the desired results
37. Do adopt win-win conflict resolution strategies
38. Nurture better interpersonal relationship
39. Encourage group task and collective will which develop group synergy
40. Share the value system which is widely held by the members
41. Control disruptive emotions and impulses
42. Constant evaluation of the accountability from the followers
43. Be adaptable to all situations and circumstances
44. Show your flexibility in all change effort
45. Accept the ideas and suggestions which are relevant to better outcome
46. Show your initiativeness in all change effort
47. Keep your mind always optimistic
48. Enjoy every emotions of your success and achievement
49. Align your self goal with organisational goal
50. Do always cultivate opportunities for growth
51. Maximize learning opportunities
52. Deliver the assessment with care
53. Encourage participation at all levels
54. Encourage insight and self-awareness
55. Give objective feed back
56. Encourage self directed change and learning
57. Allow emotions to play their role in decision making to certain extend
58. Avoid sense of disasters
59. Keep a journal of your emotions
60. Develop organisational culture that support learning
Conclusion
Researchers investigated dimensions of emotional intelligence (EI) by measuring related concepts, such as social skills, interpersonal competence, psychological maturity and emotional awareness, long before the term "emotional intelligence" came into use. Emotional intelligence is part of health and well-being. It is widely accepted around the world as a key element in our success, family life, physical fitness, self-esteem and creativity. Emotional Intelligence is increasingly relevant to organizational development and developing people, because the EQ principles provide a new way to understand and assess people's behaviours, management styles, attitudes, interpersonal skills, and potential. Emotional Intelligence is an important consideration in human resources planning, job profiling, recruitment interviewing and selection, management development, customer relations and customer service, and more.
The conformity of quality building and development with timely inteventions might take notice of the
directions emphasized in this humble attempt.
Reference
1. Ashforth, B.E. & Humphrey, R.H. (1995). Emotion in the workplace: A reappraisal. Human Relations, 48(2), 97-125.
2. Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
3. Mayer, J. D., Caruso, D., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298.
4. Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.). Handbook of Intelligence (pp. 396-420). Cambridge, England: Cambridge University Press.
5. Thorndike, E.L. (1920). Intelligence and its uses. Harper's Magazine, 140, 227-235.
INTERPERSONAL COMPETENCIES
The plateau of higher level of thoughts on welding up the proximity among personnel should be a case of foremost premierness in the current scenario.
Here POULOS provides you with some excerpts from different worldclass studies on the topic along with the subjective as well as blended factoral illusions .
Emotion refers to a feeling state (including physiological responses and cognitions) that conveys information about relationships. Emotions are intense feelings that are directed towards someone or something, and are considered to be critical factors in employee behaviour. --Stephen P. Robbins. Traditionally, it has for long widely acknowledged that emotions and feelings of individual workers have lesser role in work contribution and effective work place management. Since one cannot smell emotions, touch emotions, taste emotions and measure or quantify emotions, this non-tangible phenomenon got only limited attention from management, at work place. Management considers emotions as too subjective and whimsical phenomenon, which contributes less to productivity and profit. While it has been reported by may researchers and authors that effective judgment of the work situation that depends on the exploration of emotional information. This information is closer to the intelligence of a person and needs to be thoroughly evaluated in to.
Emotional Intelligence
David Wechsler define Intelligence as the aggregate or global capacity of an individual to act purposefully, to think rationally, and to deal effectively with his environment. Intelligence refers to the capacity to reason validly about information. Emotional intelligence can be considered a mental ability that involves the ability to reason validly with emotional information, and the action of emotions to enhance thought. Emotional Intelligence is a form of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinking and action (Salovey and Mayer 1990). Emotional intelligence represents an ability to validly reason with emotions and to use emotions to enhance thought. It includes the abilities to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth. Emotional intelligence refers to an ability to recognize the meanings of emotion and their relationships, and to reason and problem-solve on the basis of them. Emotional intelligence is involved in the capacity to perceive emotions, assimilate emotion-related feelings, understand the information of those emotions, and manage them. Emotional intelligence is a part of human personality, and personality provides the context in which emotional intelligence operates. Generally speaking, emotional intelligence improves an individual's psychosocial adjustment with effective group living. The higher the emotional intelligence indicates the better social and group living. Emotional Intelligence is a master aptitude, a capacity that profoundly affects all other abilities, either facilitating or interfering with them (Daniel Goleman).
Psychological Dimensions of Emotional intelligence
An emotionally balanced worker is more required for modern industrial organisations to be competitive and target oriented that in par with the requirement of the market economy. Emotionally balanced workers have the attributes of emotional intelligence, that includes self-awareness, self-confidence, transparency, adaptability, optimism, empathy, inspirational leadership and conflict management, mark the employees who excel. This indicates that the emotional intelligence rest on the pillars of competency, maturity and Sensitivity
* Emotional Competency: this indicates one's the ability and capacity to effectively respond to emotional stimuli elicited by various situations, having high self-esteem and optimism etc.
* Emotional Maturity: this indicates one's the ability and capacity to effectively evaluate emotions of oneself and others, balancing state of heart and mind, adaptability and flexibility etc.
* Emotional Sensitivity: this indicates one's the ability and capacity to effectively understanding intensity of emotional arousal, managing the immediate environment etc.
Components of Emotional Intelligence
Most important aspect in effective coping or adjustment is the self-awareness viz., recognizing one's emotions, feelings, impulses and their effects and its impact on those around. The self-awareness enables one to understand the internal frame of references of one's self, the intuitions, strength and weaknesses, the recourses and competencies. A better emotional and self-awareness help to have effective self-regulation in one's response towards varied situations. The emotional awareness leads to conscious use of self in a controlled manner and regulate one's emotional involvement and attachment to varied situations. Major indicator of emotional intelligence is the flexibility and the adaptability one shows toward charging situations. There may be fear, anxiety, frustration, tension, irritation, anger etc associated with the charging situations. To what extend individual worker shows his ability and adaptability with the charging situation that determine his capacity to manage self and manage emotions. Managing varied form of emotions, which include varied forms of moods and impulses, is the difficult part one has to face in various incidents and thus it is a part of emotional intelligence. Managing self is thus the engaging and controlling conscious use of self in regulating the emotions in its best form so that effective coping with the innovative situations made possible. Here, the individual motivation to challenge or cope up with the situation deeply influences its outcome. To what extend individual motivated to understand the change scenario or the charging situation and extend their flexible and adaptable effort towards effective coping that is the resultant response of rationale-emotive decision-making, his competence in effective use of skills, need prioritization and goal realization. An employee with high emotional intelligence can control, direct, lead manage his or her own moods and impulses, and there by communicate with others effectively, manage change well, solve problems, and use humor to build rapport in tense situations. Here one can observe the effective use of empathetic understanding on incidents or situations rather than sympathetic perception. In an empathetic understanding the individual members try to understand the internal frame reference without loosing oneself to the emotionally charged situations. An empathetic understanding avoids many conflict generating situations. Empathy, a part of emotional intelligence regulate the emotional involvement of the individual and lead them to win-win conflict handling situations. It leads to better mediation and negotiation and result positive outcome. One of the major out come of emotional awareness is the betterment of interpersonal relations at work and it leads to teamwork and team building exercise. Self-managing teams are the by-product of rationale- emotive adjustment of members at work based on common objectives and goal realization.
Why emotional intelligence important at work
Emotional intelligence is a set competencies, which direct and control one's feelings towards work and performance at work. The set of competencies is the ability of the individual being to control and manage his or her moods and impulses, which contribute to best of situational outcomes. Understanding one's own moods and impulses of others or any situation helps one to respond and behave accordance with expectations. In a work situation workers effective use of skill and knowledge in time depends on the effective regulation of emotions at work and his readiness to contribute to best in their target accomplishment. Knowing one's emotions and feelings as they occur, and tuning one's self to the charged situation, requires the emotional competency, emotional maturity and emotional sensitivity that determine the success of adaptability and adjustment with the change scenario. In a work situation, since it involves group of people with different ideas, suggestions, and opinions, effective conglomeration of all these determine the best outcome. Here the emotional intelligence plays a significant role at work. We can ask many questions in this context. Why do some people more involved in their work? Why do some people always create problems to the management and organisation? Why some people shows their personality structure that in tune with the organisational expectation. Why some people shows their self-interest more than organisational interest. In many cases the answer to the questions lies on emotional intelligence than organisational factors.
Suggestions towards emotional intelligence
The author suggest following tips of emotions intelligence that may help members to improve their self orientation and self awareness which produce proactivity and productivity at work.
1. Develop better self awareness
2. Be honest with yourself
3. Maintain standards of integrity
4. Always subject to self criticisms
5. Be always sure about self worth and capacities
6. Be aware of competencies ands skill
7. Focus on positive feelings
8. Probe every source of your reaction
9. Distinguish relevant and irrelevant reactions
10. Listen to the other person's words
11. Step into other's shoes and understand their feelings
12. Keep your body relaxed
13. Control your negative emotions like anger, irritation, excessive anxiety etc
14. Be always realistic in your observation and understanding
15. Analyse the situation/feelings being detached
16. Always feel responsible to your actions
17. Give positive wieghtage to all your emotions
18. Be aware that the response to the feelings that matters
19. Conscious use of self in response to information and feelings
20. Be always empathetic than sympathetic
21. Keep your good memories always bright
22. Accept others feelings as you have
23. Try to understand what others feel about same situation
24. Think positive even in negative situations
25. Banish worry by action
26. Always clear about expression of feelings and thoughts
27. Conglomerate the opinions of others
28. Recognize the value association of yours and others feelings
29. Incorporate others feelings and thoughts in your decision based on outcome
30. Be conscious of productive management of emotions
31. Always give clear explanations to your subordinates and boss
32. Involve in activities, which give confidence and self-control
33. Show your ability to accept and understand others
34. Showing active interest in others interest and concerns
35. Do always sense others need for growth, affiliation and power
36. Make use of persuasion than punishment to get the desired results
37. Do adopt win-win conflict resolution strategies
38. Nurture better interpersonal relationship
39. Encourage group task and collective will which develop group synergy
40. Share the value system which is widely held by the members
41. Control disruptive emotions and impulses
42. Constant evaluation of the accountability from the followers
43. Be adaptable to all situations and circumstances
44. Show your flexibility in all change effort
45. Accept the ideas and suggestions which are relevant to better outcome
46. Show your initiativeness in all change effort
47. Keep your mind always optimistic
48. Enjoy every emotions of your success and achievement
49. Align your self goal with organisational goal
50. Do always cultivate opportunities for growth
51. Maximize learning opportunities
52. Deliver the assessment with care
53. Encourage participation at all levels
54. Encourage insight and self-awareness
55. Give objective feed back
56. Encourage self directed change and learning
57. Allow emotions to play their role in decision making to certain extend
58. Avoid sense of disasters
59. Keep a journal of your emotions
60. Develop organisational culture that support learning
Conclusion
Researchers investigated dimensions of emotional intelligence (EI) by measuring related concepts, such as social skills, interpersonal competence, psychological maturity and emotional awareness, long before the term "emotional intelligence" came into use. Emotional intelligence is part of health and well-being. It is widely accepted around the world as a key element in our success, family life, physical fitness, self-esteem and creativity. Emotional Intelligence is increasingly relevant to organizational development and developing people, because the EQ principles provide a new way to understand and assess people's behaviours, management styles, attitudes, interpersonal skills, and potential. Emotional Intelligence is an important consideration in human resources planning, job profiling, recruitment interviewing and selection, management development, customer relations and customer service, and more.
The conformity of quality building and development with timely inteventions might take notice of the
directions emphasized in this humble attempt.
Reference
1. Ashforth, B.E. & Humphrey, R.H. (1995). Emotion in the workplace: A reappraisal. Human Relations, 48(2), 97-125.
2. Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
3. Mayer, J. D., Caruso, D., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298.
4. Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.). Handbook of Intelligence (pp. 396-420). Cambridge, England: Cambridge University Press.
5. Thorndike, E.L. (1920). Intelligence and its uses. Harper's Magazine, 140, 227-235.
Monday, October 19, 2009
relation between interpersonal conflicts and effective communication -- by poulos,kerala india
Relation between
Interpersonal Conflict and Effective Communication
We are getting on and on with the neverending conflicting situations endangling suomotto and seek to encarve the imprints among the free path of our lives.
poulos is hithering to have a momentery glimpse over the communication aspect of
the roots of interpersonal conflicts.
Interpersonal Conflict and Effective Communication
Conflict between people is a fact of life – and it’s not necessarily a
bad thing. In fact, a relationship with frequent conflict may be
healthier than one with no observable conflict. Conflicts occur at all
levels of interaction – at work, among friends, within families and
between relationship partners. When conflict occurs, the relationship
may be weakened or strengthened. Thus, conflict is a critical event in
the course of a relationship. Conflict can cause resentment, hostility
and perhaps the ending of the relationship. If it is handled well,
however, conflict can be productive – leading to deeper understanding,
mutual respect and closeness. Whether a relationship is healthy or
unhealthy depends not so much on the number of conflicts between
participants, but on how the conflicts are resolved.
Sometimes people shy away from conflict, and the reasons for this are
numerous. They may, for example, feel that their underlying anger may go
out of control if they open the door to conflict. Thus, they may see
conflict as an all-or-nothing situation (either they avoid it altogether
or they end up in an all-out combative mode, regardless of the real
severity of the conflict). Or they may find it difficult to face
conflict because they feel inadequate in general or in the particular
relationship. They may have difficulty in positively asserting their
views and feelings. Children who grow up surrounded by destructive
conflict may, as adults, determine never to participate in discord. In
this situation, the person may never have learned that there are
effective, adaptive ways to communicate in the face of conflict.
People adopt a number of different styles in facing conflict. First, it
is very common to see a person avoid or deny the existence of conflict.
Unfortunately, in this case, the conflict often lingers in the
background during interaction between the participants and creates the
potential for further tension and even more conflict. A second response
style is that of one person getting mad and blaming the other person.
This occurs when a person mistakenly equates conflict with anger. This
stance does nothing to resolve the conflict and in fact only serves to
increase the degree of friction between the two participants by
amplifying defensiveness. A third way which some people use to resolve
conflict is by using power and influence to win at the other’s expense.
They welcome conflict because it allows their competitive impulses to
emerge, but they fail to understand that the conflict is not really
resolved since the “loser” will continue to harbor resentment.
Similarly, some people appear to compromise in resolving the conflict,
but they subtly manipulate the other person in the process, and this,
again, perpetuates the conflict between the two parties and compromises
the trust between them. There are better ways to handle interpersonal
conflict.
Healthy Approaches to Conflict Resolution
Conflicts run all the way from minor, unimportant differences to
disputes which can threaten the existence of a relationship. Conflicts
with a loved one or a long-term friend are, of course, different from
negotiating with someone who does not care about your needs, like a
stranger or a salesperson. However, there is an underlying principle
that underscores all successful conflict resolution. That is, both
parties must view their conflict as a problem to be solved mutually so
that both parties have the feeling of winning – or at least finding a
solution which is acceptable to both. Each person must participate
actively in the resolution and make an effort and commitment to find
answers which are as fair as possible to both. This is an easy principle
to understand, but it is often difficult to put into practice.
We may get so caught up with our own immediate interests that we damage
our relationships. If we disregard or minimize the position of the other
person, if fear and power are used to win, or if we always have to get
our own way, the other person will feel hurt and the relationship may be
wounded. Similarly, if we always surrender just to avoid conflict, we
give the message to the other person that it is acceptable to act
self-serving at our expense and insensitive to our needs. Our feeling of
self-worth suffers, resentment festers, and we feel poisoned in the
relationship. Instead, it is healthier if both parties can remain open,
honest, assertive and respectful of the other position. Mutual trust and
respect, as well as a positive, constructive attitude, are fundamental
necessities in relationships that matter.
Preventing Conflict
Most people have no interest in creating conflict with others. Most of
us know enough about human behavior to distinguish between healthy
communication and the words or actions that contribute to rocky
relationships. It is in our interest to maintain relations which are
smooth, flexible, and mutually enhancing. The problem occurs when we
fail to use cooperative approaches consistently in our dealing with
others. We seldom create conflict intentionally. We do it because we may
not be aware of how our own behavior contributes to interpersonal
problems. Sometimes we forget, or we are frustrated and annoyed, and
sometimes we just have a bad day. At times we feel so exasperated that
we focus on our own needs at the expense of others’. And then we find
ourselves in conflict.
To prevent conflict from happening in the first place, it is important
to identify the ways in which we contribute to the disagreement. One way
of doing this is to identify a specific, recent conflicted situation,
recall what you said, and then think specifically about how you could
have used more effective language. Think about ways in which your
communication could have set a more trustful tone or reduced
defensiveness. Then, once you have identified your part in the conflict,
such as blaming, practice working on that particular behavior for a day
or a week. At the end of the time period, evaluate your progress. Did
you succeed? In what situations did you not succeed? (While it may be
the other person who created the conflict, you are the other half of the
interaction and it is your own response that you have control over and
can change.)
Using Effective Communication Techniques to Reduce Conflict
Once you find yourself in a conflicted situation with someone else, it
is important to reduce the emotional charge from the situation so that
you and the other person can deal with your differences on a rational
level in resolving the conflict.
The Defusing Technique: The other person might be angry and may come to
the situation armed with a number of arguments describing how you are to
blame for his or her unhappiness. Your goal is to address the other’s
anger – and you do this by simply agreeing with the person. When you
find some truth in the other point of view, it is difficult for the
other person to maintain anger. For example, “I know that I said I would
call you last night. You are absolutely right. I wish I could be more
responsible sometimes.” The accusation might be completely unreasonable
from your viewpoint, but there is always some truth in what the other
person says. At the very least, we need to acknowledge that individuals
have different ways of seeing things. This does not mean that we have to
compromise our own basic principles. We simply validate the other’s
stance so that we can move on to a healthier resolution of the conflict.
This may be hard to do in a volatile situation, but a sign of individual
strength and integrity is the ability to postpone our immediate
reactions in order to achieve positive goals. Sometimes we have to
“lose” in order, ultimately, to “win.”
Empathy: Try to put yourself into the shoes of the other person. See the
world through their eyes. Empathy is an important listening technique
which gives the other feedback that he or she is being heard. There are
two forms of empathy. Thought Empathy gives the message that you
understand what the other is trying to say. You can do this in
conversation by paraphrasing the words of the other person. For example,
“I understand you to say that your trust in me has been broken.” Feeling
Empathy is your acknowledgment of how the other person probably feels.
It is important never to attribute emotions which may not exist for the
other person (such as, “You’re confused with all your emotional upheaval
right now”), but rather to indicate your perception of how the person
must be feeling. For example, “I guess you probably feel pretty mad at
me right now.”
Exploration: Ask gentle, probing questions about what the other person
is thinking and feeling. Encourage the other to talk fully about what is
on his or her mind. For example, “Are there any other thoughts that you
need to share with me?”
Using “I” Statements: Take responsibility for your own thoughts rather
than attributing motives to the other person. This decreases the chance
that the other person will become defensive. For example, “I feel pretty
upset that this thing has come between us.” This statement is much more
effective than saying, “You have made me feel very upset.”
Stroking: Find positive things to say about the other person, even if
the other is angry with you. Show a respectful attitude. For example, “I
genuinely respect you for having the courage to bring this problem to
me. I admire your strength and your caring attitude.”
A Rational Way of Resolving Conflicts
Here is a model that may help in resolving interpersonal conflicts.
Identify the Problem. Have a discussion to understand both sides of the
problem. The goal at this initial stage is to say what you want and to
listen to what the other person wants. Define the things that you both
agree on, as well as the ideas that have caused the disagreement. It is
important to listen actively to what the other is saying, use “I”
statements and avoid blame.
Come Up With Several Possible Solutions. This is the brainstorming
phase. Drawing on the points that you both agree on and your shared
goals, generate a list of as many ideas as you can for solving the
problem, regardless of how feasible they might be. Aim toward quantity
of ideas rather than quality during this phase, and let creativity be
your guide.
Evaluate These Alternative Solutions. Now go through the list of
alternative solutions to the problem, one by one. Consider the pros and
cons of the remaining solutions until the list is narrowed down to one
or two of the best ways of handling the problem. It is important for
each person to be honest in this phase. The solutions might not be ideal
for either person and may involve compromise.
Decide on the Best Solution. Select the solution that seems mutually
acceptable, even if it is not perfect for either party. As long as it
seems fair and there is a mutual commitment to work with the decision,
the conflict has a chance for resolution.
Implement the Solution. It is important to agree on the details of what
each party must do, who is responsible for implementing various parts of
the agreement, and what to do in case the agreement starts to break
down.
Continue to Evaluate the Solution. Conflict resolutions should be seen
as works in progress. Make it a point to ask the other person from time
to time how things are going. Something unexpected might have come up or
some aspect of the problem may have been overlooked. Your decisions
should be seen as open to revision, as long as the revisions are agreed
upon mutually.
Wishing you the best as you practice new skills for conflict and
communication.
END
POULOS INVITES ALL OF YOU TO REGISTER YOUR COMMENTS AND SUGGESTIONS ON THIS ARTICLE.
CLICK ON THE FOLLOWING LINKS.
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Tuesday, October 13, 2009
ONAKHOSHAM 2009 AT PHC POOMALA
ONAKHOSHAM 2009 AT PHC POOMALA
PHOTOS OF ONAKHOSHAM 2009.....
ALL THE PHOTOS ARE IN CRUDE FORM....
PLEASE WATCH AND COMMENT
ENTERS THE WINTERY SUNRAYS OF 'PONNINCHINGAM'....
SOME REGISTERS ARE LEFT TO BE CLOSED........... SHE IS BUSY...
PHOTOS OF ONAKHOSHAM 2009.....
ALL THE PHOTOS ARE IN CRUDE FORM....
PLEASE WATCH AND COMMENT
ENTERS THE WINTERY SUNRAYS OF 'PONNINCHINGAM'....
SOME REGISTERS ARE LEFT TO BE CLOSED........... SHE IS BUSY...
A CHAT OF GOSSIPPING BY VIMALA AND KUMARY. EVEN ON THIS FINE DAY ALSO...
..And mr. poulos is explaining some thing to pharmacist sasi and jhi sudheer. what may be the subject? onam... films..
or politics...only god knows..
The ' nakkilas' are ready.... but where are the players.?
Ms. kumary is supervising the servings...
And she is serving to Mr.sasi. " you want sambar? papad? please ask me for without hesitation...'
J.H.I. Bijay is overlooking the progress of the "onasadhya..."
"any shortage of anything...?
And she is curiously watching USHA ..
"water please..."
Madhavi is supervising the whole process from the very beginning to the last.
" do you want a bit of pulinchi...?"
.........AND THEY ARE POSING FOR A GROUP PHOTO
WELCOMING "PONNONAM"
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