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International Journal of Trend in Scientific Research and Development (IJTSRD) 
International Open Access Journal | www.ijtsrd.com 



ISSN No: 2456 - 6470 | Volume - 2 | Issue - 6 | Sep-Oct 2018 



A Study on Emotional Quotient Among new Generation Employees 

Mr. S. Maheshwaran 1 , Dr. K. Soniya 2 , Dr. S. Krishnaraj 3 

'Research Scholar, 23 Associate Professor 
1,3 BSMED, Bharathiar University, Coimbatore, Tamil Nadu, India 
2 T. John Institute of Management and Science, Bangalore, Karnataka, India 


ABSTRACT 

Success in the workplace takes a lot more than 
education, book knowledge or experience. 
Organizations and the conscious, achievement- 
oriented managers need a high rate of "Emotional 
Quotient" to be successful. Emotional Quotient is the 
ability to identify and manage personal emotions and 
the emotions of others. Emotional Quotient (EQ) 
matters just as much as intellectual ability (IQ). In the 
employment field, work pressure, anxiety, employee’s 
stress, agitation, depression or irritability all are 
related to the various factors of emotional 
intelligence. All these emotional intelligence 
symptoms could harm employee’s performance. It can 
direct either a higher or lower level of morale, which 
will ultimately impact employee’s performance in a 
positive or negative way. The main question of the 
study is to analyze the emotional intelligence 
according to new generations in banking and IT Field. 

Keyword: Knowledge, Emotional Intelligence , 
Emotional Quotient 

1. INTRODUCTION 
Emotional Intelligence 

Emotional intelligence is the ability to perceive and 
express emotion, simulate emotion in thought, 
understand and reason with emotion, and regulate 
emotion in oneself and others. Emotional Intelligence 
represents a set of competencies that allow us to 
perceive, understand, and regulate emotions in 
ourselves and in others. These emotional 
competencies are learned capabilities based on 
emotional intelligence that lead to superior 
performance. 

El model developed by psychologist and journalist 
Daniel Goleman and his colleagues. According to 


Goleman'smodel, El can be organised into four 
dimensions representing the recognition of emotions 
in ourselves and in others, as well as the regulation of 
emotions in ourselves and in others. Each dimension 
consists of a set of emotional competencies that 
people must process to fulfil that dimension of 
emotional intelligence. 

Self-Awareness— Self-awareness refers to having a 
deep understanding of one's own emotions as well as 
strengths, weaknesses, values, and motives. Self 
aware people are in touch with their feeling and know 
what feels right to them. In other words, they 
effectively recognize their intuition or gut instincts. 

Self-Management— This represents how well we 
control or redirect our internal states, impulse, and 
resource, it includes keeping disruptive implies in 
check, displaying honesty and integrity, being flexible 
in times of change, maintain the drive to perform well 
and seize opportunities, and remaining optimistic 
even after failure. Self management involves an inner 
conversation that guides our behaviour. 

Social-Awareness— social awareness in mainly about 
empathy—having understanding sensitivity to the 
feelings, thoughts, and situation of others. This 
includes cognitively understanding another person's 
situational circumstances as well as actually 
experiencing in other person's feelings, by being 
empathic , people are also able to know a customer's 
needs and expectations, even when unstated. Social 
awareness extends beyond empathy for other 
individuals; it also includes being organisationally 
aware, such as sensing office politics and 
understanding social networks 


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Recognition of emotion 


Regulation of emotion 


Self (personal competence) 

other (social competence) 



Self-Awareness 



Social Awareness 

• Emotional self 



• Empathy 

awareness 



• Organisational 

• Accurate self 



awareness 

assessment 



• Service 

• self confidence 








Self-Management 



Relationship 

• Emotional self 



Management 

control 



• Inspirational 

• Transparency 



leadership 

• Adaptability 



• Influence 

• Initiative 



Developing 

• optimisum 



others 




• Change 



catalysts 



• Conflict 



management 



• building bonds 


Emotional intelligence can be defined as the ability to 
monitor one's own and other people's emotions, to 
discriminate between different emotions and label 
them appropriately and to use emotional information 
to guide thinking and behaviour. However, substantial 
disagreement exists regarding the definition of El, 
with respect to both terminology and 
operationalizations. Currently, there are three main 
models of El: 


1. Ability model 

2. Mixed model (usually subsumed under trait El) 

3. Trait model 

Different models of El have led to the development of 
various instruments for the assessment of the 
construct. While some of these measures may overlap, 
most researchers agree that they tap different 
constructs. 


Dimension 

Model of Emotional Intelligence 


Mixed Model 

Ability Model 

Conception of 
El 

El viewed as melange of competencies and general 
dispositions for adaptive personal functioning and coping 
with environmental demands. The construct encompasses 
multiple aspects of emotional and personal knowledge 
and personal functioning that are rather loosely related to 
emotion, including: motivation, personality traits, 
temperament, character, and social skills 

El is viewed as a well-defined 
and conceptually related set of 
cognitive abilities for the 
processing of emotional 

information and regulating 
emotion adaptively 

Number of 
competencies 

Anywhere from 4 to 2 dozen abilities. These can be 
grouped into 4 core areas: self-awareness, self¬ 
regulation/management, social awareness, relationship 
management and social skills (Chemiss&Goleman, 2001) 

4 major branches: 

identification, understanding, 
usage, and self-regulation 
(Salovey et al., 2000) 


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Morphological 

structure 

Nonhierarchical—“oligarchic” organisation 

Hierarchical model—from 

basic psychological processes 
to higher more psychologically 
integrated processes 

Factor 

structure 

Little empirical data. General factor found for individual 
published scales, but little evidence to support claims of 
multiple factors (cf. Petrides&Furnham, 2000) 

Inconsistent with 4-branch 
model. Exploratory factor 
analytic data consistent with 3 
factor models of perception, 
understanding, regulation 

(Mayer, Caruso, &Salovey, 
2000; Roberts et al., 2001) 

Reliability of 
scales 

Satisfactory (Bar-On, 1997; Dawda& Hart, 2000) 

Low to Moderate (Roberts et 
al., 2001); inconsistency among 
scoring procedures and low 
subtest reliabilities 

Susceptibility 
of items to 
response sets 

Inconsistent data; some evidence for extreme item 
endorsement (Dawda& Hart, 2000) 

Not relevant 


Emotional Quotient 

While it is often misunderstood as intelligence 
quotient (IQ), Emotional Quotient is different because 
instead of measuring your general intelligence, it 
measures your emotional intelligence. Emotional 
Quotient is the ability to sense, understand and 
effectively apply the power and acumen of emotions 
to facilitate high levels of collaboration and 
productivity. In the business environment, Emotional 
Quotient is important because it helps you leverage 
your awareness of emotions for effectiveness in the 
workplace. 

Assessing Of Emotional Quotient 

The TTI Emotional Quotient assessment measures an 
individual’s emotional intelligence with an online 
questionnaire that is immediately analyzed to produce 
a report with detailed information about the 
individual’s Emotional Quotient score. The higher the 
score in the report is, the higher the level of emotional 
intelligence will be. At any level, the TTI Emotional 
Quotient report will empower individuals to 
understand their own EQ so they can avoid making 
high-risk decisions without understanding how their 
emotions are influencing their choice. Instead they 
can make educated, sound decisions with their head, 
instead of just their heart 

The TTI Emotional Quotient report focuses on five 
areas within interpersonal and intrapersonal 
intelligence. Intrapersonal intelligence is the ability to 
understand oneself, while interpersonal intelligence is 
the ability to understand others. 


While it is often misunderstood as intelligence 
quotient (IQ), Emotional Quotient is different because 
instead of measuring your general intelligence, it 
measures your emotional intelligence. Emotional 
Quotient is the ability to sense, understand and 
effectively apply the power and acumen of emotions 
to facilitate high levels of collaboration and 
productivity. In the business environment, Emotional 
Quotient is important because it helps you leverage 
your awareness of emotions for effectiveness in the 
workplace. 

Measurement 

A person’s EQ can be measured using any of various 
assessments, including one developed by Salovey and 
Mayer. Some assessments use self-given responses, 
and others are based on peer-given responses. 
Although a single test might give some insight into a 
person’s personality and psychological make-up, 
discovering the true value of EQ and its relationship 
to and impact on a person’s life might take years and 
multiple studies. 

Uses 

Measurements of people's emotional intelligence 
quotients are used in many settings. The idea is very 
popular in the corporate world, where 
many businesses use EQ tests to help their employees 
determine and measure their emotional responses to 
various situations. Most such tests are administered 
with the idea that this factor can be modified or 
increased, but there is dispute about whether a 


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person's emotional intelligence is something he or she 
is born with or if it can be changed. 

Application 

Studies have been done on possible ways that a high 
or low EQ might affect a person’s abilities to perform 
under pressure, resolve conflict, and cope with 
challenges. For example, someone who has a low EQ 
might lack self-confidence and be pessimistic, both of 
which might affect his or her performance when doing 
certain tasks. People who are not proponents of the 
concept believe that things such as confidence, self¬ 
esteem and attitude are simply a matter of personality, 
which cannot be measured or modified. Other studies 
have linked this measurement to communication skills 
and other social skills that people possess. 

Generations of Employees 
Traditional Generation 

The Traditional generation is the oldest generation in 
the workplace, although most are now retired. Also 
known as the veterans, the Silents, the Silent 
generation, the matures, the greatest generation, this 
generation includes individuals bom before 1945, and 
some sources place the earliest birth year to 1922 
Members of this generation were influenced by the 
great depression and World War II among other 
events and have been described as being conservative 
and disciplined, as having a sense of obligation, and 
as observing fiscal restraint (Niemic, 2002). They 
have been described as liking formality and a top 
down chain of command, as needing respect, and as 
preferring to make decisions based on what worked in 
the past (Kersten, 2002). The National Oceanographic 
and Atmospheric Association Office of Diversity 
(2006) characterized members of this generation as 
the private, silent generation, who believe in paying 
their dues, for whom their word is their bond, who 
prefer formality, have a great deal of respect for 
authority, like social order and who love their things 
and tend to hoard stuff. Members of this generation 
have also been characterized as loyal workers, highly 
dedicated, averse to risk and strongly committed 
toward teamwork and collaboration. They have also 
been described as having a high regard for developing 
communication skills, and as the most affluent elderly 
population in the U.S., due to their tendency to save 
and conserve (Jenkins, 2007). At work, they are 
presumed to show consistency and uniformity, seek 
out technological advancements, be past-oriented, 
display command-and-control leadership reminiscent 
of military operations, and prefer hierarchical 


organizational structures. They are likely to continue 
to view horizontal structures in a hierarchical way 
They are also likely to be stable, detail oriented, 
thorough, loyal, and hard working, although they may 
be inept with ambiguity and change, reluctant to buck 
the system, uncomfortable with conflict, and reticent 
when they disagree (Zemke et al., 2000). 

Baby Boom Generation 

The Baby Boom generation most sources identify 
Baby Boomers as people born between 1943 and 
1965. The U.S. Census Bureau defines Baby Boomers 
as individuals born between 1946 and 1964. The Baby 
Boom generation has also been referred to as the “pig- 
in-the-python” (Callanan&Greenhaus, 2008). This 
generation is referred to as the Baby Boom, because 
of the extra seventeen million babies born during that 
period relative to previous census figures (O’Bannon, 
2001). It has had the largest impact on American 
society due to its size — roughly 78 million- and the 
period during which it came of age. Boomers 
witnessed and partook in the political and social 
turmoil of their time: the Vietnam War, the civil rights 
riots, the Kennedy and King assassinations, Watergate 
and the sexual revolution (Bradford, 1963) as well as 
Woodstock (Adams, 2000) and the freewheeling 60’s 
(Niemiec, 2000). Protesting against power 
characterized the formative years of many of the 
individuals now in leadership positions in numerous 
organizations. Boomers were raised to respect 
authority figures, but as they witnessed their foibles, 
learned not to “trust anyone over 30” (Karp, Fuller, 
&Sirias, 2002). They grew up in an era of “prosperity 
and optimism and bolstered by the sense that they are 
a special generation capable of changing the world, 
have equated work with self-worth, contribution and 
personal fulfillment” (p.270.Yang & Guy, 2006). The 
oldest Baby Boomers turned 62 in 2008, and as a 
whole, this generation is now in the mid to late part of 
their careers. The entirety of this generation will reach 
the traditional retirement age of 65 within the next 25 
years (Callanan&Greenhaus, 2008). 

Generation X 

In a study about the civic engagement of Generation 
X, the U.S. Census Bureau defined this segment of the 
population as consisting of individuals bom between 
1968 and 1979. However, the upper limit of 
Generation X in some cases has been as high as 1982, 
while the lower limit has been as low as 1963 (Karp et 
al., 2002). This generation was also called the baby 
bust generation, because of its small size relative to 


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the generation that preceded it, the Baby Boom 
generation. The term Generation X spread into 
popular parlance following the publication of Douglas 
Coupland’s book about a generation of individuals 
who would come of age at the end of the 20th century. 
Members of Generation X [Hereinafter Xers] are the 
children of older boomers, who grew up in a period of 
financial, familial and societal insecurity. They 
witnessed their parents get laid off and the decline of 
the American global power. They grew up with a 
stagnant job market, corporate downsizing, and 
limited wage mobility, and are the first individuals 
predicted to earn less than their parents did. They 
have grown up in homes where both parents worked, 
or in single parent household because of high divorce 
rates, and as such, became latchkey kids forced to 
fend for themselves (Karp et al., 2002). They were 
influenced by MTV, AIDS and worldwide 
competition and are accustomed to receiving instant 
feedback from playing computer and video games 
(O’Bannon, 2001). Among the characteristics 
attributed to Xers, the following appear most often. 
They aspire more than previous generations to 
achieve a balance between work and life (Jenkins, 
2007; Karp et al, 2002; www.valueoptions.com) they 
are more independent, autonomous and self-reliant 
than previous generations (Jenkins, 2007; Zemke et 
al., 2000) having grown up as latchkey kids. They are 
not overly loyal to their employers (Bova&Kroth, 
2001; Karp et al, 2002; The National Oceanographic 
and Atmospheric Association Office of Diversity, 
2006) although they have strong feelings of loyalty 
towards their family and friends (Karp et al., 2002). 
They value continuous learning and skill development 
(Bova&Kroth, 2001). They have strong technical 
s ki lls (Zemke et al., 2000), are results focused 
(Crampton& Hodge, 2006), and are “ruled by a sense 
of accomplishment and not the clock” (Joyner, 2000). 
Xers naturally question authority figures and are not 
intimidated by them (The National Oceanographic 
and Atmospheric Association Office of Diversity, 
2006; Zemke et al., 2000). Money does not 
necessarily motivate members of this generation, but 
the absence of money might lead them to lose 
motivation (Karp et al., 2002). They like to receive 
feedback (The National Oceanographic and 
Atmospheric Association Office of Diversity, 2006), 
are adaptable to change (Zemke et al., 2000) and 
prefer flexible schedules (Joyner, 2000). They can 
tolerate work as long as it is fun (Karp et al., 2002). 
They are entrepreneurial (The National 
Oceanographic and Atmospheric Association Office 


of Diversity, 2006), pragmatic (Niemiec, 2002), and 
creative (The National Oceanographic and 
Atmospheric Association Office of Diversity, 2006). 
Although they are individualistic, they may also like 
teamwork, more so than boomers (Karp et al., 2002). 

Generation Y 

The lower limit for Generation Y may be as low as 
1978, while the upper limit may be as high as 2002, 
depending on the source. Members of Generation Y 
may include individuals born between 1980 and 1999 
(Campton & Hodge, 2006); 1978 and 1995 (The 
National Oceanographic and Atmospheric Association 
Office of Diversity, 2006); 1980 and 2002 (Kersten, 
2002); and 1978 and 1988 (Martin, 2005). The label 
associated with this generation is not yet finalized. 
Current labels include Millenials, Nexters, Generation 
www, the Digital generation, Generation E, Echo 
Boomers, N-Gens and the Net Generation. Members 
of the generation have labeled themselves as the Non- 
Nuclear Family generation, the Nothingls-Sacred 
Generation, the Wannabees, the Feel-Good 
Generation, Cyberkids, the Do-or-Die Generation, and 
the Searching-for-an-Identity Generation. This 
generation has been shaped by parental excesses, 
computers (Niemiec, 2000), and dramatic 
technological advances. One of the most frequently 
reported characteristics of this generation is their 
comfort with technology (Kersten, 2002). In general, 
Generation Y shares many of the characteristics of 
Xers. They are purported to value team work and 
collective action (Zemke et al., 2000), embrace 
diversity (The National Oceanographic and 
Atmospheric Office of Diversity, 2006), be optimistic 
(Kersten, 2002), and be adaptable to change (Jenkins, 
2007). Furthermore, they seek flexibility (Martin, 
2005), are independent, desire a more balanced life 
(Crampton& Hodge, 2006), are multi-taskers (The 
National Oceanographic and Atmospheric Office of 
Diversity, 2006), and are the most highly educated 
generation. They also value training (www. 
valueoptions.com). They have been characterized as 
demanding (Martin, 2005), and as the most confident 
generation (Glass, 2007). Fike Xers, they are also 
purported to be entrepreneurial, and as being less 
process focused (Crampton& Hodge, 2006). 

Overall, this generation of people prefers to 
communicate through e-mail and text messages rather 
than actual face-to-face contact. Feaming for them is 
more than just traditional brick and mortar college 
campuses. They also have access to presentations via 


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webinars and online classes. Because children born 
during this time period have always had constant 
access to modern technology, such as computers, 
laptops and cell phones, in their youth, their 
employment and social life is constantly defined by or 
required to incorporate updated forms of such types of 
electronics. 

Characteristics of Generation Y 

Generation Y is thought to be more family-oriented 
and willing to sacrifice career advancement for a 
better work/life balance. However, this doesn't mean 
they aren't achievement-oriented. Generation Y can be 
confident and ambitious. They are not afraid to 
question authority, are constantly seeking out new 
challenges and want meaningful work. 

Generation Y people typically want to be part of a 
team, but at the same time they desire to be in the 
spotlight. While they value teamwork and seek the 
input and affirmation of others, they also crave 
attention, feedback and guidance. Overall, they are 
loyally committed and want to be included and 
involved. 

Several other characteristics have been found over the 
years. According to a 2013 poll in the United 
Kingdom, Generation Y was found to be more open- 
minded than their parents to controversial topics. It's 
also significantly more likely that Generation Y 
people don't practice any organized religion than older 
generations and tend to distrust religious institutions. 

Need for the Study 

In particular, this study aims to analyse the emotional 
quotient among the new generation employees based 
on 

> Social awareness 

> Self awareness 

> Social skill 

> Self management 

As emotional stability helps new generation 
employees to perform well in their organisation, it has 
become more appropriate to conduct this study. 

Review of Literature 

Mayer and Salovey (1989) has first defined emotional 
intelligence (El) as “The subset of social intelligence 
that involves the ability to monitor one’s own and 
others’ feelings and emotions, to discriminate among 


them and to use this information to guide one’s 
thinking and actions” (Salovey, Mayer, 1989: 189). 
The Salovey and Mayer Model: Model defines 
emotional intelligence as the ability to perceive, 
understand, manage and use emotions to facilitate 
thinking. It contains four subscales: perceiving 
emotions, using emotions to simplify thought, 
understanding and managing emotions (Mayer, 
Salovey, Caruso, 2000: 396). 

It is not new that workplaces have generational 
differences, but the importance of these differences is 
new and poses inimitable challenges for organizations 
worldwide. Today’s multigenerational workplaces 
require that organizations understand and value 
diversity in order to benefit from it; after all, the need 
to feel important and respected cuts through all 
generations. In the current period, employee needs are 
significantly changing and organizations are in a 
constant search of motivation. Emotional intelligence 
is very significant to a multigenerational workplace in 
that it enhances employee productivity, employee 
happiness, job satisfaction and leadership proficiency; 
in addition, it creates mutual employeeemployer 
relationships which increase employee’s commitment 
to an organization (Njoroge, Yazdanifard, 2014: 34). 

In today’s workplace, where it’s not uncommon to 
find four or five generations, multiple languages, 
many ethnicities and races and differences in gender, 
religion, personalities and values (Gardenswartz, 
Cherbosque, Rowe, 2008). There’s also a more 
fundamental changes to today’s shifts. In past 
generational changes, new workers tended to adjust 
their expectations and behavior to the realities of the 
organizations and workplace. Today’s new 
generations expect the workplace will adjust to them. 
Emotional intelligence improves the skills leaders 
need to understand the behaviour of workers and 
motivation of co-workers with different values and to 
find the common ground that can build a cohesive. 

2.3 Objectives of the Study 

• To study the Emotional Quotient among the new 
generation employees of Banking and IT sector. 

• To analyse the Emotional Quotient of the 
employees on 

> Self awareness 

> Social awareness 

> Self management 

> Social skill 


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• To study the relationship between the 
demographic variables and the factors constituting 
Emotional Quotient. 

Research Methodology 
Research Design: - 

> The research design is descriptive research. 

Descriptive research includes surveys and fact¬ 
finding enquiries of different kinds. The major 
purpose of descriptive research is description of the 
state of affairs as it exists at present. In social science 
and business research we quite often use the term ex 
post facto research for descriptive research study. 


Sample size 

150 Respondents 

Sampling 

technique 

Non probability sampling, 
Convenience sampling 

Sampling unit 

Employees from the IT & 
Banking sector 


Data Collection 

> Primary Data A sample size of 150 employees 
from the banking (75) and IT (75) sector were 
taken for the study and the questionnaire was 
designed with 40 questions. The selection of 3 
banks and 3 IT companies was based on their 
maximum market share. Responses from the 
entire sample were analyzed. Questions relevant 


to each hypothesis were grouped together and 
their responses were compiled and studied. 

> Secondary Data Relevant published literature and 
information available in the relevant books, 
articles, magazines, research papers and websites 
were all part of the literature review. 

Sampling Design 
Convenience sampling 

When population elements are selected for inclusion 
in the sample based on the ease of access, it can be 
called convenience sampling 

Statistical tools used 

All the responses to the questions from the 
questionnaire were analyzed. The following statistical 
techniques were used to analyze the data 

> Independent Sample ‘t’ test 
Limitations of the Study 

• A small sample size of 150 employees was taken, 
inferences cannot be drawn about the population. 

• The scope of the project is limited to two 
industries. So, it cannot be established that the 
same response will exist throughout all sectors of 
employees. 

• This research is based on the studying of 
emotional quotient. But, the employee’s emotional 
quotient among new generation employees may 
change according to time, industry, technology, 
development, organisational culture and climate. 


ANALYSIS AND INTERPRETATIONTABLE: RELATIONSHIP 

BETWEEN GENDER AND SELF AWARENESS 

Null Hypothesis (H0):- 

There is no significant difference between gender and self awareness 

Alternative Hypothesis (Hl):- 

There is a significant difference between gender and self awareness 


Significant level: -0.05 or 5% 


Independent Samples Test 



Levene's Test for 
Equality of Variances 

t-test for Equality of Means 



F 

Sig. 

T 

Df 

Sig. (2-tailed) 

Average 

Equal variances assumed 

.782 

.378 

-.410 

147 

.683 

SA 

Equal variances not assumed 



-.414 

146.779 

.680 


The table depicts that f value for the’t’ test is .683, which is higher than the significance level of 0.05, Hence , 
the null hypothesis is accepted and, therefore gender does not influence self awareness. 


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TABLE: RELATIONSHIP BETWEEN AGE AND SOCIAL AWARENESS 
Null Hypothesis (H0):- 

There is no significant difference between age and social awareness 

Alternative Hypothesis (Hl):- 

There is a significant difference between age and social awareness 


Significant level: - 0.05 or 5% 


Statement 

F 


sensing when others are feeling down or upset 

.184 

.907 

Addressing the needs and concerns of others 

2.395 

.071 

Alerting others when the harmony within the group is under strain 

2.521 

.060 

Taking account of others agendas and priorities when making presentations 

3.101 

.029 

Being sensitive to the political undertone in the organisation 

4.912 

.003 

Spotting where personality clashes may impact on work performance 

5.266 

.002 

Identifying where alliances could be built with other areas 

.882 

.452 

Appreciating the pressure under which others are operating 

.681 

.565 

Anticipating customer needs 

3.687 

.013 

Generating ideas that others find attractive 

1.267 

.288 


Some of the factors have a level of significance which 
is more than 0.05 level of significance and hence, 
Null hypothesis is accepted and therefore, it can be 
interpreted that age does not have an influence on the 
social awareness of the respondents with regard to 
feeling down(.907), addressing the needs(.071), 
alerting others(.060), identifying where alliances 
could be built(.029), appreciating the pressure(.003), 
generating ideas(.288). 


Some of the factors have a level of significance which 
is less than 0.05 level of significance and hence, null 
hypothesis is rejected and therefore it can be 
interpreted that, age have the influence on the social 
awareness of the respondents with regard to political 
undertone!.003), ), spotting where personality 

clashes(.002), anticipating customer needs(0.013). 


TABLE: RELATIONSHIP BETWEEN SELF MANAGEMENT AND YEARS OF EXPERIENCE 
Null Hypothesis (H0):- 

There is no significant difference between Year of experience and self management 

Alternative Hypothesis (Hl):- 

There is a significant difference between Year of experience and self management 


Significant level: -0.05 or 5% 


Statement 


maintain calm appearances when my situation becomes uncomfortable 

.019 

.981 

making my action match my words 

1.299 

.276 

controlling any potentially emotional outburst 

3.592 

.030 

staying openly committed on tasks i do not consider worthwhile 

5.219 

.006 

holding back from expressing criticism of others 

.194 

.824 

adjusting rapidly when the situation changes 

5.429 

.005 

tackling obstacles and problems rather than simply complaining about them 

5.980 

.003 

initiating action on tasks without needing to be asked 

1.526 

.221 

taking advantage of new opportunities in the work place 

1.393 

.252 

considering all criticism non-defensively 

.177 

.838 


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Some of the factors have a level of significance which 
is more than 0.05 level of significance and hence, null 
hypothesis is accepted and therefore it can be 
interpreted that experience does not have an influence 
on the self management with regard to maintain calm 
appearances (.981), making my action match my 
words (.276), holding back (.824), initiating action 
(.221), taking advantage(.252), considering all 
criticism(.838). 


Some of the factors have a level of significance which 
is less than 0.05 level of significance and hence, null 
hypothesis is rejected therefore it can be interpreted 
that experience does not have an influence the self 
management with regard to emotional outburst(.030), 
tackling obstacles(0.03), adjusting rapidly(0.05) 


TABLE: RELATIONSHIP BETWEEN EDUCATIONAL QUALIFICATION AND SOCIAL SKILLS 
Null hypothesis (H0):- 

There is no significant difference between Educational Qualification and social skill 

Alternative hypothesis (Hl):- 

There is a significant difference between Educational Qualification and social skill 
Significant level:-0.05 or 5% 


Statement 


F S 


Taking the lead whenever there is an opportunity to do so 

3.457 

.018 

Working through informal networks to get things done 

2.526 

.060 

Influencing the thinking of others 

1.173 

.322 

Presenting ideas in a way that engages others and inspires them to achieve more 

1.104 

.349 

Providing feedback which others act on 

3.037 

.031 

Supporting others in their learning and development 

3.049 

.031 

Communicating clearly and effectively 

.648 

.586 

Listening attentively 

.828 

.481 

Cooperating fully with others to achieve goals 

.654 

.582 

Handling disagreement and confrontations positively 

.693 

.558 


Some of the factors have a level of significance which 
is more than 0.05 level of significance and hence, null 
hypothesis is accepted therefore it can be interpreted 
that, education qualification does not have an 
influence on self management with regards to 
working through informal networks (.060), taking the 
lead (.018), influencing the thinking (.322), presenting 
ideas (.586), listening attentively (.481), cooperating 
fully(.582), handling disagreement(.558). 

Some of the factors have a level of significance which 
is less than 0.05 level of significance and hence, null 
hypothesis is rejected and therefore it can be 
interpreted that educational qualification does not 
have an influence on the self management with regard 
to Providing feedback(.031), Supporting others(.031). 


FINDING, SUGGESTIONS& CONCLUSION 

Findings 

> self awareness does not influence Gender of the 
respondents 

> Age does not have an influence on the social 
awareness of the respondents with regard to 
feeling down(.907), addressing the needs(.071), 
alerting others(.060), identifying where alliances 
could be built(.029), appreciating the 
pressure(.003), generating ideas(.288 ), taking 
account of others agendas and priorities(.452). 

> Age have the influence on the social awareness of 
the respondents with regard to political undertone 
(.003), spotting where personality clashes (.002), 
anticipating customer needs (0.013). 

> Experience does not have an influence on the self 
management with regard to like maintain calm 


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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470 


appearances(.981), making my action match my 
words(.276), holding back(.824), ), initiating 
action(.221),), taking advantage(.252), considering 
all criticism(.838). 

> Experience does not have an influence the self 
management with regard to emotional 
outburst!.030), tackling obstacles(0.03), adjusting 
rapidly(0.05) 

> Education qualification does not have an influence 
on self management with regards to working 
through informal networks!.060), taking the 
lead(.018), influencing the thinking!.322), 
presenting ideas(.586), listening attentively!.481), 
), cooperating fully(.582), handling 
disagreement! .558). 

> Educational qualification does not have an 
influence on the self management with regard to 
providing feedback (.031), Supporting others 
(.031). ‘ 

SUGGESTION: 

For a person to be considered emotionally intelligent 

they should be able to: 

> Recognize and manage their emotions. 

> Quickly reduce their own stress levels. 

> Confidently resolve any conflicts in a positive 
manner. 

> Develop some mastery over non verbal 
communication. 

> Using humour when dealing with the difficulties 
in life. 

> Gender can influence individual self- awareness 
because a male may value their skills and abilities 
much better than a woman or the other way round, 
and this affect what types of jobs they go for. 

> The research shows that older people are slightly 
more likely to be higher in emotional intelligence. 
The finding suggests emotional intelligence is a 
developing ability, it is likely that accumulated 
life experiences contribute to EQ. 

> This research confirmed that age influences the 
social awareness of the new generation 
employees, on the contrary, it may pinpoint age 
intervals in which developing and increasing 
emotional intelligence abilities should take 
precedence. This information would be valuable 
to managers in the hiring process, as well as in 
employee development and training programs. 

> Based on the findings from the study, it is 
recommended that managers and trainers should 
encourage the development of a strong 
achievement motivation in the new generation 


employees through the provision of appropriate 
counselling intervention programmes and enabling 
environment, by so doing, the performance of the 
new generation employees could be improved 
barring all other training-learning obstacles. 

> The research shows that education influences the 
social skills, if the employees are much more 
educated they would have a better social skill. 

> It is a reality that many employees are looking 
for employees who have some sort of post¬ 
secondary education. This education shows that 
they had a particular interest in a field that they 
wanted to progress in, and proves that they took 
additional classes that will allow them to achieve 
and progress in their desired field. Since most 
college students are focused on a particular 
career pathway, it gives a much more in-depth 
look into a subject that may not have been 
covered in earlier years of schooling, so 
education influences the social skills 

Conclusion 

Emotional intelligence is involved in the capacity to 
perceive emotions, assimilate emotion related 
feelings, understand the information of those 
emotions, and manage them. Organizations and the 
conscious, achievement-oriented managers needs a 
high rate of "emotional intelligence" to be successful. 
In conclusion, there are currently many academic 
studies about emotional intelligence. Each generation 
grew up in a different time with different values. 
Managing this gap can be quite a challenge if you see 
every employee through the eyes of your generation. 
Other people of different generations, genders, 
management status, backgrounds, and cultures who 
have different values, ideas, ways of communicating 
and getting things. One of the most important 
management challenge is to manage generation X and 
Y together. With the generational differences in work 
life, organizations and leaders must have some idea of 
how to relate to different generations. So, the 
researches defining specific differences between these 
generations are important to overcome this challenge. 
This study aimed to analyze the emotional 
intelligence according to generation, and as a result, it 
is proved that emotional intelligence does not differ 
between generation X and Y. Each generation has 
different values and frame of mind but emotional 
intelligence is unconnected and common variable 
therefore emotional intelligence should be evaluated 
independently of generations. 


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International Journal of Trend in Scientific Research and Development (IJTSRD) ISSN: 2456-6470 


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International publishers 

2. K Aswathappa ,Human resource management 
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3. Steven L. McShane, Organisational Behaviour 
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4. Bloom, F., Nelson, C.A. and Lazerson, A. (2001). 
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5. Chan, D. W. (2006). Emotional Intelligence And 
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6. Goleman, D. (1998). Working With Emotional 
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7. Spielberger, C. D. (2004). The Encyclopedia of 
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