VOLUME NO. 2 (2011), ISSUE NO.

7 (JULY) ISSN 0976-2183

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A Monthly Double-Blind Peer Reviewed Refereed Open Access International e-Journal - Included in the International Serial Directories
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Circulated all over the world & Google has verified that scholars of more than eighty-one countries/territories are visiting our journal on regular basis.
round !loor" Buildin# $o% &'(&-)-&" Devi Bhawan Ba*ar" JAAD+RI , &-. ''-" /a0unana#ar" +aryana" I$DIA
www%i1rc0%or#%in
C CC CONTENTS ONTENTS ONTENTS ONTENTS
Sr.
No.
TITLE & NAME OF THE AUTHOR (S)
Page No.
1%
A CROSS-SECTIONAL STUDY OF ACCEPTANCE OF MENTORING FOR PROFESSIONAL DEVELOPMENT IN EDUCATIONAL INSTITUTIONS
IN GULF COUNTRIES
DR. IMRAN HAMEED & DR. NAZIA RASOOL QAZI
1
2%
ROLE OF USER FEES IN ETHIOPIA: A CASE STUDY OF JIMMA UNIVERSITY SPECIALIZED HOSPITAL, SOUTH WEST ETHIOPIA
DR. DEVI NAIR & KORA TUSHUNE
6
3%
EXPORT GROWTH OF NON OIL SECTOR IN OMAN: THE ERA OF LI!ERALIZATION
DR. THRESIAMMA VARGHESE
13
"%
CORPORATE SOCIAL RESPONSI!ILITY: ORGANIZATIONAL COMMITMENT IN THEORY # PRACTISE
DR. QADAR BAKHSH BALOCH, IMRAN ULLANH KHAN & SHAHED JAN
1$
%%
CORPORATE GOVERNANCE AND PERFORMANCE OF PA&ISTANI LISTED COMPANIES - A CASE STUDY OF SUGAR SECTOR
QAISER RAFIQUE YASSER
23
6%
STATE OF FLEXI!LE CAREERS FOR THE WOMAN PROFESSIONAL IN INDIA
SAUNDARYA RAJESH
31
$%
WHAT DRIVES THE PERFORMANCE OF COMMERCIAL !AN&S IN ETHIOPIA'
DR. DEEPAK KAPUR & ABEBAW KASSIE GUALU
3(
(%
NEEDS ASSESSMENT OF EMOTIONAL INTELLIGENCE IN !USINESS EDUCATION
KRISHNA PRIYA & DR. K. S. CHANDRASEKAR
"3
)%
CREDIT MANAGEMENT OF INDIAN COMMERCIAL VEHICLE INDUSTRY
N. VELMATHI & DR. R. GANESAN
"(
1*%
EVALUATION OF PASSENGER SATISFACTION AND SERVICE +UALITY IN INDIAN RAILWAYS - A CASE STUDY OF SOUTH CENTRAL
RAILWAY USING RAIL+UAL
M. DEVI PRASAD & DR. B. RAJA SHEKHAR
%3
11%
A STUDY OF TERTIARY EDUCATION AND SHIFTS IN GLO!ALLY MO!ILE STUDENTS
DR. Y. V. REDDY & D. M. DESHPANDE
%(
12%
DIMENSION OF FINANCIAL PERFORMANCE OF CEMENT UNITS IN SOUTH INDIA - AN EMPHIRICAL STUDY ,Z SCORE ANALYSIS-
DR. R. SRINIVASAN & C. U. TIRIPURA SUNDARI
6"
13%
AN EMPIRICAL ANALYSIS OF FINANCIAL LEVERAGE, EARNINGS AND DIVIDEND: A CASE STUDY OF MARUTI SUZU&I INDIA LTD.
DR. SANJAY J. BHAYANI & DR. BUTALAL AJMERA
6)
1"%
SERVICES MAR&ETING DYNAMICS AN EXAMINATION OF SPORTS SPONSORSHIP STRATEGIES OF U. &. MAR&ET
DR. S. P. RATH, DR. BISWAJIT DAS & CHEF. ANANT BHAMKAR
$3
1%%
NPA/S SIDE EFFECT AND IT/S CURATIVE MANTRA
DR. B. CHANDRA MOHAN PATNAIK, DR. IPSEETA SATPATHY & AROOP KUMAR MOHAPATRA
$$
16%
THE ROLE OF EMOTIONAL INTELLIGENCE IN SELF DEVELOPMENT OF DOCTORS AN EMPIRICAL STUDY
M. N. R. MANOHAR & A. V. SATYANARAYANA RAO
(1
1$%
RIS& MINIMIZATION IN SPOT AND DERIVATIVE MAR&ET
DR. SUBRATA MUKHERJEE & DR. SAMIR GHOSH
($
1(%
IMPORTANCE-PERFORMANCE ANALYSIS ,IPA- TO EXPLORE ORGANIZATIONAL CLIMATE EMPIRICAL EVIDENCE
SUBASHINI R & SAMUEL S
)3
1)%
GOA TOURISM: MYTHS AND REALITIES
DR. HIRANMOY ROY
)(
2*%
SPIRITUALITY AND MANAGEMENT
V. NITHYANANTHAN & DR. B. KALPANA
1*3
21%
ORGANIZATIONAL HEALTH: EXAMINING WOR&PLACE PRACTICES AND WELL-!EING
DR. R. PRABHAKARA RAYA & P. SIVAPRAGASAM
1*$
22%
EMPLOYEESSIXTH PAY COMMISSION: ESTIMATION OF JO! SATISFACTION AMONG CENTRAL GOVERNMENT
DR. RAJESH KUMAR SHASTRI & MALAVIKA SINHA
111
23%
PRODUCTIVITY CHANGE IN THE INDIAN HEALTH INSURANCE !USINESS: A MALM+UIST TOTAL FACTOR PRODUCTIVITY ANALYSIS
DR. SUMNINDER KAUR BAWA & RUCHITA
11%
2"%
THE IMPACT OF CAPITAL ADE+UACY RE+UIREMENTS ON PROFITA!ILITY OF PRIVATE !AN&S IN INDIA - A CASE STUDY OF J#&,
ICICI, HDFC AND YES !AN&
DR. KHALID ASHRAF CHISHTY
122
2%%
AN EMPIRICAL STUDY ON EFFECT OF WELFARE MEASURES ON EMPLOYEES/ SATISFACTION IN INDIAN RAILWAYS
DR. ASIYA CHAUDHAY & ROOHI IQBAL
13*

RE+UEST FOR FEED!AC& 13(
VOLUME NO: 2 (2011), ISSUE NO. 7 (JULY) ISSN 0976-2183
INTERNATIONAL JOURNAL OF RESEARCH IN COMMERCE # MANAGEMENT
A Monthly Double-Blind Peer Reviewed Refereed Open Access International e-Journal - Included in the International Serial Directories
www%i1rc0%or#%in
ii
CHIEF PATRON CHIEF PATRON CHIEF PATRON CHIEF PATRON
PROF. &. &. AGGARWAL
)hancellor" 2in#aya3s 4niversity" Delhi
!ounder 5ice-)hancellor" uru obind Sin#h Indraprastha 4niversity" Delhi
67% Pro 5ice-)hancellor" uru Ja0bheshwar 4niversity" +isar

PATRON PATRON PATRON PATRON
SH. RAM !HAJAN AGGARWAL
67% State Minister for +o0e 8 9ouris0" overn0ent of +aryana
5ice-President" Dadri 6ducation Society" )har:hi Dadri
President" )hinar Synte7 2td% ;9e7tile Mills<" Bhiwani

CO CO CO CO- -- -ORDINATOR ORDINATOR ORDINATOR ORDINATOR
DR. SAM!HAV GARG
!aculty" M% M% Institute of Mana#e0ent" Maharishi Mar:andeshwar 4niversity" Mullana" A0bala" +aryana

ADVISORS ADVISORS ADVISORS ADVISORS
PROF. M. S. SENAM RAJU
Director A% )% D%" School of Mana#e0ent Studies" I%%$%O%4%" $ew Delhi
PROF. M. N. SHARMA
)hair0an" M%B%A%" +aryana )olle#e of 9echnolo#y 8 Mana#e0ent" =aithal
PROF. S. L. MAHANDRU
Principal ;Retd%<" Mahara1a A#rasen )olle#e" Ja#adhri

EDITOR EDITOR EDITOR EDITOR
PROF. R. &. SHARMA
Dean ;Acade0ics<" 9ecnia Institute of Advanced Studies" Delhi

CO CO CO CO- -- -EDITOR EDITOR EDITOR EDITOR
DR. !HAVET
!aculty" M% M% Institute of Mana#e0ent" Maharishi Mar:andeshwar 4niversity" Mullana" A0bala" +aryana

EDITORIAL ADVISORY BOARD EDITORIAL ADVISORY BOARD EDITORIAL ADVISORY BOARD EDITORIAL ADVISORY BOARD
DR. AM!I&A ZUTSHI
!aculty" School of Mana#e0ent 8 Mar:etin#" Dea:in 4niversity" Australia
DR. VIVE& NATRAJAN
!aculty" 2o0ar 4niversity" 4%S%A%
DR. RAJESH MODI
!aculty" /anbu Industrial )olle#e" =in#do0 of Saudi Arabia
PROF. SANJIV MITTAL
4niversity School of Mana#e0ent Studies" uru obind Sin#h I% P% 4niversity" Delhi
PROF. ROSHAN LAL
+ead 8 )onvener Ph% D% Pro#ra00e" M% M% Institute of Mana#e0ent" M% M% 4niversity" Mullana
PROF. ANIL &. SAINI
)hairperson ;)R)<" uru obind Sin#h I% P% 4niversity" Delhi
VOLUME NO: 2 (2011), ISSUE NO. 7 (JULY) ISSN 0976-2183
INTERNATIONAL JOURNAL OF RESEARCH IN COMMERCE # MANAGEMENT
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www%i1rc0%or#%in
iii
DR. &UL!HUSHAN CHANDEL
Reader" +i0achal Pradesh 4niversity" Shi0la
DR. TEJINDER SHARMA
Reader" =uru:shetra 4niversity" =uru:shetra
DR. SAM!HAVNA
!aculty" I%I%9%M%" Delhi
DR. MOHENDER &UMAR GUPTA
Associate Professor" P% J% 2% $% overn0ent )olle#e" !aridabad
DR. SHIVA&UMAR DEENE
Asst% Professor" overn0ent !% % )olle#e )hit#uppa" Bidar" =arnata:a
MOHITA
!aculty" /a0una Institute of 6n#ineerin# 8 9echnolo#y" 5illa#e adholi" P% O% adhola" /a0unana#ar

ASSOCIATE EDITORS ASSOCIATE EDITORS ASSOCIATE EDITORS ASSOCIATE EDITORS
PROF. NAWA! ALI &HAN
Depart0ent of )o00erce" Ali#arh Musli0 4niversity" Ali#arh" 4%P%
PROF. A!HAY !ANSAL
+ead" Depart0ent of Infor0ation 9echnolo#y" A0ity School of 6n#ineerin# 8 9echnolo#y" A0ity 4niversity" $oida
DR. V. SELVAM
Divisional 2eader , )o00erce SS2" 5I9 4niversity" 5ellore
DR. PARDEEP AHLAWAT
Reader" Institute of Mana#e0ent Studies 8 Research" Maharshi Dayanand 4niversity" Rohta:
S. TA!ASSUM SULTANA
Asst% Professor" Depart0ent of Business Mana#e0ent" Matrusri Institute of P%% Studies" +yderabad

TECHNICAL ADVISOR TECHNICAL ADVISOR TECHNICAL ADVISOR TECHNICAL ADVISOR
AMITA
!aculty" 6%)%)%" Safidon" Jind
MOHITA
!aculty" /a0una Institute of 6n#ineerin# 8 9echnolo#y" 5illa#e adholi" P% O% adhola" /a0unana#ar

FINANCIAL ADVISORS FINANCIAL ADVISORS FINANCIAL ADVISORS FINANCIAL ADVISORS
DIC&IN GOYAL
Advocate 8 9a7 Adviser" Panch:ula
NEENA
Invest0ent )onsultant" )ha0ba#hat" Solan" +i0achal Pradesh

LEGAL ADVISORS LEGAL ADVISORS LEGAL ADVISORS LEGAL ADVISORS
JITENDER S. CHAHAL
Advocate" Pun1ab 8 +aryana +i#h )ourt" )handi#arh 4%9%
CHANDER !HUSHAN SHARMA
Advocate 8 )onsultant" District )ourts" /a0unana#ar at Ja#adhri

SUPERINTENDENT SUPERINTENDENT SUPERINTENDENT SUPERINTENDENT
SURENDER &UMAR POONIA


VOLUME NO: 2 (2011), ISSUE NO. 7 (JULY) ISSN 0976-2183
INTERNATIONAL JOURNAL OF RESEARCH IN COMMERCE # MANAGEMENT
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CALL FOR MANUSCRIPTS CALL FOR MANUSCRIPTS CALL FOR MANUSCRIPTS CALL FOR MANUSCRIPTS
>e invite unpublished novel" ori#inal" e0pirical and hi#h ?uality research wor: pertainin# to recent develop0ents 8 practices in
the area of )o0puter" Business" !inance" Mar:etin#" +u0an Resource Mana#e0ent" eneral Mana#e0ent" Ban:in#" Insurance"
)orporate overnance and e0er#in# paradi#0s in allied sub1ects li:e Accountin# 6ducation@ Accountin# Infor0ation Syste0s@
Accountin# 9heory 8 Practice@ Auditin#@ Behavioral Accountin#@ Behavioral 6cono0ics@ )orporate !inance@ )ost Accountin#@
6cono0etrics@ 6cono0ic Develop0ent@ 6cono0ic +istory@ !inancial Institutions 8 Mar:ets@ !inancial Services@ !iscal Policy@
overn0ent 8 $on Profit Accountin#@ Industrial Or#ani*ation@ International 6cono0ics 8 9rade@ International !inance@ Macro
6cono0ics@ Micro 6cono0ics@ Monetary Policy@ Portfolio 8 Security Analysis@ Public Policy 6cono0ics@ Real 6state@ Re#ional
6cono0ics@ 9a7 Accountin#@ Advertisin# 8 Pro0otion Mana#e0ent@ Business 6ducation@ Business Infor0ation Syste0s ;MIS<@
Business 2aw" Public Responsibility 8 6thics@ )o00unication@ Direct Mar:etin#@ 6-)o00erce@ lobal Business@ +ealth )are
Ad0inistration@ 2abor Relations 8 +u0an Resource Mana#e0ent@ Mar:etin# Research@ Mar:etin# 9heory 8 Applications@ $on-
Profit Or#ani*ations@ Office Ad0inistrationAMana#e0ent@ Operations ResearchAStatistics@ Or#ani*ational Behavior 8 9heory@
Or#ani*ational Develop0ent@ ProductionAOperations@ Public Ad0inistration@ Purchasin#AMaterials Mana#e0ent@ Retailin#@
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VOLUME NO: 2 (2011), ISSUE NO. 7 (JULY) ISSN 0976-2183
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=u0ar S% ;E'&&<B K)usto0er 5alueB A )o0parative Study of Rural and 4rban )usto0ers"K 9hesis" =uru:shetra 4niversity" =uru:shetra%
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VOLUME NO: 2 (2011), ISSUE NO. 7 (JULY) ISSN 0976-2183
INTERNATIONAL JOURNAL OF RESEARCH IN COMMERCE # MANAGEMENT
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(-
NEEDS ASSESSMENT OF EMOTIONAL INTELLIGENCE IN !USINESS EDUCATION

KRISHNA PRIYA
RESEARCH SCHOLAR IN MANAGEMENT
INSTITUTE OF MANAGEMENT IN KERALA
UNIVERSITY OF KERALA
THIRUVANANTHAPURAM - 695 034

DR. K. S. CHANDRASEKAR
DEAN - FACULTY OF MANAGEMENT STUDIES
CHAIRMAN BOARD OF STUDIES IN BUSINESS MANAGEMENT
PROFESSOR AND HEAD OF THE DEPARTMENT
INSTITUTE OF MANAGEMENT IN KERALA
UNIVERSITY OF KERALA
THIRUVANANTHAPURAM 695 034

A!STRACT
Emo!o"#$ !"%$$!&%"'% !( # )#!*$+ "%,, -. *#/!0$+ &*o,!"&, #*%# o) *%(%#*'1. T1% 'o"'%/ o) %mo!o"#$ !"%$$!&%"'% 1#( -%%" 0%2%$o/%0, #0o/%0 #"0 %m-*#'%0 -+
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#"0 /%*(o"#$ #*%#( ,1!'1 /*o2%( 1# %#'1!"& 1% (.-3%' m#%* !(, !" )#', !"'*%#(!"& 1% '#/#'!+ #"0 #-!$!+ o -% %mo!o"#$$+ !"%$$!&%". B%(!0%(, (.0%"(
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%mo!o"#$ !"%$$!&%"'% !" 1% -.(!"%(( ('1oo$ m.( -% m#0% # /*!o*!+ #"0 (1o.$0 -% 'o"(!0%*%0 #( # 'o*% $%#*"!"& %4/%*!%"'% )o* #$$ -.(!"%(( (.0%"(.

&EYWORDS
Business curriculu0" business education" co0petency" e0otional intelli#ence" needs assess0ent%

INTRODUCTION
cross the #lobe" business education is :nown for providin# a co0petitive ed#e in a variety of industries% In India" business education has a lon# history
datin# bac: to the &J
th
century% 9he rapid #rowth of business schools offerin# pro#ra00es at both under#raduate and #raduate levels resulted when the
Indian #overn0ent liberali*ed the business education 0ar:et over the &JJ's ;upta" E''-<% 9here are over J.' business schools approved by the All India
)ouncil for 9echnical 6ducation ;A%I%)%9%6< in various cate#ories" includin# the Indian Institutes of Mana#e0ent ;IIM3s<" university depart0ents" and autono0ous
private institutes ;Joshi" E''H<% Business education is now one of the 0ost respected and sou#ht after professional educations in the country%
One pri0ary ob1ective of #raduate business education is to prepare students to be outstandin# 0ana#ers and leaders% Research has revealed that e0otional
intelli#ence s:ills help to brin# about or predict outstandin# 0ana#er or leader perfor0ance ;ole0an" &JJGb<% Besides" e0otional intelli#ence will be of
increasin# i0portance to 0ana#ers and leaders in the days to co0e because of current chan#es in the business environ0ent%
60otional Intelli#ence ;6I< is an elusive construct that has been developed" adopted and e0braced by the business world and 0ore recently" by acade0ics% It is
to be e0phasi*ed that it was Aristotle who was the first to 0ention the i0portance of e0otions in hu0an interaction ;2an#ley" E'''<% Aristotle held the view
that those who possess the rare s:ill to be an#ry with the ri#ht person" to the ri#ht de#ree" at the ri#ht ti0e" for the ri#ht purpose" and in the ri#ht way are at an
advanta#e in any do0ain of life ;ole0an" &JJ.<%
9he roots of e0otional intelli#ence can be traced bac: to &JE' when 9horndi:e" an influential psycholo#ist in the areas of learnin#" education and intelli#ence"
proposed the ter0 social intelli#ence% +e defined social intelli#ence as Lthe ability to understand and 0ana#e 0en and wo0en" boys and #irls - to act wisely in
hu0an relationsF ;9horndi:e" &JE'" p%EEG<% 2ater" ardner ;&JG-< introduced the concepts of intrapersonal and interpersonal intelli#ences% Intrapersonal
intelli#ence " which is the :ey to self-:nowled#e" is the ability to access oneMs own feelin#s" discri0inate a0on# the0 and draw upon the0 to #uide behaviour
while interpersonal intelli#ence denotes the capacity to discern and respond appropriately to the 0oods" te0pera0ents" 0otivations" and desires of other
people% +is research focused on the idea that intrapersonal and interpersonal intelli#ences are as i0portant as the type of intelli#ence typically 0easured by
intelli#ence ?uotient ;IN< and related tests ;ardner" &JG-<%
6ver since the publication of Daniel ole0an3s #roundbrea:in# boo: Emo!o"#$ I"%$$!&%"'%5 W1+ ! '#" m#%* mo*% 1#" IQ in &JJ." the topic of e0otional
intelli#ence has witnessed widespread interest% 9his boo: brou#ht to the public3s attention the i0portance of a person3s e0otional lives ;Jensen" &JJG<%
+owever" the e0otional intelli#ence construct was first conceptuali*ed by 4%S psycholo#ists Salovey and Mayer in &JJ'% 9hey defined e0otional intelli#ence as
Lthe subset of social intelli#ence that involves the ability to 0onitor one3s own and others3 feelin#s and e0otions" to discri0inate a0on# the0" and to use this
infor0ation to #uide one3s thin:in# and actionsF;Salovey and Mayer"&JJ'"p%&GJ<% In &JJI" they revised their definition of e0otional intelli#ence which is now
0ost widely accepted% 60otional intelli#ence is thus defined as Lthe ability to perceive accurately" appraise and e7press e0otions@ the ability to access andAor
#enerate feelin#s when they facilitate thou#ht@ the ability to understand e0otion and e0otional :nowled#e@ and the ability to re#ulate e0otions to pro0ote
e0otional and intellectual #rowthF ;Mayer and Salovey" &JJI" p%&'<%
Reuven Bar-On ;&JJI< developed one of the first 0easures of e0otional intelli#ence that used the ter0 60otion Nuotient ;6N<% Bar-On3s 0odel of e0otional
intelli#ence focuses on an array of e0otional and social abilities" includin# the ability to be aware of" understand and e7press oneself@ the ability to be aware of"
understand and relate to others@ the ability to deal with stron# e0otions and control one3s i0pulses@ and the ability to adapt to chan#e and solve proble0s of a
social or personal nature% +e characteri*ed e0otionally intelli#ent people as bein# opti0istic" fle7ible" realistic" successful at solvin# proble0s and copin# with
stress" without losin# control ;Bar-On" &JJI<%
Accordin# to ole0an ;&JJGb" p%-I.<" e0otional intelli#ence is Lthe capacity for reco#ni*in# our own feelin#s and those of others" for 0otivatin# ourselves and
for 0ana#in# e0otions well in ourselves and in our relationshipsF% +e points out that so0e individuals are born with a #eneral e0otional intelli#ence that
deter0ines their potential for learnin# e0otional co0petencies% 60otional co0petencies are learned capabilities that 0ust be wor:ed on and developed to
achieve outstandin# perfor0ance ;ole0an" &JJGb<%
ole0an ;E''&< su##ests four funda0ental constructs of e0otional intelli#ence and associated co0petencies that build on those funda0entals% 9he first
construct" self-awareness" is the ability to :now one3s internal states" preferences" resources and intuitions% Self-awareness is the vital foundation s:ill for three
A
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e0otional co0petencies such as e0otional self-awareness" accurate self-assess0ent and self-confidence% 9he second construct" self-0ana#e0ent" involves
controllin# one3s e0otions and i0pulses and adaptin# to chan#in# circu0stances% 9he si7 e0otional co0petencies of this construct are self-control"
trustworthiness" conscientiousness" adaptability" achieve0ent drive and initiative% 9he third construct" social awareness" includes the ability to sense"
understand and react to other3s e0otions while co0prehendin# social networ:s% 9he three e0otional co0petencies of the social awareness construct are
e0pathy" service orientation and or#anisational awareness% Relationship Mana#e0ent" the fourth construct" entails the ability to inspire" influence and develop
others while 0ana#in# conflict% 9he ei#ht e0otional co0petencies of this construct are developin# others" influence" co00unication" conflict 0ana#e0ent"
leadership" chan#e catalyst" buildin# bonds as well as tea0wor: and collaboration% 2ater" Boyat*is ;E''I< included only twelve co0petencies such as e0otional
self-awareness" e0otional self-control" adaptability" achieve0ent orientation" positive outloo:" e0pathy" or#anisational awareness" coach and 0entor"
inspirational leadership" influence" conflict 0ana#e0ent and tea0wor: under the four funda0ental areas%
9he interest in 6N has #rown out of a desire to 0ore fully understand what predicts success% It is seen that hi#h test scores in colle#e do not help to predict
salary" productivity" status" life satisfaction" or happiness with friendship" fa0ily" and ro0antic relationship ;6:0an" &JJE<% +ence the traditional constructs of
intelli#ence have little to do with e0otional intelli#ence or success in life ;Sutarso et al" &JJH<% ole0an ;&JJ.< has clai0ed that e0otional intelli#ence predicts
as 0uch as G' per cent of a person3s success in life" whereas the traditional 0easure" IN" predicts about E' per cent% 9he concept of 6N supports the theory that
co#nitive s:ills alone do not hold the :ey to success in life% 9his theory has been supported by studies co0parin# the relationship between IN and 6N on 1ob
perfor0ance% 6ven thou#h the 0a1ority of studies found no direct correlation between IN and 6N" they did find si#nificant correlations between specific 6N
co0petencies and successful 1ob perfor0ance ;ole0an" &JJGb<%In reviewin# 6N" Dulewic* and +i##s ;E'''< are also of the opinion that a 0a1or driver of
interest has been the failure of IN tests to account for sufficient variance in success criteria both in an educational and or#anisational conte7t%
ole0an and his collea#ues further adopted the concept of e0otional intelli#ence to the business world by describin# its i0portance as an essential in#redient
for business success ;ole0an" Boyat*is" and Mc=ee" E''E<% 60otional intelli#ence s:ills have been stron#ly associated with both dyna0ic leadership and
satisfyin# personal life e7periences ;ole0an" &JJ.<% >illia0s and Sternber# ;&JGG< provided e0pirical evidence to show the i0portance of e0otional
intelli#ence with respect to effective leadership or tea0 functionin#% 9hey found that even one overly *ealous or do0ineerin# 0e0ber in a #roup can
si#nificantly inhibit the ?uality of that #roup3s perfor0ance% Research conducted at a lar#e bevera#e and food co0pany revealed that division heads with
stren#ths in e0otional intelli#ence co0petencies outperfor0ed their tar#ets by &. to E' per cent" while those who lac:ed the0 underperfor0ed by al0ost E'
per cent ;Mc)lelland" &JJG<% ole0an ;&JJGa< reported that truly effective leaders are distin#uished by a hi#h de#ree of e0otional intelli#ence fro0 his research
involvin# al0ost E'' lar#e" #lobal co0panies%
Several authors have stressed that one aspect of e0otional intelli#ence" self-awareness" is vital to transfor0ational leadership effectiveness ;Bennis" &JGJ@ Sosi:
8 Me#erian" &JJJ<% Multisource data collected fro0 H- 0ana#ers

;who responded about their e0otional intelli#ence and transfor0ational

leadership
behaviour<" &JE subordinates ;who rated their 0ana#er3s

transfor0ational leadership behaviour and perfor0ance outco0es<"

and H- superiors of focal
0ana#ers ;who rated 0ana#erial perfor0ance< indicated that correlations between e0otional intelli#ence

aspects" leader behaviour" and perfor0ance varied
based on the self-awareness of 0ana#ers ;Sosi: 8 Me#erian" &JJJ<%
ole0an ;E'''< de0onstrated the lin: between e0otional intelli#ence and leadership by drawin# on the e7periences of over -''' e7ecutives and concluded
that leaders can increase their ?uotient of leadership styles by understandin# which e0otional intelli#ence co0petencies underlie the leadership styles they are
lac:in# and wor:in# to develop the0% S0i#la and Pastoria ;E'''< are also of the opinion that e0otional intelli#ence is crucial to e7cel at the 1ob or assu0e a
leadership role% >olff" Pescosolido and Drus:at ;E''E<" after conductin# a lon#itudinal study of -GE tea0 0e0bers co0prisin# (G self-0ana#in# tea0s" proved
that e0pathy precedes and enables specific co#nitive processes and s:ills that support the e0er#ence of leadership% Overall" their results su##est that e0otional
intelli#ence" particularly e0pathic co0petency" is a do0inant factor of the leadership e0er#ence in self-0ana#ed tea0s%
9he corporate world has been e0phasi*in# the need for hi#her levels of personal and interpersonal s:ills a0on# the business school #raduates they hire ;Porter
and Mc=ibbin" &JGG<% Studies have found e0pirical data that support the connection between e0otional intelli#ence and ade?uate interpersonal relationships
;Brac:ett et al%" E''H<% Staw and Barsade ;&JJ-< after e7a0inin# the relationship between affect and perfor0ance found that people who are positive in
disposition 0a:e 0ore accurate decisions and are 0ore interpersonally effective in a leaderless #roup discussion% 9o deal with rapid technolo#ical and social
chan#e" the interpersonal co0petencies included in the e0otional intelli#ence construct are re?uired ;Sch0idt" &JJI<%
Accordin# to Boyat*is ;&JGE< influence is one of the co0petencies that 0ost stron#ly distin#uishes superior 0ana#ers fro0 others% It is particularly i0portant for
all levels of 0ana#e0ent ;)herniss and Adler" E'''<% Besides this" research studies have de0onstrated the contributions of e0otional intelli#ence and trait
affect to interview success% !o7 and Spector ;E'''< conducted a study with colle#e students wherein they found that e0pathy" self-re#ulation of 0ood" and self-
presentation@ affective traits ;positive and ne#ative affectivity<@ and #eneral and practical intelli#ence were related to 1ob interview perfor0ance%
Researchers such as ardner ;&JJ-<" ole0an ;&JJ.< and Salovey and Sluyter ;&JJI< have all wor:ed to i0press upon educators the i0portance of e0otional
intelli#ence% Besides" research also su##ests that e0otional intelli#ence is not fi7ed at birth but can be developed throu#h education and trainin# ;Pasi" &JJI<%
Reiff" erber and insber# ;&JJ(< contend that co0ponents of their 0odel of e0ploy0ent success" which contains 0any ele0ents of e0otional intelli#ence"
can be syste0atically tau#ht and used in the classroo0% reenber# et al ;&JJ.< reported on a pro#ra00e that led to i0proved classroo0 behaviour of special
needs students in frustration tolerance" assertive social s:ills" tas: orientation and peer sociability% 9hese students also decreased their levels of an7iety and
depression% =elly and Moon ;&JJG< ar#ue that educators have co0e to reali*e that acade0ic e7cellence alone does not contribute to creatin# a successful life%
60otional and social intelli#ence of a person is e?ually i0portant% Research studies have also focused on the i0portance of e0otional intelli#ence co0petencies
in predictin# success of students ;Stein and Boo:" E'''<%
6ducation of the affective do0ain" while i0portant to all schools or in all spheres of life" is particularly si#nificant in the case of a business school% It is seen that
substantial chan#es 0ade to an entire MBA pro#ra00e have been found to increase e0otional intelli#ence in students% A series of lon#itudinal studies
conducted at the >eatherhead School of Mana#e0ent of )ase >estern Reserve 4niversity have shown that the co0ple7 set of co0petencies that distin#uish
outstandin# perfor0ers in 0ana#e0ent and professions can be chan#ed and that the behavioural i0prove0ents will last for years% After #oin# throu#h the
chan#e process" the MBA #raduates showed (I per cent i0prove0ent on self-awareness co0petencies li:e self-confidence and on self-0ana#e0ent
co0petencies such as the drive to achieve and adaptability for up to two years co0pared to when they first entered the course% >hen it ca0e to social
awareness and relationship 0ana#e0ent s:ills" they showed I. per cent i0prove0ent on co0petencies such as e0pathy and tea0 leadership% 9hese #ains
were found to be in star: contrast to those fro0 standard MBA pro#ra00es where there is no atte0pt to enhance e0otional intelli#ence abilities ;Boyat*is"
E''E<%
Ro*ell" Petti1ohn and Par:er ;E''E<" after e7a0inin# the e0otional intelli#ence in a sa0ple of EJ. under#raduate business 0a1ors" concluded that e0otional
intelli#ence should be included within the core s:ills tau#ht in trainin# and develop0ent pro#ra00es at university% +owever" few business school curricula
ade?uately address the re?uire0ent of e0otional intelli#ence s:ills as a 0eans to provide opportunities to the business #raduates to better understand how
e0otions affect their perfor0ance and to develop their e0otional co0petencies% 9his has resulted in calls for the incorporation of e0otional intelli#ence s:ills in
the business curriculu0% 9his study e7a0ines the i0portance and inclusion of e0otional intelli#ence co0petency areas in the e7istin# business curriculu0 as
envisioned by the business educators and provides su##estions for the inte#ration of e0otional intelli#ence in the business curriculu0%
9o acco0plish the ob1ective of this study" a 0atri7 analysis reco00ended by >it:in ;&JG(< for assessin# needs in social and educational pro#ra00es was used%
>it:in and Altschuld ;&JJ." p%(< broadly defined needs assess0ent as La syste0atic set of procedures underta:en for the purpose of settin# priorities and
0a:in# decisions about pro#ra00e or or#anisational i0prove0ent and allocation of resources% 9he priorities are based on identified needsF% Accordin# to
>it:in 8 Altschuld ;&JJ.<" for needs assess0ent" three levels of need are ta:en into account% 9he first or pri0ary level represents the service receivers% 9hese
include the people for which the syste0 ulti0ately e7ists such as students" clients" infor0ation users" co00uters" or potential custo0ers% In this study" the
service receivers are the students in the business school% 2evel two" or the secondary level" represents the service providers and policy0a:ers% 9hose in level two
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provide infor0ation" services" trainin# or nurture or they perfor0 plannin#" technical assistance" or oversi#ht functions that affect those in level two as well as
indirectly affect those in level one ;>it:in 8 Altschuld" &JJ.<% Business educators belon# to this level in this study% 9he final level is the tertiary level% 9his level
represents the resources or solutions% 9his includes buildin#s" facilities" e?uip0ent" supplies" technolo#y" pro#ra00es" class si*e" sur#ical procedures"
infor0ation retrieval syste0s" transportation" salaries and benefits" pro#ra00e delivery syste0s" ti0e allocation and wor:in# conditions ;>it:in 8 Altschuld"
&JJ.<% In this study" level three is representative of the business curriculu0% Althou#h the pri0e tar#et for needs assess0ents is level one" needs assess0ents
can also be perfor0ed at level two or at level three ;>it:in 8 Altschuld" &JJ.<%

METHODOLOGY
SAMPLE AND +UESTIONNAIRE
9he participants were business educators" teachin# as part of the core faculty 0e0bers" in the Depart0ent of Mana#e0ent of the 4niversity of =erala in India"
its e7tension centres and the business schools affiliated to the 4niversity% A list of IH business educators was co0piled for ad0inisterin# the ?uestionnaire% !or
the selection of business educators" the purposive sa0plin# 0ethod was adopted% 9he ?uestionnaires were sent to .' business educators% A total of -E
participants responded to the ?uestionnaire ;H( per cent response rate<% HE%. per cent of the participants were 0ale% Out of the -E participants" &E were fe0ale%
9he avera#e a#e of the educators was -- years" with the youn#est bein# EI years and the oldest bein# .- years% 9he 0ean years of teachin# e7perience for the
participants was G%&E years%
9he ?uestionnaire used for the study co0prised of twelve e0otional intelli#ence co0petency areas to be rated on the level of i0portance and inclusion usin# a
five point 2i:ert type scale% !or the level of i0portance" the responses on the 2i:ert scale ran#e fro0 6 7 2%*+ $o, !m/o*#"'% to 8 7 2%*+ 1!&1 !m/o*#"'% and for
the level of inclusion" the responses on the 2i:ert scale ran#e fro0 6 7 1#*0$+ %2%* to 8 7 #$mo( #$,#+(% 9he participants were instructed to indicate the e7tent
to which they believe that the co0petency area is i0portant and the e7tent to which it is bein# included in the curriculu0%
ANALYSIS PROCEDURE
!or needs assess0ent" a 0atri7 analysis is used wherein" initially" the #rand 0ean score for i0portance and the #rand 0ean score for inclusion are calculated%
9he scores are then plotted usin# the LOF and L/F a7is as a point on a four-?uadrant #raph% 9he 0ean of i0portance and inclusion should be plotted for each of
the individual ite0s% Ite0s in ?uadrant four ;critical need< are those of hi#h i0portance but of low inclusion% Ite0s in ?uadrant three ;low-level need< have both
a low level of i0portance and a low level of inclusion% Ite0s in ?uadrant two ;low-level successful ability< have a low level of i0portance but have a hi#h level of
inclusion !inally" ite0s fallin# into ?uadrant one ;hi#h level successful ability< have a hi#h level of i0portance as well as a hi#h level of inclusion%

RESULTS
9able & shows the 0eans and standard deviations of the twelve e0otional intelli#ence co0petency areas such as 60otional Self-Awareness" 60otional Self-
)ontrol" Adaptability" Achieve0ent Orientation" Positive Outloo:" 60pathy" Or#anisational Awareness" )oach and Mentor" Inspirational 2eadership" Influence"
)onflict Mana#e0ent and 9ea0wor:%

TA!LE 1: MEANS AND STANDARD DEVIATIONS OF COMPETENCY AREAS INCLUDED IN THE STUDY
C85@6361;2 A:60E I5@8:301;6 I1;>AE481
M601 SD M601 SD
60otional Self-Awareness (%EE '%IJ E%(( '%.H
60otional Self-)ontrol (%E. '%HE E%'J '%GE
Adaptability (%(& '%IH E%&J '%I(
Achieve0ent Orientation (%-G '%.. -%HH '%H.
Positive Outloo: (%.' '%.I E%.J '%J.
60pathy (%&J '%.J E%.H '%IH
Or#anisational Awareness -%J( '%G' E%EG '%H-
)oach and Mentor -%J& '%IG E%E. '%IH
Inspirational 2eadership (%EG '%H- -%(I '%.&
Influence (%'- '%(I E%'- '%&G
)onflict Mana#e0ent (%(( '%IH E%&H '%HG
9ea0wor: (%-& '%.J -%I. '%HI
N836 : N H 32
SourceB Survey data
9he result of the $eeds Assess0ent Matri7 Analysis for deter0inin# the curricular needs of e0otional intelli#ence co0petency areas in business education as
perceived by the business educators is shown in !i#ure &%
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SourceB Survey data

By plottin# the #rand 0eans ;M< for i0portance and inclusion ;(%E( and E%HE respectively<" four ?uadrants e0er#ed% 4sin# the 0ean scores for i0portance and
inclusion" the twelve co0petency areas were plotted on the 0atri7 with 60otional Self-)ontrol" Adaptability" Positive Outloo: and )onflict Mana#e0ent bein#
classified as critical needs" Achieve0ent Orientation" Inspirational 2eadership and 9ea0wor: bein# classified as hi#h level successful abilities and 60otional Self-
Awareness" 60pathy" Or#anisational Awareness ")oach and Mentor and Influence bein# classified as low-level needs%

DISCUSSION
In this study" the researchers deter0ined the i0portance and inclusion of e0otional intelli#ence co0petency areas in the e7istin# business curriculu0 as
perceived by the business educators%
9he business educators identified four e0otional intelli#ence co0petency areas as critical needs% 9his indicates that they believe 60otional Self-)ontrol"
Adaptability" Positive Outloo: and )onflict Mana#e0ent are i0portant but they are not currently included in the curriculu0% 9hree out of twelve e0otional
intelli#ence co0petency areas were identified as hi#h-level successful abilities% 9his 0eans that the business educators believe Achieve0ent Orientation"
Inspirational 2eadership and 9ea0wor: are i0portant and they are includin# the0 in the curriculu0% !ive of the twelve e0otional intelli#ence co0petency areas
were identified as low-level needs% 9his indicates that the business educators do not believe 60otional Self-Awareness" 60pathy" Or#anisational Awareness"
)oach and Mentor and Influence are i0portant and they are not bein# included in the curriculu0%
9he current study provides evidence that business education as it is currently practiced cannot be e7pected to increase the e0otional intelli#ence of students%
9o i0prove the e0otional intelli#ence of students" appropriate trainin# should be provided to the business educators to help the0 inte#rate 60otional Self-
)ontrol" Adaptability" Positive Outloo: and )onflict Mana#e0ent into their curriculu0% 9he business education students will also be benefited if an e0otional
intelli#ence course is incorporated into the study pro#ra00e specifically to provide #rowth opportunities in reco#ni*in#" discussin# and appropriately 0ana#in#
e0otions%
9he e0otional intelli#ence course should be desi#ned to help students understand the e0otional intelli#ence concepts on a theoretical as well as on a practical
level% It should also be 0ade co0pulsory for all students irrespective of their speciali*ation areas% 9he course ob1ectives 0ay include discussion of theoretical
bases and research relatin# to the e0otional intelli#ence concept@ identifyin# the i0portance of e0otional intelli#ence in wor:" acade0ic success" fa0ily and
relationships@ assessin# and understandin# own levels of e0otional intelli#ence@ and preparin# action plans for enhancin# selected aspects of one3s e0otional
intelli#ence% >hile teachin# e0otional intelli#ence" e0phasis should be #iven to practice" trainin# and i0prove0ent and not so 0uch on verbal instruction% 9he
application of e0otional intelli#ence to interpersonal relationships as well as its application on an or#anisational or institutional level should be stressed upon%
Durin# the course" the critical needs identified in this study should be #iven top priority" the low level needs should be #iven second priority as they 0ay re?uire
action at a later ti0e and the hi#h-level successful abilities should be 0onitored to ensure continued e7cellence%
In this course" the students will be re?uired to co0plete an e0otional intelli#ence assess0ent" develop a personal plan for intrapersonal and interpersonal
i0prove0ent" sub0it wee:ly 1ournal entries that detail pro#ress toward their plan3s #oals and develop their s:ills throu#h role-practice and discussion% 9he
e0otional intelli#ence assess0ent will help students to identify their current level of e0otional s:ills and then discuss various steps for i0prove0ent with their
teacher% 6ach student should be 0ade part of a Lsupport #roup"F or#ani*ed by self-chan#e topics and in which they participate in periodically throu#hout each
session% 9hese support #roups should be #iven ti0e in class to discuss the day3s lesson" report the pro#ress of their plans" and brainstor0 strate#ies to#ether for
those students who are facin# obstacles in achievin# their plans% 9hese #roups are desi#ned to #ive students the opportunity to tal: about issues which they feel
unco0fortable to discuss in the lar#er #roup%
Students can be #iven scenarios drawn fro0 the wor:place to discuss in #roups and then role-practice as the characters in the scenario to #ain 0ore insi#ht into
how e0otional intelli#ence can be applied% 67ercises li:e e0otional charades" case studies" ratin# and describin# e0otions to each other and discussin# the
influence of one3s thou#hts on feelin#s can be used in class to train the students% 9hus" this course will enable students to e7plore e0otional intelli#ence
concepts both intrapersonally and interpersonally and also lay a foundation to wor: on the concepts for enhanced lon#-ter0 0e0ory and application%
!urther research should be conducted by ta:in# into consideration other sta:eholders such as students" parents and prospective e0ployers% It is also
reco00ended that the research be perfor0ed on a lar#er sa0ple fro0 a wider #eo#raphical area% Studies can be also underta:en on a state-by-state basis to
deter0ine if there are different viewpoints of teachers based on i0portance and inclusion% Research can also focus on deter0inin# the correlation between
various de0o#raphics and the level of i0portance and inclusion of e0otional intelli#ence co0petency areas in the e7istin# business curriculu0% 9here is also a
need to replicate this study with business e7perts to deter0ine if there is an a#ree0ent between the e7perts and the business educators re#ardin# the
i0portance and inclusion of the e0otional intelli#ence co0petencies% A study on the costs and benefits of incorporatin# e0otional intelli#ence into the
VOLUME NO: 2 (2011), ISSUE NO. 7 (JULY) ISSN 0976-2183
INTERNATIONAL JOURNAL OF RESEARCH IN COMMERCE # MANAGEMENT
A Monthly Double-Blind Peer Reviewed Refereed Open Access International e-Journal - Included in the International Serial Directories
www%i1rc0%or#%in
(I
curriculu0 is also warranted% !urther research can e7plore the lon#-ter0 effects of the e0otional intelli#ence curriculu0% Additional research can be conducted
placin# e0phasis on how the course is bein# tau#ht in the classroo0s instead of the content that is bein# tau#ht%

CONCLUSION
9he traditional paradi#0 of business schools" with its stron# focus on analytical 0odels and reductionis0" is not well suited to handle the a0bi#uity and hi#h
rate of chan#e facin# 0any industries today ;Schoe0a:er" E''G<% Bennis and O39oole ;E''.< opine that business schools are #raduatin# students who are ill-
e?uipped to wran#le with co0ple7" un?uantifiable issues - in other words the stuff of 0ana#e0ent% Besides" business or#anisations are not run as a scientific
e7peri0ent but rather li:e a proble0 solvin# endeavor which has to ta:e into consideration the social and hu0an factors so as to arrive at a decision% +ence" the
onus is on the business educators to be#in to create learnin# e7periences for students that address these issues% 9his can be brou#ht about by incorporatin#
e0otional intelli#ence in the business curriculu0 so that the e0otional intelli#ence of #raduates is i0proved alon# with their co#nitive s:ills and technical
co0petence which will ulti0ately help the0 to achieve success in the corporate world%

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VOLUME NO: 2 (2011), ISSUE NO. 7 (JULY) ISSN 0976-2183
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A Monthly Double-Blind Peer Reviewed Refereed Open Access International e-Journal - Included in the International Serial Directories
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