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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS<br />

Literature Review<br />

For organizational research, emotional <strong>in</strong>telligence has relatively recent history to be<br />

considered as variable while conduct<strong>in</strong>g research. An emotional <strong>in</strong>telligent person knows<br />

how to stay motivated and determ<strong>in</strong>ed under conditions <strong>of</strong> stress, encourages and<br />

motivates other people, knows how to manage <strong>in</strong>terpersonal relationships, and<br />

contributes <strong>in</strong> build<strong>in</strong>g teams <strong>in</strong> order to accomplish better results (Goleman, 2005). In<br />

1997 Mayer and Salovey presented a model <strong>of</strong> emotional <strong>in</strong>telligence that has <strong>in</strong>ter-<br />

related abilities <strong>in</strong>clud<strong>in</strong>g perception, <strong>in</strong>tegration or assimilation, management <strong>of</strong> one‘s<br />

own and emotional <strong>in</strong>telligence <strong>of</strong> others and understand<strong>in</strong>g.<br />

This model gives emphasis to emotional <strong>in</strong>telligence as be<strong>in</strong>g an element that has been<br />

based on a l<strong>in</strong>kage between emotion as well as cognition. Accord<strong>in</strong>g to them, emotional<br />

<strong>in</strong>telligence should be assessed as traditional <strong>in</strong>telligence tests along with test <strong>of</strong> ability.<br />

<strong>Research</strong>ers have provided is a variant that showed consent with Mayer and Salovey but<br />

they argued that a self report test can also measure this ability. Emotional <strong>in</strong>telligence is<br />

considered as a k<strong>in</strong>d <strong>of</strong> personality variable. Recently emotional <strong>in</strong>telligence review <strong>of</strong><br />

constructs, Cherniss (2010) expla<strong>in</strong>s that emphasis <strong>in</strong> resolv<strong>in</strong>g differ<strong>in</strong>g emotional<br />

<strong>in</strong>telligence models and now most <strong>of</strong> the researchers acknowledge the contribution and<br />

importance <strong>of</strong> Mayer and Salovey (1997) model, s<strong>in</strong>ce it has laid foundation for academia<br />

research regard<strong>in</strong>g emotional <strong>in</strong>telligence. Jordan et al. (2010) has also agreed and gave<br />

importance to context while measur<strong>in</strong>g emotional <strong>in</strong>telligence. While assess<strong>in</strong>g use <strong>of</strong><br />

emotional <strong>in</strong>telligence at workplace, Jordan et al. (2002) has argued that employees who<br />

are emotionally <strong>in</strong>telligent exhibit practical abilities. By mak<strong>in</strong>g use <strong>of</strong> the def<strong>in</strong>ition<br />

given by Mayer and Salovey (1997) they argued that effective employees should be<br />

aware <strong>of</strong> not only their own emotions but also about other‘s emotions at workplace.<br />

Moreover they should manage their emotions along with emotions <strong>of</strong> others. Jordan and<br />

Lawrence (2009) has adopted a def<strong>in</strong>ition <strong>of</strong> <strong>in</strong>dividual emotional <strong>in</strong>telligence hav<strong>in</strong>g<br />

four dimensions for conduct<strong>in</strong>g their bus<strong>in</strong>ess research that had a reflection <strong>of</strong> emotional<br />

<strong>in</strong>telligence model given by Mayer and Salovey (1997).<br />

COPY RIGHT © 2011 Institute <strong>of</strong> <strong>Interdiscipl<strong>in</strong>ary</strong> Bus<strong>in</strong>ess <strong>Research</strong><br />

JANUARY 2011<br />

VOL 2, NO 9<br />

547

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