INTRODUCTION

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Chapter-1

What do happiness, fear, anger, affection, shame, disgust, surprise, lust,

sadness, elation and love have in common? These are emotions, which
directly affect our day-to- day life. Emotion is ‘any agitation or disturbance
of mind, passion; any vehement or excited mental state.’ Emotion can also
be referred to as a cognition, or understanding of oneself and others. There
are hundreds of emotions along with their blends, variations, mutations and
nuisances. An emotionally intelligent person can handle situations in the
appropriate manner.

The world today is undergoing a change more profound and far reaching
than any experienced since the dawn of the modern age. Rapid
environmental changes are causing new challenges for human resources
management in general and leadership in particular. The transformations do
represent a shift from traditional intelligence to new paradigm of emotional
intelligence. It has been human nature to desire stability even in the ever-
changing professional lives. The system of life- and organizations- is fluid,
dynamic, and potentially self-renewing wherein today’s best leaders are
learning to “go with the flow” to accept the inevitability of constant change
and recognize change itself as a potential source of energy. These profound
changes cannot be cuddled and integrated without addressing the deepest
thoughts and feelings of Indian managers. This requires the manager to
open up the heart and deal with the emotions, welcoming them into the
workplace to ensure success in this ever-changing industrial environment.

Various research studies have unraveled that the leaders with higher
emotional intelligence see changes as opportunities for something better,
and they do not cherish stability but ongoing development of individual
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workers and of the organization itself become their prime agenda. This
phenomenon of paradigm shift has led many researches in the area and the
present one is also an attempt in the line.

That powerful pair set of chain reaction i.e. the leader’s mood and behavior
drive the moods and behavior of everyone else in the chain is showing its
strong presence in the organizational setting. An irritable and callous boss
creates a deleterious organization filled with under achievers who ignore
opportunities; on the contrary an inspirational and inclusive leader spawns
acolytes for whom every challenge is an opportunity and that way
surmountable. The observation about the overwhelming impact of leader’s
emotional style, as we call it, is not a wholesale departure from any
research into emotional intelligence. It does not however; represent a
deeper analysis of our assertion that a leader’s emotional intelligence
creates a certain environment or work culture. Since it is felt by thinkers of
different era that human resource is the most important asset of any
organization, hence due care should be taken while hiring and developing
them. Today, the rules of workplace are rapidly changing and a new
yardstick is being used to judge people. This is not merely in terms of how
well you are able to handle yourself and others. This yardstick is
increasingly applied in selecting who will be hired and who will be not, who
will be dismissed and who will be retained, who will be ignored and who will
be promoted. That is why the recruitment and other human resource
management activities are typically done only after rigorous tests of
intelligence and intellectual capabilities.

For decades, a lot of emphasis has been put on certain aspects of

intelligence such as logical reasoning, math skills, spatial skills,
understanding analogies, verbal skills etc.

Cumulatively known as Intelligence Quotient, was the thrust area of

judgment as far as a person’s suitability to a particular job was concerned.

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But the researchers were puzzled by the fact that while Intelligence Quotient
could predict the academic performance and to some degree, the
professional and personal potential, yet there was something missing in the
equation. Some people with fabulous Intelligence Quotient scores were
doing poorly in the professional life; one could say that they were wasting
their potential by thinking, behaving and communicating in a way that
hindered their chances to succeed, and the major missing part in the
success equation was identified as cognitive skills. The discovery of
cognitive skills and abilities though appears to be outside the scope of
Intelligence Quotient yet is questionably important for. If there are some
critical ingredients of human intelligence independent of those measured by
Intelligence Quotient, their discovery and elucidation will contribute a better,
more complete theory of human success with proper blend of Emotional
Quotient. It states that high levels of emotionally intelligent leaders create a
climate in which information sharing, trust, health, risk-taking and learning
flourish. The basic message, that effectiveness in organizations is at least as
much about Emotional Quotient as Intelligence Quotient, resonated deeply;
it was something that people knew in their guts but that had never before
been so well articulated. Most important the idea held the potential for
positive change. Instead of being stuck with the hand they’d been dealt,
people could take steps to enhance their emotional intelligence and make
themselves more effective in their work and make more effective in their
work and personal lives (Druskat and Wolff, 2001).

Emotional Intelligence (EI) - An Overview

The term ‘Emotional Quotient’ is used is used interchangeably with
Emotional Intelligence. In simple terms, this can be defined as knowing what
feels bad, and how to get from bad to good. A more formal academic
definition refers to emotional awareness and emotional management skills,
which provide the ability to balance emotion and reason, so as to maximize
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long-term happiness. Bar-on and Parker (1985) write that emotional
intelligence reflects one’s ability to deal with daily environment challenges
and helps predict one’s success in life, including professional and personal
pursuits.

In the words of Stephen P. Robbins & Mary Coulter Emotional Intelligence

is an assortment of noncognitive skills, capabilities, and competencies that
influence a person’s ability to succeed in coping with environmental
demands and pressures. Scales fell from the eyes of managers when they
heard of emotional intelligence concept as coined by two American
psychologists, Peter Salovey (Yale) and John Mayer (New Hampshire). It
has its roots in ‘social intelligence’, first identified by E l Thorndyke in 1920.
School teachers have used the rudiments of EI since the 1970’s under labels
such as ‘social development’ and ‘personal development’. Mayer defined EQ
as “a group of mental abilities which help you recognize and understand your
own feelings and others’ which leads to the ability to regulate your feelings.
Managers were not ready to accept as to how the human qualities such as
empathy, self-awareness and emotional control could be of any use in
organizational setting. But the entire storm of controversy on the subject
came to an end with the Daniel Golemen (1995), he gave the world a new
dimension of emotional intelligence while stating that Emotional Quotient
accounts for about 80 percent of a man’s success in life. Though emotional
intelligence might have marked its presence as an academic catch phrase,
yet it is fast developing the main psychological mantra of organizational
development in the recent times.

The concept of emotional intelligence came out of the term emotion, which
refers to a feeling with its distinctive thoughts, psychological and biological
states, and ranges of propensities to act. So it may be an agitation or
disturbance of mind, passion, any vehement but definitely related to the

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person’s mental state. The aspects of emotion seem beyond the reach of
language and cognition, and the conscious mind. That’s what makes
emotion, and that’s what makes emotional intelligence important. EQ
includes the ability to express emotion, an awareness and understanding of
it, and the ability to regulate and control it. There can be a number of
emotions like anger, sadness, fear, enjoyment with the reason to maximize
long-term happiness i.e. capacity of effectively recognizing and managing
one’s own emotions and those of others may be termed as emotional
awareness or emotional management skills. In the words of Daniel Golemen
(1995) emotional intelligence is “The ability to motivate oneself and persist in
the face of frustration; to control impulse and delay gratification; to regulate
one’s moods and keep distress from swamping the ability to think; to
empathize and to hope”. In fine the concept of emotional intelligence is an
umbrella term that captures a broad collection of individual skills and
dispositions, usually referred to as soft skills or inter or intra personal skills
that are outside the traditional areas of general intelligence and technical or
professional skills, Ravi (2001).

The ability of an individual to monitor one’s own and other’s feeling and
emotions, to discriminate among and to use the available information in
steering one’s own as well as other’s behaviour has attained much
significance even in the information age. A growing body of research on the
human brain proves that, for better or worse, leader’s mood affects the
emotions of the people around them. The reason for that lies in what
scientists calls the open loop nature of the brain limbic system, our
emotional center. A closed loop system is self-regulating, where as an open

Loop system depends on external source to manage itself. Our limbic

system’s open-loop design lets other people change our very physiology and
hence, our emotions. Goleman (1995) continued to fine tune his theory of

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emotional intelligence, his theory includes the five basic emotional and
social competencies:-

 Self –Awareness: The ability to be aware of what you’re

feeling. Knowing what we are feeling in the moment, using those
preferences to guide our decision- making; having a realistic
assessment of our own abilities and a well-grounded sense of
self confidence.
 Self-regulation or Self-management: The ability to manage
one’s own emotions and impulses. Handling our emotions so
that they facilitate rather than interfere with the task at hand;
being conscientious and delaying gratification to pursue goals;
recovering well from emotional stress.
 Self-motivation: The ability to persist in the face of setbacks
and failures. Using our goals, to help us take initiative and strive
to improve, and to preserve in the face of difficulties and
frustration.
 Empathy: The ability to sense how others are feeling. Sensing
what people are feeling, being able to take their perspective and
 Cultivating rapport and attunement with a board diversity of
people.
 Social skills: The ability to handle the emotions of others.
Handling emotions in relationships well and accurately reading
social situations and networks; interacting smoothly; using these
skills to persuade and lead, negotiate and settle disputes, for
cooperation and teamwork. Emotional intelligence calls for the
acquisition of certain emotional skills. Managers have to learn
These skills to be star performers and achieve success in their
professional life. The three dimensions of emotional intelligence
identified are: emotional competency, emotional maturity and

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 emotional sensitivity, represents these skills. Each dimension
contains four skills which Indian managers may master to be star
performers at the workplace. These three dimensions along with
the skills are explained below:

1. Emotional Competency: The managers have to learn the following

emotional competencies which have been identified:
a. Tackling emotional upsets: This means tackling frustrations,
conflicts, inferiority complexes etc. It also means avoiding
emotional exhaustion such as stress, burnout and negativity of
emotions. People in conflict are generally locked into a self-
perpetuating emotional spiral in which the genesis of the conflict
is usually not clear. Finding ways to deal with anger, fear,
anxiety and sadness are essential signs of emotional
competency.
b. High self-esteem: Many managers often give themselves a
negative feedback. On the other hand, there are those who
believe that optimism can be a useful asset. High self-esteem
gives a manager realistic confidence to perceive challenges as
learning opportunities. As a result, one constantly grows and
improves. The managers should learn to acquire high self-
esteem which is reflected in the feelings of confidence and
competence.
c. Tactful response to emotional stimuli: This means being
creative and practical towards emotional prompts elicited from
the inner self and the immediate environment. An emotionally
Intelligent manager will try to manipulate the ongoing
Environment to his/her advantage by reacting appropriately.
d. Handling Egoism: Egoism is based on the view that the
fundamental motive behind all emotional conduct is self-interest.

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 A self-centered manager talks incessantly to himself and his
doings and is interested in only his own concerns. tackling ego
problems without hurting one’s self-esteem is the key to
success.
e. Emotional Maturity: It reflects in the behavioral pattern
exhibited by the managers while dealing with the inner self and
immediate environment.
f. Self-awareness: One of the basis of emotional skills is the
ability to recognize different feelings emanating from within and
giving a name to them. Many managers are in fact unable to
recognize their feelings and are inclined to deny them. Knowing
one’s own emotional strength and weakness is of great help. It
is generally believed that if one cannot interpret one’s own
emotions, he/she may not be able to do the same for others.
g. This will reduce his effectiveness in handling interpersonal
relationships.
h. Developing others: Recognizing the value of the contribution of
others and encouraging their participation can often do well.
Appreciating other’s point of view and involving them actively in
A project is signs of an emotionally intelligent manager.
i. Delaying Gratification: The managers may learn to delay the
gratification of reacting to a particular situation instantaneously.
This means to gain time to judge whether what is about to be
said or done in the heat of the moment is the best course of
action by expressing personal concern without anger or
passivity, manager may come out a winner.
j. Adaptability and flexibility: Knowing how and when to take the
lead and when to follow are both essential emotional skills. The
manager should know when to be aggressive and when to be

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 passive. He should also know that there is time to confront,
withdraw, speak and remain silent.

2. Emotional Sensitivity: In the psychological sense, sensitivity means

the characteristic of being peculiarly sensitive and judge the threshold
for various types of stimulations, evoking sensations, feelings and
emotions. The managers may seek to evolve the following in their
personality:
a. Understanding threshold of emotional arouse: The managers
should be in a position to respond to stimuli of low intensity.
Equally important is the ability to be aware of the relationship
between feeling and actions.
b. Empathy: It is the ability to sense how other people feel. It is the
ability to share and accept another person’s feelings. It is the
ability to listen to others without getting carried away by personal
emotions. It is necessary to distinguish between what others do
or say, and one’s own personal reactions and judgments.
c. Improving inter-personal relations: Developing quality inter-
personal relationships has a positive effect on all the parties.
Positive inter-personal relations are to believe in the basis
elements of trust, confidence and reliance. A manager with poor
inter-personal relations will experience considerable stress and
anxiety and exhibit lack of trust in others.
d. Communicability of emotions: The influence of emotions is
contagious and travels from one person to another
instantaneously. A cheerful manager communicates a message
to confidence and self-respect. In contrast, expressions of
negative feeling by a manager communicate a message of
pessimism, bitterness, suspicion and inferiority. Hence, the
manager may learn how to communicate emotions through

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 verbal and non-verbal mediums. An emotionally intelligent
manage will require the above characteristics in varied measures
and also in multiples.
OVERVIEW OF TEXTILE INDUSTRY
Textile, one of the oldest industries in India gives employment to nearly
15 million workers. Although textile has a large domestic market, India has
always had a share of world trade in textiles. Textile industry has significant
contribution to industrial production, employment generation and foreign
exchange earnings. Currently, it adds about 14% to industrial production and
about 2.4% of GDP (INDIA, 2004). The growth in textile exports has been
phenomenal, with the garment industry emerging as the biggest contributor to
its growth. At present, the export of textile (including handicraft, jute and coir)
accounts for about 24.46 percent of total exports from India and are the
largest net foreign exchange earner for the country as the import content in
textile goods is very little as compared to other major export products (INDIA,
2004).

LUDHIANA TEXTILE INDUSTRY

Ludhiana occupies an important place in the textile industry. Ludhiana
that occupies important industrial and business centers of India, has earned
a name in textile industry and is rightly known as “The Manchester of India”.
Textile industry of Ludhiana constitutes a major part of the industry of Punjab.
As the growth of any industry depends a lot on the quality of work force, so it
is desirable to assess the emotional intelligence of human resource in the
textile industry. Taking note of this all, research is initiated in this area with an
attempt to develop a generalist view about impact of experience and
education qualification on emotional intelligence of executives in textile
industry in Ludhiana. Therefore the present study is proposed with the
following objectives:

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OBJECTIVES
OF
THE STUDY

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OBJECTIVES:-
 To study the level of emotional intelligence among executives in textile
industry in Ludhiana.
 To analyze the factors contributing maximum or minimum towards the
emotional intelligence of executives in textile industry in Ludhiana.
 To recommend solutions to problems if any.

13
REVIEW
OF
LITERATURE

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Chapter-II

REVIEW OF LITERATURE

This chapter presents the review of the articles published so far on the
subject of emotional intelligence of managers. The present chapter includes
the review of literature on foreign studies and Indian studies. An effort has
been made to include the recent articles/papers. The review is as under: -

THORNDIKE (1920)
One dimension of intelligence named social intelligence, it is described
as the ability to understand and manage men and women, boys and girls, to
act wisely in human relations. It is an ability that shows itself abundantly in
the nursery, on the playground, in factories and sales rooms. However, he
found that measuring these traits was not as simple as measuring your
intelligence quotient. His reference to social intelligence included three
elements- the individual’s attitude towards society, and the individual’s
capacity for social adjustment such as interpersonal relations and family
bonding.

CATELL AND BUTCHER (1968)

Both school achievement and creativity from ability, personality and
motivation tried to be predicted by them. The authors have succeeded in
showing the importance of personality in academic achievement however
could not link motivation to it.

JAMES AND JONGEWARD (1971)

In recent times, we find a resurgence of interest in the ‘why’, ‘how’ and
‘what’ of emotional behaviour. Manager study how to work with subordinates,

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parents take course on rearing children, husbands and wives learn to talk to
each other, teachers study how to cope with emotional disturbances among
their students, young minds learn to improve their interpersonal relations with
peer groups. This new approach to understanding behaviour is concerned
with discovering and fostering awareness, self-responsibility and
genuineness.

BARTON ET EL (1972)
Nowadays a need of combination of intelligence quotient with the
personality factors is required for the prediction of success at work place. For
that a study was conducted by him to assess the relative importance of both
ability and personality variables in the prediction of academic achievement.
One of the conclusions they reached was that intelligence quotient together
with the personality factor- which they called conscientiousness- predicted
achievement in all areas. What was tested under personality was among
others- whether the person is reserved or warmhearted, emotionally unstable
or emotionally stable, undemonstrative or excitable or tender-minded, zestful
or reflective, self assured or apprehensive, group dependent or self-
sufficient, uncontrolled or controlled, relaxed or tense.

YATE (1977)
Sometimes emotional intelligence doesn’t have any positive influence on the
decision-making of the managers. Conversely, even in the absence of
emotional intelligence, the managers are able to take decisions required in
their professional life. He found that psychiatrists, social workers, teachers,

Nurses, public relation officers may require a higher amount of emotional

quotient. In contrast, a botanist, engineer, computer programmer, auditor,

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accountant, billing clerk may be effective even if they exhibit a low amount of
emotional quotient.
BAR – ON (1985)
The term “EQ” (Emotional quotient) was invented by him to describe
his approach to evaluating general intelligence. Bar-On’s early interests
seemed to be on a concept called subjective well being and on non-
intellective aspects of performance. He explained Emotional Intelligence
saying that it reflects our ability to deal successfully with other people and
with our feelings. He developed the Bar-On-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 predicts one’s success in life, including
professional and personal pursuits.

JOHN D. MAYER AND PETER SALOVEY (1990)

In a comparison of several hundred adults and adolescents, they found
that adults across the board had higher emotional quotient. An evaluation of
the emotional intelligence of more than 3000 men and women of ages varying
from teens to the 50’s, revealed small but steady and significant increase in
their emotional intelligence with advancing age. Further, a peak was
observed in the 40’s age group. It was confirmed that emotional intelligence
developed with increasing age and experience as a person progressed from
childhood to adulthood. Additionally, it was seen that when it came to
cultivating emotional competence, maturity remained an advantage; it may be
slightly harder to ‘teach young dogs new tricks’.

ELIAS ET EL (1991)
Teaching emotional and social skills is very important at school, it can
affect academic achievement positively not only during the year they are

17
taught, but during the year that follow as well. Teaching these skills has a
long–term effect on achievement.

GARDNER (1993)
Interpersonal and intra-personal intelligences are as important as the
type of intelligence typically measured by intelligence quotient and related
tests. He says that ‘intelligence does not stop skin’. It constitutes the tools
such as computer and its database, professional colleagues and other with
whom one corresponds through mails. Gardner referred to interpersonal
intelligence, which relates to people who are leaders among their peers and
are at good communication. They seem to understand others’ feelings and
motivations and possess interpersonal intelligence.

SELIGMAN (1995)
Cognitive (intelligence quotient) and non-cognitive (emotional quotient)
abilities are closely related. In fact, research suggests that emotional and
social skills help improve cognitive functioning. He has developed a construct
that he calls ‘learned optimism’. It refers to the casual attributions people
make when confronted with failure or setbacks. Optimists tend to make
specific, temporary, external casual attributions while pessimists make global,
permanent, internal attributions.

DANIEL GOLEMAN (1995)

Then the term Emotional Intelligence appeared in a series of academic
articles authored by John D. Mayer and Peter Salovey (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

18
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.

GOLEMAN (1996)
Intelligence Quotient contribution only 20% towards a person’s
professional or academic success. The rest according to Goleman can be
attributed to emotional intelligence-traits like self-awareness, social deftness,
the ability to defer gratification, to be optimistic in the factor of adversity, to
channel strong emotions and to show empathy towards others.

RICHARDSON AND EVANS (1997)

Some methods for teaching social and emotional competence within a
culturally diverse society were explored by him. 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.

EDIGER (1997)
The emotions, feelings and values are vital for a person’s well being
and achievement in life, according to him. He also states that science
teachers should stress on the effective 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.

POOL (1997)

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 Emotional well being is a predictor of success in academic
achievement and job success among others stated Pool , the senior editor of
Educational Leadership.

PASI (1997)
At La Salle Academy, a private school in providence, Rhode Island,
students are given lessons on 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
that program.

FINNEGAN (1998)
Finnegan 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.”

CANGELOSI AND PETERSON (1998)

Employees often experience failure at workplace, at home, with friends,
because they have poor communication skills, argue Cangelosi and
Peterson.

COOPER AND SAWARF (1998)

In the position of Leadership, emotional quotient is absolutely crucial.
Emotional and interpersonal ineptitude in leader lowers everyone’s
performance. According to them, it wastes time, creates acrimony, corrodes
motivation and commitment, promotes apathy and builds hostility. All across
the company, but especially in positions of leadership among employees can
literally mean the difference between a company’s success and failure.

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BARRIER AND BATES (1999)
Emotional Intelligence is considered nowadays vital for success. If it
affects student achievement, then it is imperative for schools to integrate it in
their curricula, hence raising the level of student success. The purpose of this
study is to see whether there is a relationship between emotional intelligence
and academic success, according to Barrier and Bates.

COOVER AND MURPHY (2000)

The relationship between self-identity and academic persistence and
achievement in a counter stereotypical domain’s study was conducted by
them. The study revealed that the higher the self-concept and self-schema,
the more positive the self-descriptions, the better the academic achievement
at 8. The study also showed that self-identity improves through social
interaction and communication with others, which would enhance
achievement.

CHAUDHURI (2001)
The Indian executive normally sticks to the organization he works for
and hoping from one job to another is not common in India. Chaudhuri has
elaborated the Indian management style that revolves around our cultural
roots and upbringing. An Indian grows up in the system where family ties and
sense of belonging gets absolute top priority.

RAVI (2001)
In fine the concept of emotional intelligence is an umbrella term that
captures a broad collection of individual skills and dispositions, usually

21
referred to as soft skills or inter or intra personal skills that are outside the
traditional areas of general intelligence and technical or professional skills.

CAVALLO AND BRIENZA (2002)

Detailed studies are conducted to find out if there is any relationship
between emotional competence and leadership excellence. According to
study conducted by them on 358 managers across the Johnson and
Johnson consumer companies globally to assess if there are specific
leadership competencies that distinguish high performers form average
performers.

DUNNING (2002)
The role of effective emotional intelligence for leaders has dramatically
increased in the recent times and has become non-negotiable. In other
words, emotional intelligence skills are essential, not optional, for the leader
in the new millennium. He found that there are two distinct trends which mark
leadership requirements for the millennium.

MANSI (2002)
Does the emotional quotient level of a manager helps him in the
decision making process? Mansi of University of Delhi has attempted the
relationship between emotional intelligence and decision-making among
managers. The new millennium has become a reality for organizations trying
to compete in a globalized and informational world. In such an environment,
information technology is receiving deserved attention. The only sustainable
competitive advantage in today’s business environment is the people.
Business today is not only to look into the academic qualifications of a
manager but equally appreciate his emotional competence.

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SINGH (2003)
Today, the rules of workplace are rapidly changing and a new yardstick
is being used to judge people. This is not merely in terms of how smart are
you or what your academic qualifications are or what your expertise is, but
also how well you are able to handle yourself and others. This yardstick is
increasingly applied in selecting who will be hired and who will be not, who
will be dismissed and who will be retained, who will be ignored and who will
be promoted. That is why the recruitment and other human resource
management activities ate typically done after rigorous tests of intelligence
and intellectual capabilities.

GARDNER (2004)
Different studies have found that the most valued and productive staffs
are those who display emotional intelligence, and don’t necessarily have a
high IQ. This includes engineers, accountants and various professions as
well as salespeople, managers and the sort of people usually associated with
‘people’ jobs. Lack of emotional intelligence explains why, not only do people
of high IQ often land up in lower job functions, but why they can be such
disastrous pilots of their personal lives.

HARRY ALDER (2005)

People who score high on emotional intelligence scale tend to handle
what life throws at them. They can ‘roll with the punches’. They stay in
control. They may fall, but they don’t stay down. With their full share of life’s
stressful events, they do not fall apart.

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 RESEARCH

METHODOLOGY

24
Chapter-III

RESEARCH METHODOLOGY

The present chapter describes the research methodology of the study.

It includes the Research Framework, Sample Design and Selection,
Collection of Data, Research Vehicle and Methods for analysis of data. It
also points out the limitations of present study. The perceptions of each
respondent category with regard to various situations were analyzed and a
comparison of emotional quotient score with the age, qualification and the
level of experience of individual respondents was also made.

3.1 RESEARCH FRAMEWORK

The present study is based on explorative and descriptive research
design with the objective of knowing the Emotional Intelligence among
Executives in Textile Industry in Ludhiana. The study uses both primary and
secondary information. For the first objective of measuring the level of
emotional intelligence among executives in textile industry in Ludhiana,
primary data was used and for serving the second objective of the study
analyze the factors contributing maximum or minimum towards the emotional
intelligence of executives in textile industry in Ludhiana, both secondary and

25
primary data was collected. Third objective of suggesting solutions to
problems if any, secondary data was used.

3.2 SAMPLE DESIGN AND SELECTION

3.2.1 Population and Sample:
In view of the fact that this was a one person survey to be completed
within limited resources, the present study was restricted to only those
companies which were located in Ludhiana district. The population of this
study comprised of the persons placed at the middle management level in
different departments like Finance, Electronic Data Processing (EDP),
Purchase, Human Resource, Marketing, and Logistics in the large textile
companies. Here large companies mean those companies where the level of
investment is more than 10 crores of rupees.

The large 4 textile companies selected for survey were:

 Vardhman General and Spinning Mills.
 Abhishek Industries Limited.
 Nahar Spinning Mills Limited.
 Malwa Industries Limited.

3.2.2 Selection of Respondents

From these units primary data was collected from the respondents.
The respondents were the persons placed at the middle level management
in different departments like Finance, Electronic Data Processing, Purchase,
26
Human Resource, Marketing and Logistics in these companies. The
respondents were selected on the basis of convenience and readiness of
their own. A sample of 65 respondents selected companies on the basis of
convenience of their own for the first objective and the second objective. To
suggest solutions to the problems observed during the survey is done
through secondary data.

Table 3.1 Sampling Plan

No. of respondents

Total
Abhishek Nahar Vardhman Malwa
Industries Spinning Industries
General &
Mills Limited Limited.
Limited Spinning Mills

14 15 20 16 65

In this way data are collected from 65 respondents which comprise of the
persons placed at the middle level management in different departments
like finance, EDP. Purchase, human resource, marketing and logistics in
these companies.

3.3 DATA COLLECTION

Before an attempt was made to collect the information from the
sample, the desk research was conducted to see the literature and other

27
library material available on the subject. Various studies were reviewed to
have a thorough knowledge before considering how to collect the information
from the respondents. After having the background knowledge, a structured
questionnaire was prepared to obtain answer pertinent to the objectives of
the study. For the purpose of the study, sixty-five middle level management
people were personally interviewed from these four companies. Along with
closed-

Ended questions, some open-ended questions were also asked. Sandary

data was collected from various books, journals, magazines, etc.

3.4 ANALYSIS OF DATA

The data/information contained in the questionnaire was first
transferred to master table which facilitated tabulation of data in desired
form. The collected data was then grouped and analyzed using various
statistical tools like percentage and average scores. Reaction of the
respondents towards the different situations given was studied using a
structured, non-disguised and well-defined questionnaire designed for the
managers. The questionnaire contained a set of varying reactions of the
respondents towards real life like situations.
It is a psychological test that helps one to know more about them. The
question in the test measures the emotional reaction to different situations.
The respondents were to answer according to what they feel, not what they
think. No answer is neither perfectly correct nor perfectly wrong. Weight-age
is given to different answers varying from as low as five to twenty according
to the option being ticked by the respondent. Then these weights were used
to find out the emotional quotient of the respondents.

28
3.5 LIMITATIONS OF THE STUDY

The study suffers from some limitations also. As such generalizing the
results, the following limitations of the study should be taken into the
account: -
 As the study was to be completed in a short time, the time factor acted
as a considerable limit on the scope and the extensiveness of the
study.
 The information provided by respondents may not be fully accurate due
to unavoidable biases.
 The lacks of co-operation shown by the respondents and due to this
optimum number of responds were not collected, so the sample was to
be shortened.

29
 RESULTS
AND
DISCUSSION

30
Chapter-IV

RESULTS AND DISCUSSION

This chapter contains the analysis and discussion of the study

conducted. The study is conducted to see the emotional intelligence level
among executives in textile industry in Ludhiana. This chapter is mainly
divided into four sections. First section deals with the measurement of
emotional intelligence quotient of the middle level managers in different
departments in the four selected textile companies. Second section is
about the demographic profile of the middle level managers. The Third
section deals with the interpretation of EQ score. Fourth section deals
with the measurement of different components contributing in the emotional
intelligence of the respondents.

4.1 Level of Emotional Intelligence among Executives in

Textile Industry
As the first section deals with the measurement of emotional
intelligence quotient of the executives in textile industry, so to attain this
objective primary data was collected. The figure relate to the level of
emotional intelligence quotient of the employees placed at middle level
management in different departments. The companies. The average score
of the employees varies from 228 to 234.

31
Table 1: Average score of emotional quotient of employees in
selected companies:

Sr. No. Company Average EQ Score

1 Nahar Spinning Mills Ltd. 229.666

2 Abhishek Industries Ltd. 233.571

3 Malwa Industries Ltd. 233.125

4 Vardhman General & Spinning Mills 228.25

Figure 1: Average Emotional Quotient:

Average Emotional Quotient

233.571 233.125
234
233
232
231 229.666
230 228.25
EQ

229
228
227
226
225
Nahar Abhishek Malwa Vardhman

32
 In the above table 1, the figures are related to the average emotional
quotient of the middle level executives working in the selected four
companies. It has been observed that from the data collected that the
average emotional quotient of employees working in the textile industry
ranges between 228 to 234. The highest emotional quotient recorded in the
industry is 280 and the lowest recorded in the industry is 165, as per this
study.

Figure 2: Emotional Quotient among Executives:

Emotional Quotient of Executives

275 275 280 270

300

250 195 190

175
200 165
EQ

150

100

50

0
Nahar Abhishek Malwa Vardman

33
The emotional quotient of individual companies is also shown in the above
figure. In case of Nahar Spinning Mills, the emotional quotient among
executives varies from 175 to 275. In case of Vardhman General &
Spinning Mills, the emotional quotient from varies 165 to 270. In case of
Malwa Industries, the emotional 32 quotient varies from 190 to 280. In
case of Abhishek Industries, the emotional quotient varies from195 to 275.
The emotional quotient score showed variations because of variables like
the age, level of experience and the education level such as it is different
for a graduate and different for a postgraduate. So, the score varies
because of demographics of the respondents.

4.2 Demographic Profile of Respondents

The demographics of the respondents’ i.e. middle level executives
include their age, education level and the experience level. The
questionnaires were get filled by personal interview of the respondents.
There were 65 respondents in total selected from the four textile companies
in Ludhiana.

34
4.2 (a) Age
Here we have made the different age categories and the table has
revealed it that 58% of the respondents lie in the age group of 25-30 years,
33% lie in the age group of 30-35, 9% lie in the age group of 35-40 and
none of them lie in the age group of 40-45 years. The middle level
management comprises major of younger people. So, the middle level
management in industry in Ludhiana is dominated by younger people.

Figure 3: Age of Middle Level Executives in Textile Industry

of Ludhiana:

Age of the respondents

9% 0%

25-30
30-35
33% 35-40
58% 40-45

35
4.2 (b) Education
Table 2 shows that 58% of the middle level executives are
postgraduates and 42% are simple graduates. There is not much difference
in the education level required for the post of a middle level executive in
textile industry in Ludhiana.

Table 2: Educational Qualification of Middle Level Executives in textile

industry of Ludhiana.

Education No. of Respondents %age of

Level respondents

Graduates 27 42%

Post- 38 58%
Graduates

Figure 4: Education level of middle level executives in textile

industry of Ludhiana

Education Level of Respondents

42%
Graduates
Post-Graduates
58%

36
4.2 (c) Experiences

Table 3 shows the level of experience that the middle level managers
possess in the textile industry in Ludhiana. It is clear from the table that the
57% of the respondents have 0-5 years of experience level, 35% have 5-10
years of experience level and only 8% of the respondents have 10-15 years
of experience level. It is because most of the executives got promoted with
the increase in experience, only few of them left by.

Table 3: Experience level of Middle Level Executives in Textile

Industry of Ludhiana.

Experience Level No. of Respondents %age of

respondents

0-5 37 57%

5-10 23 35%

10-15 5 8%

37
Figure 5: Experience level of middle level executives in textile
industry of Ludhiana

Experience level of respondents

8%

0-5
5-10
35% 10-15
57%

38
4.3 Interpretation of the Emotional Quotient Score
The score obtained by getting the questionnaire filled from the
respondents is divided into four levels according to the range of the score,
which are:

Table 4: Division of Emotional Quotient Score

Interpretation Score Percentage

Extremely High EQ 275 and above 6%

High EQ 250 to 274 20%

Moderate EQ 200 to 249 62%

Low EQ 150 to 199 12%

The division of the score of all the respondents from the textile industry in Ludhiana
according to the level given above in the table 4, was done, which is described in the figure

below: Figure 6: Emotional Quotient Score Interpretation:

39
 Interpretation of EQ Score (All 4 Companies)

12 6
20
Extremely High EQ
High EQ
Moderate EQ
Low EQ
62

According to the above figure, it is clear that the emotional quotient of most
of the respondents i.e. nearly 62% fall under the moderate emotional
quotient, 20% of the respondents possess high emotional quotient, 12%
possess low emotional quotient and only 6% possess extremely high
emotional quotient.

Different jobs require different levels of emotional intelligence. It has

also been proved by researchers that only high artistic work require
extremely high emotional quotient. The jobs like administration, business
requires emotional intelligence ranging from 220 to 250, which lies between
the levels of moderate and high emotional quotient.

4.4Factors contributing to the Emotional Intelligence:

Emotional Intelligence calls for the acquisition of certain emotional skills.
Managers have to learn these skills to be star performers and achieve
success in their professional life. The three dimensions of emotional
intelligence identified are: emotional competency, emotional maturity and
emotional sensitivity; represent these skills. Each dimension contains four
40
skills which Indian managers may master to be star performers at the
workplace. These three dimensions along with the skills are listed below: -

1) Emotional Competency

 Tackling emotional upsets.

 High self-esteem.

 Tactful response to emotional stimuli.

 Handling egoism.

2) Emotional Maturity

 Self-awareness.

 Developing others.

 Delaying gratification.

 Adaptability and flexibility.

3) Emotional Sensitivity

 Understanding Threshold of emotional arouses.

 Empathy.

 Improving inter-personal relations.

 Communicability of emotions.

41
The response of the respondent in the form of selection of one option from
many options provided to him gives to value of all these factors listed
above. The values of these factors which are contributing to the emotional
intelligence of a person tell about the skills on which an individual is lagging
and on which he is leading. The value of these factors of middle level
executives in textile industry in Ludhiana are high on emotional competency,
moderate on emotional maturity and low on the emotional sensitivity part.

Figure 7: Contributing factors to Emotional Intelligence:

Factors contributing to Emotional Intelligence

60

50

40

30

20

10

0
Emotional Emotional
Emotional Maturity
Competency Sensitivity

Series1 53.61 18.39 27.99

It is very much clear from the figure 6 that the emotional quotient of
executives placed at the middle level management in textile industry in
Ludhiana, is influenced more by the emotional competency rather than the
emotional sensitivity and emotional maturity.

42
From the data interpretation, it is clear that the executives are high on
the following traits: -

 Tackling emotional upsets.

 High self-esteem.

 Tactful response to emotional stimuli.

 Handling egoism.

 Self-awareness.

 Delaying gratification.

The traits on which the executives in textile industry in Ludhiana are

low are the following: -

 Developing others.
 Adaptability and flexibility.
 Understanding threshold of emotional arousal.
 Empathy.
 Improving inter-personal relations.
 Communication of emotions.

The executives require these above-mentioned characteristics in varied

measures in order to have optimum emotional quotient required for their
respective jobs and to be successful in their respective field.

43
SUMMARY &
CONCLUSIONS

44
 Chapter-V

SUMMARY AND CONCLUSIONS

The purpose of the study was to find the emotional intelligence among the
executives in the textile industry in Ludhiana, by finding he emotional
quotient, the interpretation of the score to know the different factors
contributing to the emotional quotient. The demographic profile of the
executives also brings out points related to their education qualification,
their income and their experience level.

 On analyzing the first objectives, it comes to notice that the average

emotional quotient of the executives in textile industry in Ludhiana
lies between the range of 225 to 235. So, it is clear from the range
that the emotional intelligence level of the executives lays in the
higher moderate emotional intelligence level. From the moderate
emotional intelligence level, it doesn’t mean that the executives in
textile industry in Ludhiana are not so efficient and good at decision-
making. It has been observed that only highly artistic jobs require
extremely high emotional intelligence, so the emotional intelligence
level of the executives in textile industry in Ludhiana is satisfactory.

 In the second section, the demographic profile of the executives

placed at middle level management in textile industry in Ludhiana has
been discussed. It has been found that 58% of the executives lie in
the age group of 25-30 years, 33% in the age group of 30-35 years
and only 9% lie in the age group of 35-40 years. So it is clear from the
age factor that the middle level at textile industry in Ludhiana largely
consists of younger people.

45
 42% of the executives have simple graduate degree and 58% of the
executives have post graduate degree, from which nearly 90% have
masters’ degree in business administration. This education level
difference is very nominal, but the education level affects the
emotional quotient of the person.

 The experience level of the executives at middle level management

varies from 1-13 years. Most of the executives’ experience level lies
in the 0-5 years of experience, nearly 57% of the executives lie in this
range, then 35% in the 5-10 years of experience level and only 8% in
the higher 10-15 years of experience.

 The third section interprets the EQ score as found in the first section
in order to find out the range of respondents with EQ as extremely
high, high, moderate and low.

 The fourth section includes the findings of contributing factors to the

emotional quotient of the executives like the emotional competency,
emotional maturity and emotional sensitivity. It is observed that
emotional competency is contributing the most in the emotional
quotient of the executives, then the second factor contribution is
emotional maturity and the least contributing factor is emotional
sensitivity. Emotional competency is contributing around 92% to the
emotional quotient, emotional maturity is contributing around 5% and
emotional sensitivity is contributing 3% to the emotional quotient of
the executives.

46
So it is clear that the executives are strong in traits like:-
1. Tackling emotional upsets.
2. High self-esteem.
3. Tactful response to emotional stimuli.
4. Handling egoism.
5. Self-awareness.

The traits in which the executives are weak are:-

1. Developing Others.
2. Adaptability and flexibility.
3. Understanding threshold of emotional arousal.
4. Empathy.
5. Improving inter-personal relations.
6. Communication of emotions.

In short, it can be said that the emotional intelligence of the executives in

textile industry in Ludhiana is appropriate according to the job. But the
executives have most of their emotional quotient covered with emotional
competency factor; they are lagging on the part of emotional maturity and
emotional sensitivity. Training must be given to them, which can strengthen
at factors like developing others, adaptability and flexibility, understanding
threshold of emotional arousal, empathy, improving inter-personal relations,
communication of emotions. As it is seen that the emotional intelligence is
very much affected by the educational level, so it is advisable that the
companies must recruit those who have higher education qualification or
experience in the field, or they provide refresher training or on-the- job
learning programmes can be started. This way the emotional intelligence
level can be maintained and effective working, decision making and
success of the individual employee and the company can be served.

47
BIBLIOGRAPHY

48
Bibliography

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Irvington, New York.

Alder Harry (2002). Boost your Intelligence. pp. 115, 128-148. Raj Press,
New Delhi.

Bar-On R and Parker J (1988). Handbook of Emotional Intelligence. pp. 144-

169. Jossey- Bass, San Francisco.

Barrier M and Bates S (1999). Your emotions can make or break you. pp.
17. Bantam Books, New York.

Barton D and Cattell P (1972). Your emotional skills can make or break
you. pp. 4-17. Jossey-Bass, San Francisco.

Barton K, Dielman T E and Cattell R B (1972). Personality and IQ measures

as predictors of school achievement. Journal of Educational
Psychology, 63: 398-404.

Bedell B T and Mayer J D (1982). Current directions in emotional

intelligence research. pp. 54-89. Guilford Press, New York.

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Performance. pp. 156-175. John Wiley and Sons, New York.
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Cattell R B and Butcher H J (1968).The prediction of achievement and
creativity. pp. 120-167. Irvington Publishers, New York.

Chadha N (2001). How to measure your EQ: Emotional Intelligence at work.

pp. 232-245. Response Books, New Delhi.

Ciarrochi J (2001). Emotional Intelligence and everyday life. pp. 35-67.

Psychology Press, New York.

Finnegan J (1998). The emotionally intelligent manager. pp. 164-179.

Jossey-Bass, San Francisco.

Forgas J P (2001). Emotional intelligence and everyday life. pp. 9-18.

Psychology Press, New York.

Gardner H (1995) .Frames of Mind. pp. 67-92. Basic Books, New York.

Geher G (1996) Emotional Intelligence and the Identification of emotion. pp.

89-113. Prentice Hall, New York.

Goleman D (1995). Emotional Intelligence. pp. 39-84. Bantam, New York.

Hsee C (1993). Emotional intelligence and the self-regulation of affect,

Handbook of mental control. pp. 258-277. Prentice-Hall, New Jersey.

50
John D Mayer and Peter Salovey (1995). Emotional Intelligence-
imagination, cognition and personality. pp. 185-211. Bantam Books,
New York.
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157. Jossey-Bass, San Francisco.

Kelly R (1998). How to be star at work. pp. 176-234. Times Books, New
Delhi.

Mayer J D (2000). Emotion, intelligence, emotional intelligence. The

handbook of affect and social cognition. pp. 410-431. Lawrence
Erlbaum & Associates, New Jersey.

Mayer J D and Salovey P (1993). The intelligence of emotional intelligence.

pp. 433-442. John Wiley and Sons, New York.

Mayer J D, Dipialo M T and Salovey P (1990). Perceiving affective content

in ambiguous visual stimuli: A component of emotional intelligence.
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Palfai T (1995). Emotional attention, clarity and repair: Exploring emotional

intelligence using the Trait Meta-Mood Scale. pp. 125-154. Bantam
Books, Washington, D.C.

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workplace. pp. 185-211. John Wiley and Sons, New York.

Robbins P Stephen and Coulter Mary (2002). Management. pp. 288-89,

379-80. Pearson Education, Singapore.

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Signe M (1993). Competence at Work: Model for Superior Performance. pp.
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Singh Dilip (2003). Emotional Intelligence at work. pp. 15-96. Response

Books, New Delhi.

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189-223. Basic Books, New York.

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52
QUESTIONNAIRE

53
APPENDIX
QUESTIONNAIRE

Respected Sir/ Madam,

I am a student of MBA (Human Resources Management) at Guru
Nanak Institute of Management and Technology, Ludhiana. I am doing my
project in “Emotional Intelligence among Executives in Textile Industry in
Ludhiana”. This questionnaire is an essential part of my project report. The
information collected from you will be kept confidential. Answer the following
questions on the basis of how you FEEL and not what you THINK. There is
no right or wrong answers. Usually your first response is the best response.
Please do not leave any query unanswered.

Personal Details

Name:

Age: ______________ Male Female

Designation:

Organization: Department:

Educational Qualification:

Income: Experience:

Contact No.

54
Situational Quiz (Please mark your response)

1. You have been ignored for a promotion by the management for

which you were eligible. Moreover, one of your juniors has been
promoted. You are upset and feel frustrated. What do you do?

a. Talk it over with your boss and ask for reconsideration of the
management’s decision.
b. Start abusing the colleague who superseded you.
c. Move to court and obtain a stay order to get justice.
d. Identify your shortcomings and try to improve your
performance.

2. A freshly recruited professional graduate joins your organization

as a management trainee. After a few weeks, she complains to
you that her superiors and subordinates were not taking her
seriously. What will you suggest her?

a. Ask her to handle to situation herself and not bother you with
trivial matters.
b. Tell her that such behaviour should be ignored.
c. Ask her to be bold, face the challenge and overcome the
situation.
d. Empathize with her and help her figure out ways to deal with
the problem.

55
3. At the workplace, due to some misunderstanding, your
colleagues stop talking to you. You are convinced that it was no
fault of yours. How will you react?

a. Wait till they come and start talking again.

b. Take the initiative, go forward and start talking to them.
c. Let things take over their own time to improve.
d. Ask someone to mediate.

4. You get into argument with your colleague in the course of which
you end up personally attacking him/her. However, you never intended
to tarnish the image of your colleague. How will you tackle this ugly
situation?

a. Sit calmly and consider what triggered off the argument and it
was possible to control your anger at that point of time.
b. Avoid the future arguments and leave the scene.
c. Apologize to your colleague.
d. Continue with your argument till you reach some definite
conclusion.

56
5. Imagine you are an insurance salesperson approaching
prospective clients to purchase insurance policies. A dozen people in
arrow slam the door on your face? What will you do?

a. Blame yourself and stop work for the day.

b. Reassess your capabilities as an insurance salesperson.
c. Come out with fresh strategies to overcome similar situations in
future.
d. Contact the clients again some other day.

6. While speaking to an audience, you:

a. Find it difficult to convey your ideas.

b. Find that only a part of the audience follows your speech.
c. Are comfortable in conveying your ideas to the audience.
d. Don’t know if the audience is following you or not.

7. You are on an aircraft and suddenly the pilot announces that it

has been hijacked by the terrorists. Everyone is in a state of
shock. What will be your reaction?

a. Blame yourself for choosing an inauspicious day for traveling.

b. Be in emotional control and attend to the instructions of the
pilot/air hostess.
c. Continue to read your magazine and pay your attention to the
incident.
d. Cry out and vow not to travel by air in future.

57
 8. Imagine that you are a police officer posted in a sensitive area.
You get information of violent ethics clashes between two religious
communities in which people have been killed for both sides and
property damaged. What action will you take?

a. Decide not to visit spot personally as there may be a danger to

your life.
b. Relax- this is not the first time riots have occurred.
c. Try to handle the situation by taking all desired remedial
measures.
d. Reach the spot and assuage the feelings of the victims.

9. Your grown up son starts arguing with you every now and then.
He tells you that you cannot impose outdated attitudes and
irrelevant values on him. How will you tackle him?

a. Accept his statement in helplessness and take a low-profile

position in the family.
b. Send him to a psychologist to learn adjust with his environment.
c. Manage your feelings and explain your point of view as
patiently as possible.
d. Talk to him and understand his feelings, beliefs and attitudes.

58
10. in an argument, if you lose, how will you feel?

a. Feel totally beaten.

b. Wait for the next opportunity to your opponents.
c. Winning and losing are part of the game.
d. Analyze the reasons for the loss.

11. You are a part of a group that has been working together for two
hours, trying to solve a difficult and pressing problem that calls for a
creative approach. Everybody is getting tired and edgy. Basically, you
are stuck. The best way to go about it is to-:

a. Tell a joke, or find another way to make people laugh.

b. Initiate brainstorming.
c. Take turns in making suggestions.
d. To motivate the group, review the importance of finding a
solution.

12. Your best friend’s grandmother died a month ago. They were very
close and your friend is devastated. It is best-:

a. To leave your friend alone and not to disturb him/her.

b. To take your friend out to see a comedy.
c. To encourage him/her to cry it out.
d. To tell him/her to get over it; life goes on.

59
13. You are single and your last date turned out to be someone totally
incompatible, again. You look back and realize that you haven’t had
a decent date for two years. How do you react?

a. Decide to give up dating forever, and concentrate on more

worthwhile things.
b. Decide to stop dating now and wait for the right person to come
in your life.
c. Decide to have a look and figure out why you have been falling
for the wrong people.
d. Remain optimistic and decide to keep dating until you find the
right person.

14. You are in the middle of a heated argument with your

spouse/boyfriend/girlfriend/friend. Although you normally like this
person, you are so furious that you are about to say something very
nasty, something that you know will hurt him/her. The best way to
deal with this kind of situation is to-:

a. Say whatever is on your mind; he/she needs to know how you

feel and deal with it.
b. Walk away saying that you don’t want to talk about it anymore.
c. Let the anger out because it is unhealthy to bottle up emotions.
d. Start crying.

60
15. You have an opportunity to work on an important project that
could secure your professional career. However, there is a
contest and a committee composed of five members will choose
the best proposal. You have spent a lot of time and effort
preparing the proposal, and you are quite proud of the results.
Unfortunately, you came in third. What do you do?

a. Shake the defeat off and go on with life.

b. Get the winner’s proposal and try to figure out in what aspect it
was better than yours.
c. Realize that you are really a loser and will never amount to
anything.
d. Persuade yourself that it was not a big deal and it was hardly
worth the effort.

16. You are a professor in a college. While taking a class, a student

Says that you have not prepared the topic properly and you are
just passing time. How will you react?

a. Report to the principal of the college about the behaviour of the

student.
b. Ask the student to leave the classroom.
c. Ask him/her to meet you after the class in your chamber.
d. Listen to the needs of the class and promise to prepare the
topic properly in future.

61
17. as the CEO of the company, while taking a meeting with a union,
one of the union leaders levels serious allegations of corruption
and favoritism against you. How will you react?

a. Continue with the discussion and listen to their demands with a

cool head.
b. Suspend the union leader from the job.
c. Cancel further negotiation and ask the union leader to
apologize first.
d. Leave the room after assigning responsibility to your
subordinate to continue with the meeting.

18. You had an argument with your spouse on some trivial family
matter and are not on speaking terms for sometime. The
situation is causing mental disturbance to both of you. What
will you do?

a. Stick to your stand; after all you were never at fault.

b. Ask your spouse to mend ways if he/she wants peace at home.
c. Try to break the ice by analyzing the reasons for the conflict
and ease the situation.
d. Wait for your spouse to make the first move to restore
normalcy.

62
19. You hail from a rural area and take admission in a city college.
You find your classmates taunting you as you are not smart and
unable to speak English well. How would you react?

a. Ignore them.
b. Shout back and tell them to mind their own business.
c. Leave studies halfway and go back to your village.
d. Accept their challenge and prove that you can match them.

20. When someone directly criticizes your behaviour:

a. Tend to close up and stop listening.

b. Carefully listen to their opinion.
c. Tend to get upset about it.
d. Think of ways to change your behaviour.

**THANKING YOU IN ANTICIPATION FOR YOUR COOPERATION**

63
 VITAE

Name of the student Supreet Kaur Gill

Father’s Name Sr. Rupinder Singh Gill
Mother’s Name Mrs.Sukhwinder Kaur
Nationality Indian
Date of Birth August, 19 th 1985
Permanent Home address H.No82/3 P.S.E.B Colony,
Sarabha Nagar
Ludhiana

EDUCATIONAL QUALIFICATION

Bachelor’s Degree B.COM

Punjab University,
Chandigarh.
2006

Master’s Degree M. B. A.
P.T.U., Jalandhar
2008

Title of Master’s Thesis Emotional Intelligence among

Executives in textile industry
In Ludhiana.

64
An Analytical Study of Emotional Intelligence
among Executives in Textile Industry in
Ludhiana

Project Report

Submitted to

Punjab Technical University in partial fulfillment of the

requirements for the degree of

Master of Business Administration (MBA)

By

Supreet Gill
(Univ. Roll No. 618221257)

Guru Nanak Institute Of Management & Technology

Model Town, Ludhiana
2008

65
 CERTIFICATE - I

This is to certify that

The project report entitled

An Analytical Study of Emotional Intelligence among

Executives in Textile Industry in Ludhiana

Submitted in partial fulfillment of the requirements

For the Degree of

Master of Business Administration (M.B.A) of

Punjab Technical University, Jalandhar

By
Supreet Gill
University Roll No- 618221257

Has been prepared under my supervision and guidance and no part of it has
been submitted for the award of any other degree and that the work has not
been published in any journal, magazine or book..

Mrs. Preeti Menon

Lecturer

66
 CERTIFICATE – II

This project report

Of

Supreet Gill
University Roll No-604220249

Titled

An Analytical study of Emotional Intelligence among Executives

in Textile Industry in Ludhiana

Is approved
And is acceptable in Quality and form

Mrs. Sandhya Mehta

Asst. Lecturer & HOD

67
Title of Final Research Project
Name of the Student
University Roll No.
Major Subject
Minor Subject
Name and Designation
Of Project Supervisor
Degree to be awarded
Year of award of Degree
Name of the College
Name of the University
Total Pages in Research Report
: Emotional Intelligence among
Executives in Textile Industry
In Ludhiana.
: Supreet Gill
: 618221257
: Human Resources Management
: Marketing
: Mrs. Sandhya Mehta
Asst. Lecturer & HOD
: M. B. A.
: 2008
: Guru Nanak Institute Of
Management & Technology
Model Town, Ludhiana.
: Punjab Technical University,
Jalandhar.
: 76
68
 ABSTRACT
Ludhiana occupies an important place in the textile industry. It is observed that emotional
intelligence plays an important role in the professional success of an individual. Through
this study, an attempt was made to know the emotional intelligence level among executives
in textile industry in Ludhiana. Four large units were selected for this study. 65 respondents
of middle level executives were interviewed to know the emotional quotient and the
demographic profile. It was found that the proportion of younger people in the middle level
management is greater. It was also found that the middle level executives are strong in the
emotional competency factor but weak in emotional maturity and emotional sensitivity
factors.
Keywords: Textile Industry, middle level executives, emotional intelligence.

Signature of Project Guide Signature of student

69
 ACKNOWLEDGEMENT

This was the first time I actually worked on a thesis. It was tough, no
doubt, but when I finished, it was hard to believe that I had done so much.
But my efforts would have been fruitless without the support of some people.

I owe immensely to my family, who encouraged me constantly and

stood by me at those times when I needed it most. Next I would like to thank
GOD for giving me the strength to take up this challenging project and
accomplish it in time. Whatever I am today is all his grace.

I express my deep sense of gratitude to my major advisor, Mrs.

Sandhya Mehta, Asst. Lecturer of Guru Nanak Institute Of Management &
Technology, Model Town, Ludhiana, for her inspiring, constant and
untiring supervision, critical assessment and helpful suggestion in the
completion of this Research Project.

Supreet Gill

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 CONTENTS

Chapter Topic

I. INTRODUCTION

II. REVIEW OF LITERATURE

III. RESEARCH METHODOLOGY

IV. RESULTS AND DISCUSSION

V. SUMMARY

VI. BIBLIOGRAPHY

VII QUESTIONNAIRE

VIII VITAE

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