Managing Role Stress Through Emotional Intelligence- A Model Approach
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organizational ends (Lord et al. 2002), it is not uncommon to use emotions and emotion related thoughts and behavior as the ingredients in an institutionalized recipe of emotional culture.
MAJOR COMPONENTS OF EMOTIONAL INTELLIGENCE Emotional intelligence (EI) is mainly based on two interrelated components: interpersonal competency and intrapersonal competency (Goleman 1998 & 2003; Manna et al., 2009). Goleman (1998), a well known name in EI field argues that EI specifically has five major components: selfawareness, self-regulation, motivation, empathy and social skills. Self-awareness refers to the ability of individuals to recognize their strengths, emotions, worth and capabilities. Self-regulation is the ability of individuals to regulate their emotions and behavior so that they act appropriately in various situations. It involves resisting or delaying an impulse, drive, and temptation to act, responding versus reacting. Motivation is the internal driving force that enables individuals to focus on their objectives and continue to reach the desired goals. Empathy, the root of emotional intelligence, is frequently viewed as the ability of individuals to understand the feelings of others and this may help them to act on those feelings and meet others’ needs. Social skills are the skills which are needed to develop and nurture good working relationships with other human beings whether seniors, subordinates, colleagues, peer groups and family members. Therefore, EI components may be divided in the two major dimensions: firstly, intrapersonal competencies (related to individual himself/herself) consist of three elements, i.e., self-awareness, selfregulation, and motivation. Secondly, interpersonal competencies (related to other peoples) include two elements, i.e., empathy and social skills (Goleman, 1998). Many scholars view that EI is a group of noncognitive capabilities, competencies, and skills (Bar-On, 1997), as well as a form of social intelligence (Salovey & Mayer, 1997) where they will increase the ability of individuals to identify emotions, use emotions to guide thinking and actions, understand and manage emotions, and to promote emotional and intellectual growth. As a result, it may motivate employees to properly handle external demands and pressures of the job and reduce stress to its optimum level (Bar-On, 1997; Salovey & Meyer, 1997; Stacciarini, 2004).
OBJECTIVES The research papers aims to identify the concept of Emotional Intelligence and it also aims to qualitatively assess the role of emotional intelligence as the moderator of occupational stress and with this prime objective, the study aims to develop two research models of emotional intelligence and role stress among employees.
METHODOLOGY This research work has been carried out mainly by secondary data. It is a library- oriented research work where the data has been collected from various Journals, publications, research monograms, magazines and also from e-resources. The study has been structured around the research objectives.