Work Satisfaction as a Function of Emotional and Academic Intelligence

Emotional intelligence is a strong construct which affect the various aspects of human behaviour. Emotion play a prominent role in our lives while dealing and interacting with others, so either in office or in home, if a person is high in emotional intelligence, he can get along with people nicely and can take good decisions, and with result he is satisfied with his life also.
Academic intelligence has little to do with emotional life. People with high I.Q. can be stunningly poor pilots of their private lives. As a matter of fact, emotion always leads; intellect only follows. Intellectually sharp but emotionally unhinged people will be dangerous to themselves and to human society.

Date of Birth:10/11/1974.
M.A., M.Lib., Ph.D. B.K.U. Jhansi.
Since October 2003 to till date working as lecturer. Department of Psychology Nehru P.G. College, Lalitpur. 07 Research Paper Published in National & International Research Journals. 16 National & International Conferences Presently working as 'Senior Programme Officer' (N.S.S.) Nehru (P.G.) College, Lalitpur. Under Procidings Book's : Adhunik Samaj Manovigyan and Paryavaran Manovigyan

In 1920 E.L.Thorndike suggested his frequently quoted division of intelligence in to abstract, mechanical and social intelligence. Abstract intelligence was spoken of as ability to understand and manage ideas and abstractions, mechanical intelligence as ability to understand and manage ideas and abstractions, mechanical intelligence as ability to understand and manage the concrete objects of the physical environment and social intelligence as ability to understand and manage people. A great many tests have been developed to measure abstract intelligence, a fair number to measure mechanical intelligence but very few to measure social intelligence (Thorndike & Stein, 1997).
Some psychologists view intelligence as a general capacity for comprehension and reasoning that manifests in various ways. This was Binet's assumption to tap general intelligence. Other psychologists see intelligence as an array of special abilities that tend to be positively correlated they use the statistical method of factor analysis to provide more precise information about the abilities underlying intelligence.
Dr. Seymore Epstein, Professor of Psychology at the University of Massachusetts, is of the opinion that although a high IQ does. contribute to success in many life endeavors, it is far from the whole story, or even the most important part. A high I.Q equips us to learn from books, and lectures, but it does not ensure that we know how to draw practical lesson from experience. That requires an altogether different type of intelligence there is a second kind of intelligence that is unrelated to I.Q tests, but is related to, instead to a common sense, social skills and coping with emotions (Epstein, 1993).
Gardner's influential 1983 book "Frames of Mind" refuted the IQ. view. It proposed that there was not just one monolithic kind of intelligence that was crucial for life success, but rather a wide spectrum of intelligence. Furthermore, Howard Gardner (1993) was proposing that the 'multiple intelligence': The theory in practice gave nutshell summaries of the personal intelligence. Interpersonal intelligence is the ability to understand other people: what motivates them, how to work cooperatively with them. Successful sales people, politicians, teachers, clinicians and religious leaders are all likely to be individuals with high degrees of interpersonal intelligence.
Interpersonal intelligence is a correlative ability, turned in ward. It is a capacity to form an accurate, vertical model of oneself and to be able use that model to operate effectively in life.
In other rendering, Gardner noted that the core of Interpersonal intelligence includes the "capacities to discern and respond appropriately to the moods, temperament, motivations and desires of other people". In interpersonal intelligence, the key to self knowledge, he included "access to one's own feeling and the ability discriminate among them and draw upon them to guide behavior. (Goleman, 1955).
Although the IQ's are relatively stable for most people after about age seven, some individuals do show large shifts in I.Q.There are major changes in environmental conditions and in the opportunities for learning-either for better or worse-there may be marked changes in tested intelligence.
Some persons are high in intelligence and some dull since birth Thus, we can say that intelligence is hereditary but suitable. environment is also needed for the proper development.
It is remarkable to note here that beginning of last decade of this century coincided with the emergence of a relatively new. Concept termed as emotional intelligence. It is now being stressed that "Emotions are the sources of real intelligence" (Goleman's article in the Sunday Times of India, Nov. 5, 1995) and it takes more than academic excellence to be success (Goleman's article in readers digest, February, 1996).
Until 1980's there was no talk of emotional intelligence. In 1989, Jhon Mayer and Peter salovey first coined the term 'emotional intelligence' to describe a person's ability to understand one's own emotions, the emotions of others and act appropriately based on these emotions. The lack of these skills far reaching impact and results in unhappiness and inability to form positive relationship. Recent findings have identified emotional intelligence as the single most important factor predicting success and happiness in life.
Daniel Goleman, (1995) a journalist and Harvard University Professor popularized this term in his book, "Emotional Intelligence: Why it can matter more than I.Q. His writings question the erstwhile usage of intelligence itself The emergence of the E.Q. gave the explanation that the people with high IQ might not necessarily be successful and a theory that true intelligence is actually a combination of both EQ and I.Q. "Emotional intelligence refers to the capacity of recognizing our own feelings and those of others for motivating ourselves and for managing emotions well in ourselves and in our relationships" (Daniel Goleman, 1998).
New one may be interested to enquire, does the traditional intelligence used down to 1980 is similar or different from this emerging concepts? Are they related or completely different? If related in what aspects? If different in what aspects?
Understanding the concept of emotional intelligence requires exploring its two component terms, intelligence and emotion. Since the Eighteenth century, Psychologists have recognized an influential three part division of the mind in to cognition (or thought), affect (including emotion), and motivation (or conation) Hilgard (1980) and Mayer (1995). Emotions belong to the second, so called affective sphere of mental functioning, which include the emotions themselves, moods, evaluations, and other feeling states, including. fatigue or energy.
Emotional intelligence, as opposed to more general research, should in some way refer to heightened emotional or mental abilities. Although this criterion seems straight forward, some definitions of emotional intelligence don't really adhere to it. For example, one popular definition of emotional intelligence says it involves "self control, zeal and persistence, and the ability to motivate Oneself Goleman (1995). This definition focuses on motivational characteristics such as zeal and persistence rather than on emotion.