proforma of synopsis

‘The Relationship between Emotional Intelligence and Career Achievement in Doctors’



Introduction:

Doctor, one of the most respectful profession of our society. They serve the patients with the objective of 100% successful in curing but still some of the Doctors are more successful than others. What is the measure of success? Is it only a strong scientific mind? No! It was, in the past, but now some fundamental new theories have been introduced: The Multiple Intelligences Theory (Gardner, 1983) & The Emotional Intelligence Theory (Mayer & Salovey, 1990; Goleman, 1995). Then we can say that success depends on several intelligences and on the control of emotions. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success (Goleman, 1995). In the work place all kinds of articles are written, workshops and conferences are held to help doctors (Epstein, 1999), employees and managers (Abraham, 1999; Laabs, 1999; Barrier & Bates, 1999) become aware of the components of emotional intelligence so that they improve themselves. If emotional intelligence is considered .The purpose of this study is to see whether there is a relationship between emotional intelligence and career success. Do the high achiever Doctors have a high emotional intelligence level or isn’t there any relationship between their achievement and their emotional intelligence? Do the low achievers have a low emotional intelligence level or isn’t there any relationship between their achievement and their emotional intelligence either? So, the population of this study will be the Doctors in Bikaner city. The sample will be 300 Doctors from both from both public and private hospitals in Bikaner city. The sampling will be stratified, making sure that Hospitals, genders, socioeconomic statuses, and abilities will be appropriately represented. There will be two separate instruments for data collection. Together two research questions will be addressed : what is the relationship between emotional intelligence and career success, and what is the distribution of emotional intelligence scores for a Doctors with high intelligence quotients? The career success will be measured on the basis of some questions that will be asked to the respondents( Doctors), based on the five point scale. Accordingly high achievers will be seperatd from the from the middle and the low achievers.The second will be the web based test that measures emotional intelligence called the Mayer-Salovey-Caruso Emotional Intelligence Test. Afterwards both results will be compared to find out whether there is a relationship between emotional intelligence and career achievement or not, in order for us to be able to accept or reject our hypothesis.

Problem Statement

Understanding what makes career a success in an is very important in today’s complex and competitive environment. The importance of emotional intelligence has only recently become widely salient in the quest to identify high potential people in every field. The recent realization of the usability of EI to identify potential people, those who are most successful has left a gap between research and practice. With a limited amount of research into the subject there is a need for a study that evaluates the effect of EI on career success.
Research Questions
There are two research questions being investigated in this study.
Research question one (R1) is:
What is the distribution of emotional intelligence scores for a
Doctors with high intelligence quotients?
Research question two (R2) is:
What is the relationship between emotional intelligence and
career success?






Annexure II:

Importance of the proposed Research work or Relevance of the Study:


Today Intelligence and success in Career is not viewed the same way as they were before. New theories of Intelligence have been introduced and are gradually replacing the traditional theory. The growing rate of private hospitals and their success over government hospitals has raised an issue of not only the facilities and ambiance of hospitals but also the interpersonal skills and Emotional Intelligence of Medical Staff specially the Doctors with respect to patients.

This study is important because it will be the first research to examine emotional intelligence and its effect on career achievement among Doctors (specifically chosen for high intelligence). The career achievement or development of individual depends upon different qualities they posses. The individuals who selects a career in Healthcare industry should be able to manage good relations with clients as the success of this industry depends a lot on the relationship with the customers(patients) as observed. Emotions have to he positively managed to create better interaction with customers and for this, Emotional Intelligence will have self-awareness, self-control and social skills which will help an individual (Doctors) to have better relationship with customers (Patients) . This research will also answer the questions that, In the presence of high IQ, is EI and its effect enhanced, depressed or even reversed from what is seen in the generally? If this study is successful it will open the door on that question and lead the way to other studies to fully answer it.

This study will be important to analyze whether Doctors with high or low Emotional Intelligence get its effects on their career or not.

Annexure III:

Review of the work already done on the Subject:

The Construct of Emotional Intelligence

The use of IQ tests to identify the potential of a person has continued until this day, but new ideas of what it takes to be successful are taking hold. The construct of emotional intelligence was first introduced by Salovey and Mayer (1990). The surge in the scientific investigation of emotional intelligence began thereafter and has increasingly gained momentum. It gained its most momentum after becoming popularized by Daniel Golemans’s book, Emotional Intelligence: Why it can matter more that IQ, published in 1995. Goleman’s book was widely popular, and when introduced became a number one best seller on the New York Times list of best selling books. In his writing, Goleman stresses the importance of EI in people’s general work success and achievement in life. Other researchers since Goleman have claimed that EI does predict important occupational and educational variables (Fisher, & Ashkanasy, 2000; Fox, & Spector, 2000; Saarni, 1999). The work and writings of Daniel Goleman since the 1990’s has popularized the use of emotional intelligence to identify workers who can perform best. Goleman (2002) explains why those who score high on IQ tests are not always successful. Emotional intelligence is the ability to handle oneself and relationships. Unlike the way IQ has traditionally been seen as a fixed innate characteristic, Goleman has not defined EI as an innate characteristic. Though Goleman (2002) does not ground EI in fixed biological terms, he does attribute underlying causes to biology. Goleman (2002) explains that we rely on those around us for our own emotional stability. This is because the human brain is designed with an open-loop, limbic system. The limbic system controls our emotions and the “open-loop” refers to how it is inevitably influenced by the external environment. This external environment is made up of people, and all persons have emotions that are continually affecting each other. It is leaders that can use emotional intelligence to drive other people’s emotions in a positive and beneficial manner. Leaders of high emotional intelligence can enter the “open-loop” limbic system controls and effectively drive other people’s emotions in a positive and beneficial manner. In an effort to understand the role of EI verses IQ in career success, through his company Emotional Intelligence Services, Goleman (2002) has analyzed close to five hundred competency models from various businesses. His conclusion was that IQ does play a role in a person’s professional success though EI also does. The relative influence on
performance of EI and IQ, Goleman says, varies depending on the job. Goleman (2002) goes on to explain that for the most successful people at least eighty to ninety percent of their success can be attributed to EI.

Emotional Intelligence as Intelligence
Despite its gaining popularity, there is still debate about whether emotional intelligence is a “true intelligence” (Roberts, Matthews, & Zeidner, 2001). This is in part due to popularized style of Goleman (Mayer, Salovey, & Caruso, 2002). Goleman was a journalist in addition to a psychologist and his book was written for the general reader. In writing for the general public, Goleman stretched the definition of emotional intelligence so that it appeared to equate to good social behavior. The general concept of intelligence refers to one’s overall ability to adapt through effective cognition and information processing (Roberts, Matthews, & Zeidner, 2000). This involves the use of higher order mental abilities to perceive patterns and logically reason to solve problems. Abstract reasoning is said to be the main distinctive characteristic of intelligence (Mayer, Caruso, Salovey, & Sitarenios, 2001). Abstract reasoning may be the primary aspect of general intelligence but there are also other factors which affect the measurement of general intelligence. In a testing situation, the intelligence manifested by a person is dependent on the input a person is receiving and the general knowledge base from which that person operates. (Mayer, Caruso, Salovey, & Sitarenios, 2001). According to Mayer, Caruso, Salovey, and Sitarenios (2001) general intelligence is often broken down into different intelligences based on what inputs are being processed. It is common to see intelligence tests that specifically test for verbal intelligence and or spatial intelligence. So, emotional intelligence may be yet another intelligence, one that is referenced to emotional input. A relevant, organized, knowledge base assists in abstract reasoning. For instance, a person’s linguistic knowledge will assist them with solving problems on a verbal intelligence test. This becomes clear when nonnative speakers take a verbal intelligence test and score lower than native speakers. Similarly, there is emotional memory. This emotional memory is the knowledge base that comes from emotional experience and, as with linguistic knowledge, can help to guide abstract reasoning. Massy (2002) illustrates emotional memory by relating a study done by Ledoux, Wilson, and Gazzaniga (1977). In this study, Massy writes, “Ledoux, Wilson, and Gazzaniga showed disturbing images of people being thrown into flames to subjects wearing light refractive lenses, which channeled the information to the emotional brain but not to the rational brain. Afterward, the subjects had no declarative memory of what they had seen (p. 19).” Declarative memory is the memory for facts (Tulving, & Schater, 1990). Mass continues, “They could only describe a vague awareness of light and flashing. Yet, they felt quite upset and disturbed. Although they could not say why, they no longer liked the experimenter or felt comfortable in his presence (p. 19).” Emotional memories give insight into or expectations of situations we may not have otherwise achieved. The memories then play a role in determining how we will respond to situations that we have experienced in the past. The terrorist attacks of September 11, 2001 give us a clear example of emotional memory influencing actions. Although the odds remained small that a similar life ending event would occur if a person were to travel on an airplane many persons refused to fly. This is because of the fearful memories that were produced from watching the events of September 11, 2001 unfold. The rational understanding that flying was no more dangerous after the event was overshadowed by the emotional association in the decision to travel by airplane.

Career Success: EI & IQ
Changes in technology have brought about transformations in the way jobs are conducted and in turn have brought about changes in who succeeds or fails. Along with objective realities, perceived organizational needs often drive the success of persons in their careers. As tasks became more complex in organizations, a person’s “intelligence” gained more and more acceptance as a measure of potential. Organizations thought that those with the greatest intellectual abilities would be the most successful at work. The mindset that intellectual abilities determined one’s success or failure in life went hand and hand with the development of IQ testing. It was after Lewis Terman’s administration of his new IQ test to 1.75 million men for the army during WWI that IQ testing gained popularity. The proponents of IQ testing thought that it was a very decisive and fixed way to sort through persons. Debate still occurs regarding the nature of IQ, but there does seem to be a fixed genetic component that has great influence. SAT and ACT tests, like IQ tests, are to measure ones aptitude and are still used today as criteria for college admission. It is not always those who have the greatest success in their careers that have the highest IQs (Barth, 2003). Sometimes persons with low to average IQs come to be very successful and go far beyond the norm in their careers. This may be even truer in our current state of fast paced change than it was during the first half of the 20th century. The ability toadapt and work within a complex environment of information whichoverwhelms traditional intelligence, requires skill and traits that lie outside definitions of traditional intelligence. Emotional intelligence is but one of a number of intelligences theories that expand the concept of intelligence to better address the complexities of humans’ interaction with their environment. In 1983 Howard Gardner introduced his theory of Multiple Intelligences in his influential publication, Frames of Mind. Gardner’s theory has not been as directly influential upon the business world as it has been in educational spheres, but has played a role in reshaping how we think about intelligence. It was the predecessor to the popularization of Emotional Intelligence theory, and certainly played some role in helping open the doors to its acceptance. With Multiple Intelligence (MI) theory Gardner wanted to show that intelligence existed in many different dimensions unlike Binet’s single dimension. MI Theory took into account that persons worked within multiple different contexts that demanded different types and combinations of intelligences. The original seven intelligences Gardner (1983) identified are:
1. Linguistic: sensitivity to sound, meaning of words, and the function of language.
2. Logical/mathematical: ability to discern logical patterns, numerical patterns, symbols and complex chains of reasoning.
3. Bodily/kinesthetic: ability to control body movements and manipulate objects skillfully.
4. Spatial/visual: ability to accurately perceive the visual-spatial world and make transformations based on those perceptions.
5. Musical: ability to produce and appreciate rhythm, pitch, and musical expression.
6. Interpersonal: ability to sense and respond to the moods, temperaments, motivations, and desires of others.
7. Intrapersonal: ability to understand personal feelings that guide behavior, knowledge of personal strengths, weaknesses and desires.
One reason that MI Theory has not gained popularity in the business world is suggested by Weller (1999), “The reason for this is that there is an expectation that adults should possess the innate ability to learn and behave ‘intelligently’ according to the demands of the work environment they find themselves in.” Nonetheless, MI Theory can play an important role in career success. Persons tend to choose occupations that are aligned with their strengths. For instance, a sculptor would have strong spatial/visual intelligence and an accountant would likely have strong logical mathematical intelligence. Despite the lack of uptake of MI Theory by business organizations as a whole, the interpersonal and intrapersonal intelligences can be related to the concept of Emotional Intelligence which has been engaged by business (Weller, 1999). Interpersonal, intrapersonal and emotional intelligences all deal with how persons understand and react to various types of emotional input. This has become important for businesses because work has become more collaborative. Business organizations have been reshaped from once hierarchical entities relying on physical capital to organizations where people work on teams and rely on intellectual capital. People working in teams face many challenges beyond the simple creation of an outcome. Those involved in teams must work closely with one another and manage the social relationships as well as the duties they must perform. For work teams to be highly effective they must develop “emotionally intelligent” behaviors that do not hinder their work. Jarrett and Kellner (1996) point to what makes teams effective, “openness and mutual trust; free expression of feelings; common objectives; high commitment to shared task; conflict is surfaced and worked through; decisions are by consensus; and group process issues are an important part of work (p. 54).” The reality is that teams usually do not exhibit the behaviors that would make them most effective (Jarrett, & Kellner, 1996). Members of work teams are often afraid they will hurt someone’s feelings and do not exhibit needed openness regarding team behavior. One may also be worried about the political impact of their views if expressed. The things that hold back teams are often not a lack of intellectual abilities, but lack of intrapersonal and interpersonal abilities. Those who are best at addressing and dealing with emotional content within a team will often have greater career success.















Hypothesis / Objective of the study:

There is a significant Relationship between Emotional Intelligence and Career Achievements in Doctors.

Objectives of the Study:
To understand the Concept of Emotional Intelligence
To understand and analyze the different factors affecting Career Achievement.
To understand and analyze the Relationship between Emotional Intelligence and Career Achievement.
To Study the effect of high or low Emotional Intelligence on Career Achievement of Doctors.
To understand the distribution of emotional intelligence scores for Doctors with high intelligence quotients.
To Design some suggestions for the improvement of Emotional Intelligence level in Doctors.







Methodology:
a) Procedure:
The population of this study will be the 300 Doctors from both the government and private Hospitals of Bikaner city.
The Sampling will be stratified, making sure that Hospitals (Public & Private),gender( Male&Female), Socioeconomic status and abilities ( high & low achievers) will be appropriately represented.
b) Experimental Design and Method:
The 300 Doctors chosen from the different Hospitals will be given two separate tests for data collection to address two research together.: what is the relationship between emotional intelligence and career success, and what is the distribution of emotional intelligence scores for a Doctors with high intelligence quotients? The career success will be measured on the basis of some questions that will be asked to the respondents
( Doctors), based on the five point scale. Accordingly high achievers will be seperatd from the from the middle and the low achievers. The second will be the web based test that measures emotional intelligence called the Mayer-Salovey-Caruso Emotional Intelligence Test. Afterwards both results will be compared to find out whether there is a relationship between emotional intelligence and career achievement or not, in order for us to be able to accept or reject our hypothesis.







c) Data Collection:

The primary scale for measuring career success will be taken from Greenhaus, Parasuraman & Wormley (1990). They refer to the scale as measuring “career progress.” In this research the terms “career progress and “career success” are used interchangeably. The scale has an anchor 1 to 5, where 1=strongly dissatisfied, 3=neutral, 5=very satisfied.
The questions asked will be like: How satisfied are you with the following aspects
of your career? Participants will use the aforementioned scale and question
to rate themselves on the following aspects of their career success:
1. The progress I have made toward meeting my goals for advancement
2. The progress I have made toward development of new skills
3. The success I have achieved in my career
4. The progress I have made toward meeting my goals for income
5. The progress I have made toward meeting my overall career goals
This is clearly a subjective measure as respondents are asked to rate career success in their own terms. In addition to the subjective measure of career success, additional questions will be asked to obtain a more objective look at career success. These questions will inquire about the participant’s salary and promotion rate etc.
The MSCEIT is chosen to measure emotional intelligence because it is composed of tasks that must be performed (Mayer, Salovey & Caruso, 2003). This is similar to the composition of intelligence quotient tests. With task-based questioning this test avoids having participants choose what they perceive as the best answer over what they actually do, as often occurs in measures that rely solely on self reporting The MSCEIT adheres to Mayer and Salovey’s (1997) Four-Branch model of emotional intelligence. Each of the four Branches represents a different skill set within EI. The four branches in their model are: Perceiving Emotions, Facilitating Thought, Understanding Emotions and Managing Emotions (Mayer, Salovey, & Caruso, 2002).



d) Proposed Statistical Procedure:
Both the scores of the EQ tests and the results of being successful or not will be compared to analyzed and see whether there is a correlation between Emotional Intelligence and career achievement or not

e) Expected Outcome Results:

Based on the similar studies done in the past the researcher expects to accept the hypothesis and find the relationship between Emotional Intelligence and Career achievement.






















Chapter wise Details:

PART-I

1) Introduction
2) Review of the Literature
3) Research Design and Methodology

PART-II
4) Theories of Emotional Intelligence
5) Components and Measures of Emotional Intelligence.
6) Factors Responsible for Career Achievement.
7) Relationship between Career Achievements and Emotional Intelligence.

PART –III
8) Findings and Suggestions
9) Conclusion

Appendixes: Questionnaires, Details of the Respondents.
Bibliography




Chapter wise details of Proposed research:

The proposed research will contain the following chapters:
Chapter 1: Introduction:
Doctor, one of the most respectful profession of our society. They serve the patients with the objective of 100% successful in curing but still some of the Doctors are more successful than others. What is the measure of success? Is it only a strong scientific mind? The purpose of this study is to see whether there is a relationship between emotional intelligence and career success.
Chapter 2: Literature Review
A study of the relevant literature available on the chosen topic of various authors, their researches, papers and material available on the Internet will be incorporated to help gain a better insight in the topic
Chapter 3: Research Design and Methodology

The 300 Doctors will be chosen from the different Hospitals to give two separate tests for data collection to address two research together.: what is the relationship between emotional intelligence and career success, and what is the distribution of emotional intelligence scores for a Doctors with high intelligence quotients? The career success will be measured on the basis of some questions that will be asked to the respondents( Doctors), based on the five point scale. The emotional intelligence will tested on the basis of the Mayer-Salovey-Caruso Emotional Intelligence Test. Afterwards both results will be compared to find out whether there is a relationship between emotional intelligence and career achievement or not, in order for us to be able to accept or reject our hypothesis

Chapter 4: Theories of Emotional Intelligence

There are following theories of Emotional Intelligence:
1) The Multiple Intelligence Theory
2) Mayer and Salovey’s theory of Emotional Intelligence
3) Goleman’s theory of performance

1) The Multiple Intelligence Theory:
This theory was given by Gardner. In this theory seven kinds of Intelligence were described. Out of these two were different from usual skills related to intelligence like verbal or arithmetic skills. These skills were: a) Social Adaptive ness b) Knowing one’s inner world.
2) Mayer and Salovey’s theory of Emotional Intelligence:
In this theory of Emotional Intelligence Mayer-Salovey identified four abilities and skills required for Emotional Intelligence and called them four branches of Emotional Intelligence.
· The ability to recognize emotions
· The ability to use emotions to assist the thought process
· The ability of being aware emotions
· The ability to manage emotions

3) Goleman’s theory of Performance:
In 1995 Goleman proposed a theory in which he said that Emotional Intelligence can matter more in leadership qualities and effectiveness in work situation and explained in detail.




Chapter 5: Components and Measures of Emotional Intelligence:
The Components and measures of Emotional Intelligence is basically of two kinds:
1) Self-Report Measures
2) Ability – Based Measures

1) Self-Report Measures:
This measure of Emotional Intelligence includes:
a) Personal Competence
b) Social Competence
a) Personal Competence:

Self Awareness:
Recognizing and understanding your emotions in the moment, as well as your tendencies across time and situation.

Self-Awareness:
Using awareness of emotions to manage to response to different situations and people.

Social Competence
Understanding the perspectives of other people including their motivations, their emotions and the meaning of what they do and say.

Relationship Management:
Using awareness of one’s emotions and the emotions of others to manage relationships to a successful outcome.

2) Ability-cleared Measurement of Emotional Intelligence:
Ability based measure of Emotional Intelligence includes the following domains:
a) Experimental Area:
(i) Perceiving Emotions Branch
(ii) Facilitating Thinking Branch


b) Strategic Area:
(i) Understanding Emotional Meaning Branch
(ii) Managing Emotions Branch

Chapter 6: Factors Responsible for Career Achievement:
There is no single rather multiple factors affecting the Career Achievement:
1. Self-Confidence: Successful people often have self worth and self acceptance.
2. High IQ: Successful people have a high mental level.
3. High Emotional Quotient: High career achievers have a high capacity to understand oneself and others feelings and have a high adaptability to situations.
4. Personal Esteem: Person’s self-image is crucial to career effectiveness and success as what we believe do effect our outcome.
5. Persistence and perseverance: Persistence frequently is even more important for career success than talent or special skills.
6. Enthusiasm: When a person is enthusiastic, his perception of opportunities abounds, as does our ability.
7. The Luck Factor: Luck is essentially a readiness to perceive, opportunities, coupled with a willingness to take advantage of them. Many individuals fail not only to notice but to size opportunities.
8. Response to Failure: Characteristically, high-performing individual view mistakes and setbacks only as temporary detours or barriers to their goals.

Chapter 7: Relationship between Career Achievements and Emotional Intelligence:

Emotional Intelligence (EQ) is the ability of an individual to deal successfully with other people, to manage one’s self, motivate others, understand one’s own feelings and appropriately respond to the everyday environment. In essence, EQ is about interpersonal skills. Researchers and management scholars have found that individuals with high EQ are better at creating positive outcomes. A decrease in productivity occurs with each claim of harassment, incident of temper flair ups, and/or any inappropriate workplace conduct People who rise to the top of their field—whether it’s psychology, law, medicine, engineering or banking—aren’t just good at their jobs. They’re affable, resilient and optimistic, suggests a growing store of studies on professional leaders. Here the study will be done on the same lines with reference to Doctors.
Chapter 8: Findings and Suggestions:

The major findings of the study related to the relation between career success and Emotional Intelligence and the distribution of emotional intelligence scores for Doctors with high intelligence quotients will be incorporated here. An effort will be made to give suggestions for improving Emotional Intelligence of Doctors through training, if the Hypothesis proves.



Chapter 9: Conclusions

The research will involve various other areas, which will be highlighted during the course of the study. Such areas may need further research or interpretations. Such areas along with the major inferences will be included in this chapter.

Appendixes: Questionnaires, Details of the Respondents

Bibliography


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