A PROJECT REPORT ON STRESS MANAGEMENT

Summer Training Project Submitted in the partial fulfillment of the requirement for the award of the Degree of Master of Business Administration 2008 2010

Submitted by: Neha Madaan

Under Guidance of: Dr. Vandana Raghava

Bharati Vidyapeeth University, School of Distance Education, Academic Study Center: BVIMR, New Delhi

STUDENT UNDERTAKING
I Neha Madaan have completed the Summer Training Project titled Stress Management in Royal Bank of Scotland under the guidance of Dr. Vandana Raghava in the partial fulfillment of the requirement for the award of degree of Master of Business Administration of BVU, SDE, Academic Study Center BVIMR, New Delhi. This is an original piece of work & I have neither copied and nor submitted it earlier elsewhere.

Neha Madaan (Students signature)

CERTIFICATE
This is to certify that the Summer Training Project titled Stress Management is an academic work done by Neha Madaan submitted in the partial fulfillment of the requirement for the award of the Degree of Master of Business Administration from BVU, SDE, Academic Study Center BVIMR, New Delhi under my guidance & direction. To the best of my knowledge and belief the data & information presented by him/her in the project has not been submitted earlier.

Dr. Vandana Raghava (ASSOCIATE OFFICER)

CERTIFICATE
This is to certify that the Summer Training Project titled Stress Management is an academic work done by Neha Madaan submitted in the partial fulfillment of the requirement for the award of the Degree of Master of Business Administration from BVU, SDE, Academic Study Center BVIMR, New Delhi.

Dr. SACHIN S. VERNEKAR (DIRECTOR)

ACKNOWLEDGEMENT
It gives me immense pleasure, having done a project on an interesting and knowledgeable topic - Stress Management at Royal bank Of Scotland(RBS). This project requires hard work, sincerity and devotion which I tried my best to put in this project and in turn gained a lot of knowledge and confidence from the same. I express my sincere gratitude to our Director Sir, Dr. Sachin. S. Vernekar , for providing such an excellent atmosphere in our campus. My over riding debt is to my respectful faculty guide Dr. Vandana Raghava, Bharati Vidyapeeth University, for his extensive guidance, cooperation and support at each step of preparing this research project.

Neha Madaan (Student Signature)

PREFACE
Headhunters are increasingly looking at emotional intelligence as a factor in determining the suitability of a prospective employee. Successful executives who display a high degree of emotional intelligence coupled with a good sense of humour are able to function more efficiently under pressure than their colleagues who lack the quality. Empathy and the ability to walk in the management team's shoes has been known for decades to lead to success. It serves absolutely no purpose if one places an academically well- qualified manager in a position where he or she has to deal with people without having at least adequate people skills. Nine times out of 10, the executive with well-developed people skills, who is optimistic about life and his/her job and who is capable of confronting failure or adversity with a smile and a positive attitude, is the one who succeeds. The ability to manage feelings and handle stress was another aspect of emotional intelligence that had been found to be important for success. A study of shop managers in a US retail chain found that the ability to handle stress predicted net profits, sales per square meter, sales per employee, and per dollar of inventory investment. We are all familiar with the tyrannical megalomaniacs who ruled their empires with a fist of steel in times past. In the 21st Century however, their days are numbered and managers now have to imbue their staff with loyalty and enthusiasm by example. There was an experiment that was conducted at a well-known American university where a number of volunteers played the role of managers who came together in a group to allocate bonuses to their subordinates.A trained actor was planted among them. The actor always spoke first. In some groups the actor projected cheerful enthusiasm, in others relaxed warmth, in others depressed sluggishness, and in still others hostile irritability. The results indicated that the actor was able to infect the group with his emotion, and good feelings led to improved co-operation, fairness, and overall group performance. In fact, objective measures indicated that the cheerful groups were better able to distribute the money fairly, and in a way that helped the organization.

Researchers at Harvard University discovered over two decades ago that people who were best at identifying others' emotions were more successful in both their work and social lives. Current interest in "emotional intelligence" has raised the question of whether it is possible to improve the social and emotional competence of adult workers. Research in training and development, sports psychology, and behavior change suggests that it is possible, but the typical approach used in corporate training programs usually is flawed. Social and emotional learning is different from cognitive and technical learning, and it requires a different approach to impart through training and development. This report presents guidelines for developing emotional intelligence in organizations, based on the best knowledge available on how to promote social and emotional learning. The concept of Emotional Quotient and Emotional Intelligence has been linked to Stress and Stress Management. Over a period of time, most organizations develop a culture that strongly affects the way people view their place of work, its management, and its primary purposes. Culture in organizations is defined as the values, traditions, expectations of behavior, and common feelings of both managers and employees. Large, sophisticated companies have deliberately developed specific cultures for many years. IBM, Hewlett-Packard, General Electric, Procter and Gamble, Xerox and a host of other large organizations reinforce values of excellence, innovation, high expectations of all members of the staff, and service to customers. Human relations in organizations with well-defined, positive cultures are nearly always better than in those that pay little attention to the values of the organization. Just as families with well-defined values tend to have less stress and more productive members, so do work organizations. In todays world of rapid and continuous change, increasing numbers of companies are beginning to realize the value of developing cultures that enhance quality, service and customer satisfaction. The base to being able to develop all of these lies in the Motivation and Emotional Wellness of its workforce. The culture of an Organization, the stress levels prevalent and the Emotional Quotient of individuals can play important roles in the kind of Business Morality or Ethical
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behavior that employees exhibit. There seems to be a lot of confusion with regards to what codes of behavior are ethically correct in a work environment. The conflict is often due to the fact that individual values are at times, at odds with organization values. Values, which guide how we ought to behave, are considered moral values, e.g., values such as respect, honesty, fairness, responsibility, etc. Statements around how these values are applied are sometimes called moral or ethical principles. Effective management of todays and tomorrows organizations and the human resources that make them either go or not go is facing enormous challenges. Downsizing, reengineering, the knowledge and information explosion, global competition, and total quality are not only some of the latest buzzwords; they are representative of the harsh reality facing employees now and in the future. The predicted changes of a few years ago have largely become a reality. Organizations have indeed downsized, gone international, and implemented total quality programs; they have installed and now use information technology throughout the organization and have an increasingly diverse work force. However, even through people have often been sacrificed in these new organizational developments, it is also becoming clear that the only true, lasting competitive advantage comes through human resources and how they are managed. Attention to business ethics is critical during times of fundamental change -- times much like those faced now by businesses, both non profit or for-profit. In times of fundamental change, values that were previously taken for granted are now strongly questioned. Many of these values are no longer followed. Consequently, there is no clear moral compass to guide leaders through complex dilemmas about what is right or wrong.

Neha Madaan

TABLE OF CONTENTS

Topic

Page Number

EXECUTIVE SUMMARY____________________________________________14 INDUSTRY PROFILE_______________________________________________16 COMPANY PROFILE_______________________________________________17 BRIEF INTRODUCTION____________________________________________21 HOW ARE THEY INTER-RELATED__________________________________23 RESEARCH METHODOLOGY_______________________________________24 1. Questionnaire Development Process____________________________________25 2. Cross Sectional______________________________________________________25 3. Sampling Technique_________________________________________________25 4. Sample Size________________________________________________________25 5. Data Collection_____________________________________________________25 6. Methods Used in Data Collection_______________________________________26 CONCEPTUAL DISSCUSSION_______________________________________29 1.EMOTIONAL QUOTIENT/EMOTIONAL INTELLIGENCE____________30 1.1 A Framework of Emotional Competencies___________________________32 1.2 Relation between EQ/EI of a Leader And the Organizations Climate_____34 1.3 Emotional Intelligence and Organizational Effectiveness________________35 1.4 Evidential Proof of Emotional Intelligence at Work____________________39 1.5 Guidelines for Effective Social and Emotional Learning: An Overview____41 2. STRESS_________________________________________________________43 2.1 Organizational Climate-An Overview_______________________________43 2.2 What Is Stress? ________________________________________________44
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2.3 Emotionally Induced Stress________________________________________46 2.4 Organizational Effects of Stress____________________________________46 2.5 Individual Coping Verses Organizational Management Of Stress_________46 2.6 Methods of Dealing with Stress by the Individual Employee_____________47 2.7 Stress Self- Analysis______________________________________________48 2.8 How do you communicate With Yourself? ___________________________48 2.9 Methods of Dealing with Stress on an Organizational Wide Level________49 2.10 How to Change the Organization to Prevent Job StresS_______________51 2.11 Comprehensive Approach-Most Effective___________________________51 DATA ANALYSIS__________________________________________________66 FINDINGS________________________________________________________79 RECOMMENDATIONS____________________________________________80 CONCLUSION____________________________________________________82 ANNEXURE______________________________________________________83

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LIST OF TABLE

NO.

TITLE CHAPTER-3

PAGE NO.

1 2

Emotional Intelligence framework Link between EI strengths in a leader and the organization's climate

33 34

3 4 5

Stress related Self-Communication Ethical Checklist Ten Step Method of Decision Making

49 61 63

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LIST OF GRAPHS

NO.

TITLE CHAPTER 4

PAGE NO.

Figure

showing

whether

the

organization

has

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inspirational leaders 2 Figure showing the ratio of assigning teams according to emotional quotient compatibility. 3 Figure showing periodical visits of the top management to their team members. 4 Figure showing opinion of the employees regarding top level management. 5 Figure showing whether the employees are happy with the quantum of interdepartmental co-operation and coordination in this organization. 6 Figure showing whether innovative ideas are recognized and adequately rewarded in this organization. 7 Figure showing whether the employees are happy with the level of transparency in the organization 8 Figure showing employees opinion about not have a grievance handling mechanism to redress employee complaints. 9 Figure showing the steps taken by organization to minimize stress. 10 Figure showing employees opinion about organizations stated ethical stands reflected in the ground realities of day-to day work. 11 Figure showing whether the organizations employees are adequately equipped to resolve any ethical dilemmas. 77 76 75 74 73 72 71 70 69 68

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EXECUTIVE SUMMARY
In todays world, Organizations are increasingly realizing that their greatest competitive advantage is the kind of employees they have on-board. Employee retention and employee motivation are key drivers of productivity and hence long term viability of the company itself. At the same time, with the kind of demands our modern world and its technology place on us, employees are reaching the burn-out stage faster than ever before. In such an environment, it becomes essential for employers to understand the profound significance of Employee-Wellness. Here Human Resources, Training & Development and Leadership Support can play significant roles. The three topics covered in this report are all very much an area of concern in Corporate India and require focused attention. Employees will be more productive and innovative if they work in an environment that is congenial to their emotionalwellness. Hence understanding Emotional Quotient of an individual and how it affects his/her approach to work-related situations will help in creating intra and inter team synergy. Reducing or removing triggers to negative Stress and promoting only positive stress will directly be proportional to the attrition and burn-out rates. In the same vein, promoting an Organizational culture which appropriately combines the individuals values and principals with those of the organization, will ensure a work space where employees feel less bogged down by Ethical dilemmas and generates a public good-will which can directly result in a higher bottom-line.

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CHAPTER 1

INTRODUCTION

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INDUSTRY PROFILE-BANKING INDUSTRY

The Banking Industry was once a simple and reliable business that took deposits from investors at a lower interest rate and loaned it out to borrowers at a higher rate.

However deregulation and technology led to a revolution in the Banking Industry that saw it transformed. Banks have become global industrial powerhouses that have created ever more complex products that use risk and securitisation in models that only PhD students can understand. Through technology development, banking services have become available 24 hours a day, 365 days a week, through ATMs, at online banking, and in electronically enabled exchanges where everything from stocks to currency futures contracts can be traded. The Banking Industry at its core provides access to credit. In the lenders case, this includes access to their own savings and investments, and interest payments on those amounts. In the case of borrowers, it includes access to loans for the creditworthy, at a competitive interest rate. Banking services include transactional services, such as verification of account details, account balance details and the transfer of funds, as well as advisory services, that help individuals and institutions to properly plan and manage their finances. Online banking channels have become key in the last 10 years.

BANKING INDUSTRY IN INDIA

Currently, India has 96 scheduled commercial banks (SCBs) - 27 public sector banks (that is with the Government of India holding a stake), 31 private banks (these do not have government stake; they may be publicly listed and traded on stock exchanges) and 38 foreign banks. They have a combined network of over 53,000 branches and 49,000 ATMs. According to a report by ICRA Limited, a rating agency, the public sector banks hold over 75 percent of total assets of the banking industry, with the private and foreign banks holding 18.2% and 6.5% respectively

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COMPANY PROFILE

The Royal Bank of Scotland plc is one of the retail banking subsidiaries of the Royal Bank of Scotland Group plc, and together with NatWest and Ulster Bank, provides branch banking facilities throughout the British Isles. Royal Bank of Scotland has around 700 branches, mainly in Scotland though there are branches in many larger towns and cities throughout England and Wales. It is one of the leading banks in United Kingdom,after HSBC Holdings plc and Lloyds TSB Group plc.RBS offers current account, credit cards,

Mortages,loans,insurance,digital banking services to Personal, Corporate ,Business customers. Royal Bank is currently headquarted in Scotland ,employs more 135,400 people.

RBS-INDIA:
They operate in all the main business and financial centres across India with around 28 branches supporting more than 1.3 million customers. Their support division has global hubs, based in Chennai and Delhi, providing technology and other back office services. Moreover, RBS has an extensive global presence and strong relationships with corporations, financial institutions and governments in Europe, North America and Asia Pacific. They bring considerable strength in equities, corporate finance/advisory, emerging markets and transaction banking. The bank history in India goes back to 1921 and since then they have expanded their coverage across the country, with more than 3,000 staff in Kolkata, Mumbai, New Delhi, Chennai, Pune, Baroda, Hyderabad, Bengaluru, NOIDA, Gurgaon and Surat. Royal Bank of Scotland key competitors CitiGroup Deutsche Bank HSBC Holdings
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Barclays Bank Royal Bank of Scotland core products Royal Bank of Scotland offers four types of product -Personal Banking,private Banking,Business banking,Corporate Banking. Royal Bank of Scotland was rated as the No.1 main high street bank for customer satifaction.

Providing world-class products and services:

RBS bring together global reach, strong research capabilities and deep market knowledge to offer you a full-spectrum of tailored advisory, financing and operational products and services including:

Cash management Project finance Trade services Proprietary trading Debt market research Broking Mergers and acquisitions advisory Indian equity capital markets research

RBS RETAIL BUSINESS

RBS brand serves more than three million customers and they deliver this through a 650-strong branch network. Their NatWest brand provides a full range of banking products and services to more than 7.5 million personal customers through 1640 branches.

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With a focus on providing great customer service and an emphasis on treating the customers fairly, there are a fantastic range of career opportunities from Customer Facing Service & Sales through to Area and Regional Managers Financial Planning They provide RBS and NatWest customers with a comprehensive range of regulated products to meet their financial planning needs. Here you will find exciting career opportunities, particularly for Financial Planning Managers. Private Banking Within Private Banking they have several different channels all working independently to support affluent customers. There are great career opportunities in this business, including Private Banking Managers. Retail Products Retail Products is responsible for the new product development, commercial management and proposition development of the Retail Banking product range.

SWOT ANAYSIS OF RBS

STRENGTH

Brand Name Capital Structure Vast Business Competent Employees

WEAKNESS

Poor Laundering Protection

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 Vulnerable to phishing Attacks Infrastructural Bottlenecks Stress of Loan

OPPORTUNITIES

Widespread Domestic & International Market. Economies of scale Technological advancement Growth rate is 30%. "The market is expected to grow to $700 billion by the end of 2010 in India.

THREATS

Competition Global recession Lack of resources Government Policies

The Objectives of this survey at RBS were: To understand an organizations awareness regarding the Emotional Quotient of its employees and giving an insight towards the impact of stress on their performance. To help employees increase their Emotional Quotient and develop ways to cope up with stress. To understand the implications of Ethical Management and its role in Organizational culture, employee morale and productivity.

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With these objectives in mind, I tried to give my structured and theoretical knowledge a practical form. I conducted this study in four simple steps: 1. Understanding the Focus Areas: This was done by studying in depth the concepts of Emotional Quotient, Stress and Ethical Management from a number of books, journals and online H.R. Sites. 2. Surveying the opinions of the employees with respect to the issues under study: This was done by creating a Research Design which was Descriptive and Cross Sectional in nature. A well-structured questionnaire was then developed and administered to a sample size of Employees. (Senior Management=4, middle/junior-middle

management=6, relatively new employees at the entry level=7) 3. Evaluation: In this step the results of the survey were represented graphically and interpretations on areas of improvement were provided. 4. Conclusion & Recommendations: Suggestions to effect positive changes were then made.

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BRIEF INTRODUCTION

Emotional Quotient/Emotional Intelligence: Emotional intelligence is a persons ability to understand their own emotions and those of others, and to act appropriately using these emotions. Stress: Stress is the reaction to an inappropriate amount of pressure or responsibility when the individual being subjected to these feels inadequate and unable to cope. Stress has many causes, and affects people in a variety of ways. In the workplace, stress can have devastating effects, not just on the individual but on the organization as a whole. Where an employee is suffering any combination of the emotional, physical and behavioral symptoms which stress induces, performance will clearly suffer, and this in turn may well affect others within the organization. Business Ethics & Ethical Management: Because there are so many different opinions and ideas about what business ethics are, there is no set definition. There are many different aspects and ideas that in involved in business ethics including, hiring policies, book keeping methods, and customer relations. However, according to the, Websters New Universal Unabridged Dictionary, the definition of business is, a person, partnership, engaged in commerce manufacturing or a service; profit-seeking enterprise or concern. The definition of ethics is, the rules of conduct recognized in respect to a particular class of human actions or a particular group, culture, etc. Because of these two definitions we can assume that the definition of business ethics would be something similar to, the rules of conduct that relate to a person or group of people in a company.

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HOW THE THREE ARE INTER-RELATED

Diagram 1: Relationships between Emotional Quotient, Stress and Business Ethics EMOTIONAL QUOTIENT (Individuals with EQ compatible with their colleagues/teams will be more productive than those with incompatible EQ levels) EQ Levels of directly passion affects towards ones ones sensitivity ideologies to stress /values and ones directly ability to affects Ethical cope with EMPLOYEE PRODUCTIVITY Behavior. it.

STRESS

ETHICAL MANAGEMENT

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CHAPTER 2

RESEARCH METHODOLOGY

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RESEARCH METHODOLOGY

1. Questionnaire Development Process

The questionnaire was designed which contained questions which were multiple choice type and questions requiring descriptive answers. The questionnaire was developed to be well structured and follows a proper sequence / flow.

2. Cross Sectional
Cross sectional study was undertaken, with a sample of elements from a given population. Senior Management, middle/junior-middle management and relatively

new employees at the entry level were all included in the sample size.

3. Sampling Technique
Simple Random Sampling: The simple random technique was followed for approaching the employees in each of the cross sectional groups under study.

4. Sample Size
A sample of 17 was selected for the research to be conducted.

5. Data Collection
Primary Source: Questionnaire administered individually on a one-on-one basis. Secondary Source: Websites like: (a) www.apa.org (b) www.eqa.org/busi.htm (c) www.rbs.com

Primary Data: Primary data are generated when a particular problem and hand is
investigated by the researcher employing mail questionnaire, telephone survey, personal interviews, observations, and experiments. Secondary Data: It included the reference from books and web sites.

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METHOD USED IN COLLECTION OF DATA

1.

Personal Interview: In personal interview, the investigator questions the

respondents in a face-to-face meeting. Personal interviews may be conducted on a door-to-door basis or in public places such as shopping centers. The usual approach for the interviewer is to identify himself to a potential respondent and attempt to secure the respondent's co-operation in answering a list of predetermined questions. written down by the interviewer. These answers may be tape-recorded or

Advantages
a. b. c. d. It requires relatively shorter period of time to complete. Researcher can procure many different types of information. The amount of information procured on each aspects is larger. The results can be projected to the relevant universe with a greater degree of accuracy.

Disadvantages
a. The cost per completed interview is relatively higher as compared to other methods. b. The investigator may have to face relatively more difficulties in administering the interview schedule. c. The investigators themselves may involve in cheating which is very difficult to detect.

2.

Telephone Survey: In telephone survey, prospective respondents are

telephoned, usually at homes, and asked to answer a series of questions over the telephone.

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This form of the survey technique has become more popular in recent years in advanced countries more people are having telephones at their houses.

Advantages
a. b. It can be conducted at a lower cost as compared with personal interviews. The interviews can be completed very quickly. Thus, speed is the most significant advantage.

Disadvantages
a. b. c. The information on each aspect can be obtained to a limited extent. Visual aids cannot be used. It is difficult to keep respondents on the phone for any length of time if the survey is not of keen interest to them.

TYPE OF SAMPLING USED

We used non-probability type of sampling. In non-probability sampling, the chance of any particular unit in the population being selected is unknown. Since randomness is not involved in the selection process, an estimate of the sampling error cannot be made. But this does not mean that the findings obtained from non-probability sampling are of questionable value. If properly conducted their findings can be as accurate as those obtained from probability sampling.

Convenience Sampling
As the name implies, a convenience sample is one chosen purely for expedience (e.g., items are selected because they are easy or cheap to find and measure.

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While few analysts would find credibility in conclusions from such extreme cases, the inappropriateness of using convenience sampling to estimate universe values is not widely recognized. The major problem with this (and other non-probability method) is that one is unable to draw objective inference about a rigorously defined universe. In practice, it is often found that the response given by "convenient" items in a universe differ significantly from the responses given by universe items that are less accessible. As a result, unless one is dealing with a known highly homogeneous universe (virtually all items responding alike), convenience sampling should not be used to estimate universe values.

Sample Size
The sample size taken in the project work is 100. The area selected is New Delhi and its surrounding area. Convenience sampling method was used in this study because of the constraints like cost and time.

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CHAPTER 3

CONCEPTUAL DISCUSSIONS

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1. EMOTIONAL QUOTIENT/EMOTIONAL INTELLIGENCE:

For most of this century, scientists have worshipped the hardware of the brain and the software of the mind; the messy powers of the heart were left to the poets. But cognitive theory could simply not explain the questions we wonder about most: why some people just seem to have a gift for living well; why the smartest kid in the class will probably not end up the richest; why we like some people virtually on sight and distrust others; why some people remain buoyant in the face of troubles that would sink a less resilient soul. What qualities of the mind or spirit, in short, determine who succeeds? The phrase "emotional intelligence" was coined by Yale psychologist Peter Salovey and the University of New Hampshire's John Mayer five years ago to describe qualities like understanding one's own feelings, empathy for the feelings of others and "the regulation of emotion in a way that enhances living." Emotional intelligence is a persons ability to understand their own emotions and those of others, and to act appropriately using these emotions. Perhaps the most visible emotional skills, the ones we recognize most readily, are the "people skills" like empathy, graciousness, the ability to read a social situation. Researchers believe that about 90% of emotional communication is nonverbal. Research suggests that a persons emotional intelligence (EQ) might be a greater predictor of success than his or her intellectual intelligence (IQ), despite an assumption that people with high IQs will naturally accomplish more in life.

Organizations of all kinds often prize "being rational", whereas they do not esteem "being emotional". But even in the most "rational" of decisions, emotions persist: how else do we decide which criteria to use for evaluating the options in making a decision. Emotions also play a role in making a final decision between equally good choices. Individuals with below average EQ sometimes have trouble recognizing and understanding their feelings. They are not always able to express their feelings in the most appropriate manner. They often have doubts and concerns about who they really are. They do not have much confidence in themselves and in their abilities. In most

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circumstances, they have a difficult time showing love, empathy and compassion for other people. In general, they are not comfortable with intimacy. They also have trouble communicating with other people. They struggle with getting in tune with themselves and those around them. They may sometimes say the wrong thing at the wrong moment. They sometimes find it hard to show their anger or deal with anger directed at them. At times they are unable to stand up for themselves when hurt or they are handle confrontation inappropriately. They may have trouble admitting when they are wrong; and when they do make mistakes, they are often uncomfortable apologizing to those they hurt. In the corporate world, according to personnel executives, Intelligence Quotient gets you hired, but Emotional Quotient gets you promoted. Goleman, author of Emotional Intelligence: why it matters more than IQ likes to tell of a manager at AT&T's Bell Labs, a think tank for brilliant engineers in New Jersey, who was asked to rank his top performers. They weren't the ones with the highest IQs; they were the ones whose Email got answered. Those workers who were good collaborators and networkers and popular with colleagues were more likely to get the cooperation they needed to reach their goals than the socially awkward, lone-wolf geniuses. When David Campbell and others at the Center for Creative Leadership in the United States of America studied "derailed executives," the rising stars who flamed out, the researchers found that these executives failed most often because of "an interpersonal flaw" rather than a technical inability. Interviews with top executives in the U.S. and Europe turned up nine so-called fatal flaws, many of them classic emotional failings, such as "poor working relations," being "authoritarian" or "too ambitious" and having "conflict with upper management." At the center's executive-leadership seminars across the country, managers come to get emotionally retooled. When they get through it, it helps them know what other people think of them." Especially significant in an Organizational context is the fact that people with below average EQ may also have low levels of self-worth. They do not like challenges or commitment and are afraid of change. They have a difficult time staying motivated and focused when they have set unattainable goals for themselves. They are fairly

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pessimistic about themselves and their future. This all leads to a fairly less productive and poorly motivated employee. However, one great thing about emotional intelligence is that its fluid! A person can increase their EQ at any point of their life. Thus in an Organizational Scenario, it is essential to identify peoples emotional quotient and work on increasing the same if required. People with below average EQ can start by learning how to identify their emotions and take responsibility for them. There are many resources to help. From an Organizational perspective, such employees can undergo Training/ workshops where they can learn about EQ and social skills. Supplemental to this can be anger management courses and communication skills courses. It is very advantageous (both to an organization and an individual employee) if an Organization is able to provide an in-house counselor to deal with helping an employee increase their Emotional Intelligence. This may seem like it will take up a lot of time and resources but the long term value is that an Organization creates a Emotionally-Healthy workforce that is more motivated, productive and innovative. Also when the average EQ index of the workforce is above average, then this creates an Organizational environment where effective communication and free flow of ideas can take place, thus resulting is greater synergies.

1.1 A Framework of Emotional Competencies

Emotional competencies are learned abilities: having Social Awareness or skill at managing relationship does not guarantee we have mastered the additional learning required to handle a customer adeptly or to resolve a conflict-just that we have the potential to become skilled at these competencies. Emotional competencies are job skills that can, and indeed must, be learned. An underlying Emotional Intelligence (EI) ability is necessary, though not sufficient, to manifest competence in any one of the four EI domains, or clusters (i.e.: Self Awareness, Social Awareness, Self Regulation and Relationship Management). Consider the IQ corollary that a student can have excellent spatial abilities yet never learn geometry. So too can a person be highly empathic yet poor at handling

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customers if he or she has not learned competence in customer service. Although our emotional intelligence determines our potential for learning the practical skills that underlie the four EI clusters, our emotional competence shows how much of that potential we have realized by learning and mastering skills and translating intelligence into on-the-job capabilities. Figure 1 presents the Emotional Intelligence framework given by Goleman. Twenty competencies nest in four clusters of general EI abilities. The framework illustrates, for example, that we cannot demonstrate the competencies of trustworthiness and conscientiousness without mastery of the fundamental ability of Self-Management or the Competencies of Influence, Communication, Conflict Management, and so on without a handle on Managing Relationships.

Diagram 2: Emotional Intelligence framework given by Goleman Self Personal Competence Other Social competence

Recognition

Self-Awareness -Emotional self-awareness - Accurate self-assessment - Self-confidence

Social Awareness - Empathy - Service orientation - Organizational awareness

Regulation

Self-Management

Relationship Management Developing others Influence Communication Conflict management Leadership Change catalyst Building bonds Teamwork Self-control Trustworthiness Conscientiousness Adaptability Achievement drive Initiative and collaboration

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1.2. Relation between EQ/EI of a Leader and the Organizations climate:

The link between EI strengths in a leader and the organization's climate is important for EI theory. A Hay/McBer analysis of data on 3,781 executives, correlated with climate surveys filled out by those who worked for them, suggests that 50 to 70 percent of employees' perception of working climate is linked to the EI characteristics of the leader. Research drawing on that same database sheds light on the role of EI competencies in leadership effectiveness, identifying how six distinct styles of EIbased leadership affect climate. Four styles-the visionary (sometimes called the "authoritative"), the affiliative, the democratic, and the coaching-generally drive climate in a positive direction. Two styles-the coercive and the pace-setting tend to drive climate downward, particularly when leaders overuse them (though each of these two can have positive impact if applied in appropriate situations). The table below summarizes these effects. Diagram 3: Link between EI strengths in a leader and the organization's climate Leadership Style Impact EI Competencies On Objective Climate Drive to achieve; Coercive initiative, emotional control Self-confidence; Authoritative empathy; catalyst Most Mobilize others When change requires a new change strongly to follow a vision, or when a clear positive vision. direction is needed. To heal rifts in a team or to motivate during stressful times. To build buy-in or consensus, or to get valuable input from employees. Strongly Immediate self- negative compliance In a crisis, to kick-start a turnaround, or with problem employees.

When Appropriate

Empathy, building Affiliative conflict Highly Create positive harmony management bonds; Collaboration; Democratic Build team leadership; Highly commitment positive through communication participation.

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Conscientiousness; Pacesetting

Perform tasks To get quick results from a drive to achieve; Highly to a high highly motivated and negative standard. competent team. initiative Developing others;

Coaching

empathy; emotional awareness

To help an employee improve Highly Build strengths performance or develop longself- positive for the future. term strengths.

1.3. Emotional intelligence and organizational effectiveness

Emotional intelligence influences organizational effectiveness in a number of areas:

Employee recruitment and retention Development of talent Teamwork Employee commitment, morale, and health Innovation Productivity Efficiency Sales Revenues Quality of service Customer loyalty Client or student outcomes

The influence of EI begins with the retention and recruitment of talent. The extent to which candidates emotional intelligence is considered in making top executive hiring
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decisions has a significant impact on the ultimate success or failure of those executives. The emotional intelligence of the persons doing the hiring is also crucial for good hiring decisions. Emotional intelligence also affects the development of talent. The emotional intelligence of the mentor, boss, or peer will influence the potential of a relationship with that person for helping organizational members develop and use the talent that is crucial for organizational effectiveness. Thus far we have been discussing individual emotional intelligence. However, it is also possible to think of emotional intelligence as a group-level phenomenon. There are emotionally intelligent groups as well as emotionally intelligent individuals. Druskat and Wolff suggest that emotionally intelligent teams display the kinds of cooperation, commitment, and creativity that are increasingly important for organizational effectiveness. Furthermore, they show that although the emotional intelligence of individual members contributes to the level of emotional intelligence found in the team, there are other sources of group EI as well. Also, just as individual EI contributes to the EI of the group, group EI contributes to the EI of group members. People who are members of emotionally intelligent groups become more emotionally intelligent individuals. Many of these ways that EI influences organizational effectiveness are subtle and difficult to measure.

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Sources of EI in Organizations

Diagram 4. A MODEL OF EMOTIONAL INTELLIGENCE AND ORGANIZATIONAL EFFECTIVENESS

If individual and group emotional intelligence contribute to organizational effectiveness, what in the organization contributes to individual and group emotional intelligence? Such a question is especially important for anyone who wishes to harness the power of emotional intelligence for organizational improvement. Diagram 4 presents a model that points to some broad factors in organizations that contribute to emotional intelligence. Those who wish to help individuals and groups become more emotionally intelligent can use this model as a starting point.

Emotional intelligence, as Goleman (1995) pointed out in his first book on the topic, emerges primarily through relationships. At the same time, emotional intelligence affects the quality of relationships.
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Both formally arranged relationships and naturally occurring relationships in organizations contribute to emotional intelligence. Relationships can help people become more emotionally intelligent even when they are not set up for that purpose. The model suggests that ultimately any attempts to improve emotional intelligence in organizations will depend on relationships. Even formal training interventions or human resource policies will affect emotional intelligence through their effect on relationships among individuals and groups in the organization. The left-hand portion of the model (Diagram 4), illustrates three organizational factors that are interrelated. Each of these factors influences emotional intelligence through its impact on relationships, and each factor influences the other two. How the emotional intelligence of organizational leadership influences organizational effectiveness through its impact on organizational climate. At the same time, the HR functions of recruitment and selection, training and development, and management performance have a strong impact on leadership EI . However, leadership in turn will influence the extent to which HR functions are effective in helping organizational members increase their EI. Leaders who lack EI provide poor models for the development of EI in others, and they are unlikely to provide the kind of support and encouragement necessary for effective EI promotion efforts. The model suggests two important implications for practice. First, any effort to improve the EI of organizational members will ultimately fail unless it affects naturally occurring relationships among those members. Formal, off-site training programs can have value, for example, but only if they lead to sustained changes in interpersonal and inter-group relationships back in the organization. The second important implication is that interventions that focus on only one part of the model are not likely to be very effective. So, for instance, a training program designed to help organizational members become more emotionally intelligent will be of limited value by itself because it targets only one part of the modelHR functions. Such training efforts will succeed only if the organizational leadership and culture support them.

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1.4. Evidential proof of Emotional Intelligence at work.

An analysis of more than 300 top-level executives from fifteen global companies showed that six emotional competencies distinguished stars from the average: Influence, Team Leadership, Organizational Awareness, self-confidence,

Achievement Drive, and Leadership (Spencer, L. M., Jr., 1997). In a national insurance company, insurance sales agents who were weak in emotional competencies such as self-confidence, initiative, and empathy sold policies with an average premium of $54,000. Those who were very strong in at least 5 of 8 key emotional competencies sold policies worth $114,000 (Hay/McBer Research and Innovation Group, 1997). Research by the Center for Creative Leadership has found that the primary causes of derailment in executives involve deficits in emotional competence. The three primary ones are difficulty in handling change, not being able to work well in a team, and poor interpersonal relations. After supervisors in a manufacturing plant received training in emotional competencies such as how to listen better and help employees resolve problems on their own, lost-time accidents were reduced by 50 percent, formal grievances were reduced from an average of 15 per year to 3 per year, and the plant exceeded productivity goals by $250,000 (Pesuric & Byham, 1996). In another manufacturing plant where supervisors received similar training, production increased 17 percent. There was no such increase in production for a group of matched supervisors who were not trained (Porras & Anderson, 1981). One of the foundations of emotional competence -- accurate self-assessment -- was associated with superior performance among several hundred managers from 12 different organizations (Boyatzis, 1982). Optimism is another emotional competence that leads to increased productivity. New salesmen at Met Life who scored high on a test of "learned optimism" sold 37 percent more life insurance in their first two years than pessimists (Seligman, 1990). A study of 130 executives found that how well people handled their own emotions determined how much people around them preferred to deal with them (Walter V. Clarke Associates, 1997).
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Financial advisors at American Express whose managers completed the Emotional Competence training program were compared to an equal number whose managers had not. During the year following training, the advisors of trained managers grew their businesses by 18.1% compared to 16.2% for those whose managers were untrained.

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1.5. Guidelines for Effective Social and Emotional Learning: An Overview

The guidelines for social and emotional training are presented schematically in the figure below. They are arranged in the form of a flow chart that describes the optimal process for helping individuals to increase their emotional competence in personal and interpersonal contexts. Diagram 5: The Optimal Process for Developing Emotional Intelligence.

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The flow chart suggests that there are four basic phases to the training process. The first occurs even before the individual begins formal training. This initial phase, which is crucial for effective social and emotional learning, involves preparation for change. This preparation occurs at both the organizational and individual levels. The second phase, training, covers the change process itself. It includes the processes that help people change the way in which they view the world and deal with its social and emotional demands. The third phase, transfer and maintenance, addresses what happens following the formal training experience. The final phase involves evaluation. Given the current state of knowledge about social and emotional learning, the complexity of programs designed to promote such learning and the great unevenness in the effectiveness of existing programs, evaluation always should be part of the process. The guidelines also suggest that the preparation and transfer-and-maintenance phases of the training process are especially important. Yet too often these phases are neglected in practice. Organizations increasingly are providing training and development that is explicitly labeled as "emotional intelligence" or "emotional competence" training. However, the guidelines presented here apply to any development effort in which personal and social learning is a goal. This would include most management and executive development efforts as well as training in supervisory skills, diversity, teamwork, leadership, conflict management, stress management, sales, customer relations, etc. Ideally, efforts to develop emotional competence would include all the elements we have identified here, but we realize that it often will not be practical to do so. Fortunately, the effect of adhering to the guidelines is multiplicative and synergistic: the more guidelines that trainers can follow, the greater and more lasting will be their impact. If the current interest in promoting emotional intelligence at work is to be a serious, sustained effort, rather than just another management fad, it is important that practitioners try to follow guidelines based on the best available research. Only when the training is based on sound, empirically based methods will its promise be realized.

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2. STRESS 2.1. Organizational Climate An Overview

Along with trust and confidence as well as job depth and scope, organizational climate is also important in building effective work environments, as defined earlier, organizational culture relates to the primary values of most people in a given organization. It is what most members believe their organization represents. HewlettPackard is well known for its values of excellence and openness, and McDonald restaurant for uniformity of quality and prices. Each has its own culture. Climate in an organization refers to the emotional tone that may exist in a total organization or in any of its parts. Organizational climate is often compared to weather. Some climates are stormy, others calm, chilly, hazy, or foggy. More often, however, climate may be adversarial, acquiescent or collegial: 1. Adversarial climates are characterized by hostility and resentment. Employees may perceive a strong we-they relationship with management. They feel managers have little concern for their real job difficulties and work to make life difficult for employees. In some cases, adversarial climates develop between groups of employees. An example is an organization with a strong pro-union faction and equally strong anti-union group. Both identify the effect of the other as destructive,

depressing, and often counterproductive. Management beliefs usually set the tone for organizational climate. Adversarial relationships usually develop because of management insensitivity to employee feelings and needs. 2. Acquiescent climates are widespread, especially in large organizations. Employees have little strong identity with their organization other than viewing it as a place of employment. They neither dislike nor especially like their jobs. Usually they have adequate pay for their assignments, good personal benefits, and a management that rarely praises or reprimands. Typically, employees report to work, perform required tasks, and find few incentives for excellence other than their own feelings of selfworth. Management does not encourage nor discourage effort unless there is an unusual event or change. Government bureaucracies are frequently seen as having acquiescent climates.

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3. Collegial climates are based on mutual feelings of trust and confidence between managers and employees. Both view their roles as partners in assuring organizational success. There is typically an absence of fear and a high degree of voluntary cooperation. Managers want and expect employees to use more than their skills and energy. Ideas, innovation, and suggestions are encouraged. In collegial organizations, all members strongly identify with both the cultural values and the specific performance goals they mutually develop. When an individual is unable to attain a goal because of a perceived barrier, frustration results, Frustration takes place when efforts to satisfy a need are blocked before the desired goal is reached. The barrier may be in the situation or environment, such as the typewriter that breaks in the middle of typing a term paper. The barrier may be personal to the individual, such as a tendency to procrastinate when faced with a difficult deadline. Frustration is an individual condition based on individual perception and not a characteristic of the external environment. Frustration is often regarded as undesirable because of its destructive effects. These effects frequently occupy our attention; we tend to overlook those situations in which frustration results in positive outcomes. Frustrations can cause individuals to become more effective in attaining personal and organizational goals. Stress management has recently become a subject of intense interest. Although it has increased dramatically, there is still much that is not known. For most people, dealing with conflict and overcoming frustration produce high levels of stress. Everyone experiences stress or pressure as they cope with day-to-day problems. Employees must deal with stress that results from the demands of their jobs and their managers. Job related stress can result in undesirable effects for both organizations and individuals. Mild forms of stress may produce discomfort, indigestion, fatigue, and headaches. However, avoiding all stress is undesirable, if not impossible. Moderate amounts of stress tend to increase performance and result in higher levels of achievement. Stress that is effectively managed by an individual is a positive force. The amount and type of stress that is most desirable depends on the individuals ability to handle pressure situations. As a result, the goal of stress management is to use stress as a natural and productive force.

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2.2. What is Stress?

Stress is the nonspecific response of the body to any demand made on it that results in the individual preparing to take action. In everyday terms, people know the feelings that result from stress. Conflict and frustration produce stress as the individual attempts to adapt to pressures. Stress is the normal reaction of the individual to adapt to the demands of the environment. It is a necessary part of life; without it there are no challenges, no learning, and no achievements. Keep in mind that situations producing undesirable levels of stress for one individual may be the source of major satisfaction for another. Stress can result from: Being conscientious and hardworking Working under the pressure of deadlines Having to make difficult decisions Dealing with complex interpersonal relations and interpersonal conflict. Accelerated social and technological changes Demands to adapt to newness. Stress can result anytime individuals face a situation that requires a change in behavior or a higher level of activity. Anything that occurs that puts an individual off balance or increases the need to do something can produce stress. Although different factors result in stress in different people, the following are typical causes of stress: Physical factors such as excessive heat, cold, noise, vibrations, air pollution, and light. Interpersonal relations with demanding or distressed individuals such as a dissatisfied customer, the employee who is angry about disciplinary action, the individual who demands that something be done faster, or individuals who want others to solve their problems. Organizational and job requirements such as risk of physical injury, dull jobs, deadlines, extreme responsibility, making high-risk decisions, fear of losing job, performance failure, and time pressures. Physical and interpersonal factors can also produce stress in organizations.

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Some individuals may experience pressure because they are too conscientious and work too hard. Individuals who are willing to impose demanding deadlines on themselves may experience the negative effects of stress. Situations that involve significant changes can create stressful conditions. Social, technological, and economic changes can produce high levels of stress for many people. When change or novelty leaves people uncertain and confused about what is going on, their stress increases.

2.3. Emotionally Induced Stress

Stress can result from the way individuals emotionally respond to situations. In emotionally induced stress, the individual develops expectations that something undesirable will happen. Although emotionally induced stress can be classified in a number of ways, the following types are most common: 1. Emotional responses to time pressures. Individuals experience the pressure of deadlines. They may believe that they must do something right now, be obsessed with using time, or try to make every minute count. 2. Emotional responses to future events. The individual experiences anxiety about what will happen in the future, anticipates the worst possible outcome of future events, and is fearful or worried about the future. 3. Emotional responses to threatening situations. When situations are perceived to be beyond ones control and there is the possibility of undesirable outcomes, stress can result. Threatening situations can involve past events that an individual feels guilty about. 4. Emotional responses to interpersonal relations. Dealing with unpleasant people can produce high levels of anxiety. Also, simply too much contact with other people can result in interaction overload

2.4. Organizational Effects of Stress

As a result of the behaviors of individuals experiencing high stress, organizations can be affected in a number of ways. These include absenteeism, lower productivity,

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interpersonal conflict, accidents, turnover, job dissatisfaction, and antagonism at work.

2.5. Individual Coping Verses Organizational Management of Stress

Nearly everyone agrees that job stress results from the interaction of the worker and the conditions of work. Views differ, however, on the importance of worker characteristics versus working conditions as the primary cause of job stress. These differing viewpoints are important because they suggest different ways to prevent stress at work. According to one school of thought, differences in individual characteristics such as personality and coping style are most important in predicting whether certain job conditions will result in stress-in other words, what is stressful for one person may not be a problem for someone else. This viewpoint leads to prevention strategies that focus on workers and ways to help them cope with demanding job conditions. Although the importance of individual differences cannot be ignored, scientific evidence suggests that certain working conditions are stressful to most people. Excessive workload demands and conflicting expectations are good examples of Organization wide prevalent causes of stress. Such evidence argues for a greater emphasis on working conditions as the key source of job stress, and for job redesign as a primary prevention strategy. We examine both approaches to stress management.

2.6. Methods Of Dealing With Stress By The Individual Employee

Individuals attempt to adjust and cope with stress through a wide variety of behaviors. Individuals should develop reactions to stress that allow them to be productive and avoid the undesirable consequences of stress. An individual can take a number of approaches to control stress. There is no one most effective approach. What works for one individual may not be effective for another. A basic principle in any action to reduce stress is that individuals must obtain and maintain control of their behavior.

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The following are three approaches that can form the basis for an effective strategy to control stress. 1. Avoid high-pressure situations that produce unacceptable levels of stress. For example, dont accept unnecessary additional responsibility. Dont volunteer to serve on committees. Dont go to the shopping mall when it is crowded. Dont make unnecessary trips to bad weather. 2. Manage situations to control the amount of stress and pressure. Delegate some of the responsibility to someone else. Get deadlines extended. Obtain additional resources. Plan alternative courses of action in case the situation changes. 3. React less intensely to situations. Although it is easier said than done, a more relaxed response to pressure situations can produce significant reductions in stress. A technique that has been found useful is to ask yourself, what is the worst thing that could happen? and if this is important enough to get upset about? one manager put the following sign on his desk to help put situations in a realistic perspective: I am not responsible for all the problems of the world.

2.7. Stress Self-Analysis

A desirable approach is for individuals to identify what is a reasonable level of stress and what is too much stress for them. In analyzing and controlling stress, answering the following questions may be useful: How much stress can I handle? What kinds of stress do I have difficulty handling? What kinds of stress can I avoid by removing myself from situations? What kinds of stress can I control by managing the situation? What situations should I respond to with less intensity? How can I maintain reasonable levels of stress while achieving my personal goals? For controlled stress living, individuals need to continually evaluate stress levels and control the total stress in their life by adapting to situations and maintaining a balance in their activities.
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2.8. How do you communicate with yourself?

What you say to yourself can help control stress or can induce more stress. In stressful situations, listen to what you are saying to yourself. Have you ever made any of the following statements to yourself when you waited to the last minute to a project?

Diagram 6: Stress related Self-Communication Stress Inducing (Im defeated) Ill never make it. Ill never get it done What if I produce a bad project? I may come up with a looser I should have started sooner. I waited too long to start Im too tense to think Stress Reducing (Im encouraged) I just need to take one step at a time. I always have finished projects All I can do is my best. Things have come out OK in the past The objective is to get it done I can get it done if I put my mind to it Once I get going Ill feel better

Adaptation means taking events in stride. Change those things you can but accept the things you cant change. Make time to relax and get away from pressure situations. Adapt to situations by reducing the emotional intensity of responses.

2.9. Methods of dealing with stress on an Organization wide level

Recent studies of so-called healthy organizations suggest that policies benefiting worker health also benefit the bottom line. A healthy organization is defined as one that has low rates of illness, injury, and disability in its workforce and is also competitive in the marketplace. Examples of Organizational characteristics associated with both healthy, low-stress work and high levels of productivity, include the following:
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Recognition of employees for good work performance Opportunities for career development An organizational culture that values the individual worker Management actions that are consistent with organizational values

Developing a Stress-free Healthy Workplace: What Leaders Can Do

Emotionally intelligent leadership appears to be one key contributor to the development of a psychologically healthy workplace. Leaders can directly influence morale, retention, commitment, satisfaction and perceptions of stress. A variety of approaches exist for emotionally intelligent leaders to consider employing in the development of a healthy workplace.

These include: Gather feedback about strengths/development areas from other senior team leaders, direct reports and internal/external stakeholders by using a multi-rater feedback instrument Conduct a senior leadership team analysis of strengths/development areas using interviews or team based multi-rater feedback tools Conduct annual employee engagement surveys to better understand how leaders can change policies, procedures, processes, systems and management practices to enhance satisfaction Employ a department wide balanced scorecard to measure and monitor internal customer satisfaction of talent within your department Constructively and consistently manage the performance of under performing talent Create and utilize employee teams to increase participation of employees in problem solving, decision making and planning processes Analyze exit interviews for trends and develop strategies to increase retention of high potential talent

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Support and implement work balance and family friendly policies, procedures and programs to enhance engagement (e.g., telecommuting, child care, flex time, wellness/health promotion programs)

Despite some recent criticisms about EI (confusion about the definition, diverse approach to measurement, overstated claims, overlap with personality), developing highly effective leaders who are involvement oriented, relationship focused and capable of managing his/her emotions appear to have strong associations with both performance and retention of high potential talent.

Despite exactly how EI is conceptualized and measured, effective leadership makes a difference to the bottom line and will continue to be important for companies to be competitive in a global market today.

2.10. How to Change the Organization to Prevent Job Stress

Ensure that the workload is in line with workers' capabilities and resources. Design jobs to provide meaning, stimulation, and opportunities for workers to use their skills. Clearly define workers' roles and responsibilities. Give workers opportunities to participate in decisions and actions affecting their jobs. Improve communications-reduce uncertainty about career development and future employment prospects. Provide opportunities for social interaction among workers. Establish work schedules that are compatible with demands and responsibilities outside the job.

2.11. Comprehensive Approach Most Effective

As discussed above there are essentially two approaches to reduce stress: Stress Management by Individuals: Here the Organization can help by providing stress management training and an employee assistance program (EAP) to improve

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the ability of workers to cope with difficult work situations. Stress management programs teach workers about the nature and sources of stress, the effects of stress on health, and personal skills to reduce stress-for example, time management or relaxation exercises. (EAPs provide individual counseling for employees with both work and personal problems.) Stress management training may rapidly reduce stress symptoms such as anxiety and sleep disturbances; it also has the advantage of being inexpensive and easy to implement. However, stress management programs have two major disadvantages: The beneficial effects on stress symptoms are often short-lived. They often ignore important root causes of stress because they focus on the worker and not the environment. Organizational Change: In contrast to stress management training and EAP programs, Stress can be handled at an Organizational level by bringing in a consultant to recommend ways to improve working conditions. This approach is the most direct way to reduce stress at work. It involves the identification of stressful aspects of work (e.g., excessive workload, conflicting expectations) and the design of strategies to reduce or eliminate the identified stressors. The advantage of this approach is that it deals directly with the root causes of stress at work. However, managers are sometimes uncomfortable with this approach because it can involve changes in work routines or production schedules, or changes in the organizational structure. As a general rule, actions to reduce job stress should give top priority to organizational change to improve working conditions. But even the most conscientious efforts to improve working conditions are unlikely to eliminate stress completely for all workers. For this reason, a combination of organizational change and stress management is often the most useful approach for preventing stress at work.

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2.12. Stress Prevention Programs: Example

A small service organization, a department head in a small public service organization sensed an escalating level of tension and deteriorating morale among her staff. Job dissatisfaction and health symptoms such as headaches also seemed to be on the rise. Suspecting that stress was a developing problem in the department, she decided to hold a series of all-hands meetings with employees in the different work units of the department to explore this concern further. These meetings could be best described as brainstorming sessions where individual employees freely expressed their views about the scope and sources of stress in their units and the measures that might be implemented to bring the problem under control. Using the information collected in these meetings and in meetings with middle managers, she concluded that a serious problem probably existed and that quick action was needed. Because she was relatively unfamiliar with the job stress field, she decided to seek help from a faculty member at a local university who taught courses on job stress and organizational behavior. After reviewing the information collected at the brainstorming sessions, they decided it would be useful for the faculty member to conduct informal classes to raise awareness about job stress-its causes, effects, and prevention-for all workers and managers in the department. It was also decided that a survey would be useful to obtain a more reliable picture of problematic job conditions and stress-related health complaints in the department. The faculty member used information from the meetings with workers and managers to design the survey. The faculty member was also involved in the distribution and collection of the anonymous survey to ensure that workers felt free to respond honestly and openly about what was bothering them. He then helped the department head analyze and interpret the data. Analysis of the survey data suggested that three types of job conditions were linked to stress complaints among workers: Unrealistic deadlines Low levels of support from supervisors Lack of worker involvement in decision-making.

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Having pinpointed these problems, the department head developed and prioritized a list of corrective measures for implementation. Examples of these actions included (1) greater participation of employees in work scheduling to reduce unrealistic deadlines and (2) more frequent meetings between workers and managers to keep supervisors and workers updated on developing problems.

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4. ETHICAL MANAGEMENT

3.1. What is Business Ethics?

Simply put, ethics involves learning what is right or wrong, and then doing the right thing -- but "the right thing" is not nearly as straightforward as conveyed in a great deal of business ethics literature. The concept of Business ethics per-se has come to mean various things to various people, but generally it's coming to know what it right or wrong in the workplace and doing what's right -- this is in regard to effects of products/services and in relationships with stakeholders. Attention to ethics in the workplace sensitizes leaders and staff to how they should act. Perhaps most important, attention to ethics in the workplaces helps ensure that when leaders and managers are struggling in times of crises and confusion, they retain a strong moral compass. However, attention to business ethics provides numerous other benefits, as well (these benefits are listed later in this thesis report).

Many people think that business ethics, with its continuing attention to "doing the right thing," only asserts the obvious ("be good," "don't lie," etc.), and so these people don't take business ethics seriously. For many of us, these principles of the obvious can go right out the door during times of stress. Consequently, business ethics can be strong preventative medicine. Anyway, there are many other benefits of managing ethics in the workplace. These benefits are explained later in this document.

3.2. Two Broad Areas of Business Ethics

1. Managerial mischief. Madsen and Shafritz, in their book "Essentials of Business Ethics, further explain that "managerial mischief" includes "illegal, unethical, or questionable practices of individual managers or organizations, as well as the causes of such behaviors and remedies to eradicate them." There has been a great deal written about managerial mischief, leading many to believe that business ethics is merely a matter of preaching the basics of what is right and wrong. More often, though, business ethics is a matter of dealing with dilemmas that have no clear indication of what is right or wrong.
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2. Moral mazes. The other broad area of business ethics is "moral mazes of management" and includes the numerous ethical problems that managers must deal with on a daily basis, such as potential conflicts of interest, wrongful use of resources, mismanagement of contracts and agreements, etc.

3.3. Myths about Business Ethics

Business ethics in the workplace is about prioritizing moral values for the workplace and ensuring behaviors are aligned with those values -- it's values management. Yet, myths abound about business ethics. Some of these myths arise from general confusion about the notion of ethics. Other myths arise from narrow or simplistic views of ethical dilemmas. a. Myth: Business ethics is more a matter of religion than management: Altering people's values or souls isn't the aim of an organizational ethics program -- managing values and conflict among them is. b. Myth: Our employees are ethical so we don't need attention to business ethics. Most of the ethical dilemmas faced by managers in the workplace are highly complex. Wallace explains that one knows when they have a significant ethical conflict when there is presence of a) significant value conflicts among differing interests, b) real alternatives that are equality justifiable and c) significant consequences on "stakeholders" in the situation. Kirrane mentions that when the topic of business ethics comes up, people are quick to speak of the Golden Rule, honesty and courtesy. But when presented with complex ethical dilemmas, most people realize there's a wide "gray area" when trying to apply ethical principles.

c. Myth: Business ethics is a discipline best led by philosophers, academics and theologians. However, business ethics is a management discipline with a programmatic approach that includes several practical tools. Ethics management programs have practical applications in other areas of management areas, as well. d. Myth: Business ethics is superfluous -- it only asserts the obvious: "do good!" Many people react that codes of ethics, or lists of ethical values to which the organization aspires, are rather superfluous because they represent values to which

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everyone should naturally aspire. However, the value of a codes of ethics to an organization is its priority and focus regarding certain ethical values in that workplace. For example, its obvious that all people should be honest. However, if an organization is struggling around continuing occasions of deceit in the workplace, a priority on honesty is very timely -- and honesty should be listed in that organizations code of ethics. e. Myth: Business ethics is a matter of the good guys preaching to the bad guys. Some writers do seem to claim a moral high ground while lamenting the poor condition of business and its leaders. However, those people well versed in managing organizations realize that good people can take bad actions, particularly when stressed or confused. (Stress or confusion are not excuses for unethical actions -- they are reasons.) Managing ethics in the workplace includes all of us working together to help each other remain ethical and to work through confusing and stressful ethical dilemmas. f. Myth: Business ethics in the new policeperson on the block. Many believe business ethics is a recent phenomenon because of increased attention to the topic in popular and management literature. However, business ethics was written about even 2,000 years ago -- at least since Cicero wrote about the topic in his On Duties. Business ethics has gotten more attention recently because of the social responsibility movement that started in the 1960s. g. Myth: Ethics can't be managed. Actually, ethics is always "managed" -- but, too often, indirectly. For example, the behavior of the organization's founder or current leader is a strong moral influence, or directive if you will, on behavior or employees in the workplace. Strategic priorities (profit maximization, expanding market share, cutting costs, etc.) can be very strong influences on morality. Laws, regulations and rules directly influence behaviors to be more ethical, usually in a manner that improves the general good and/or minimizes harm to the community. h. Myth: Business ethics and social responsibility are the same thing. The social responsibility movement is one aspect of the overall discipline of business ethics. Besides which Business Ethics attempts to find a way to determine responsibility in business dealings, the identification of important business and social issues, and a critique of business.

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i. Myth: Our organization is not in trouble with the law, so we're ethical. One can often be unethical, yet operate within the limits of the law, e.g., withhold information from superiors, fudge on budgets, constantly complain about others, etc. However, breaking the law often starts with unethical behavior that has gone unnoticed. The "boil the frog" phenomena is a useful parable here: If you put a frog in hot water, it immediately jumps out. If you put a frog in cool water and slowly heat up the water, you can eventually boil the frog. The frog doesn't seem to notice the adverse change in its environment. j. Myth: Managing ethics in the workplace has little practical relevance. Managing ethics in the workplace involves identifying and prioritizing values to guide behaviors in the organization, and establishing associated policies and procedures to ensure those behaviors are conducted. One might call this "values management." Values management is also highly important in other management practices, e.g., managing diversity, Total Quality Management and Strategic Planning.

3.4. Benefits of Managing Ethics in the Workplace

Many people are used to reading or hearing of the moral benefits of attention to business ethics. However, there are other types of benefits, as well. The following list describes various types of benefits from managing ethics in the workplace. 1. Attention to business ethics has substantially improved society 2. Ethics programs help maintain a moral course in turbulent times. 3. Ethics programs cultivate strong teamwork and productivity. 4. Ethics programs support employee growth and meaning. 5. Ethics programs are an insurance policy -- they help ensure that policies are legal. 6. Ethics programs help avoid criminal acts of omission and can lower fines. 7. Ethics programs help manage values associated with quality management, strategic planning and diversity management -- this benefit needs far more attention. 8. Ethics programs promote a strong public image.

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9. Overall benefits of ethics program: Managing ethical values in the workplace legitimizes managerial actions, strengthens the coherence and balance of the organizations culture, improves trust in relationships between individuals and groups, supports greater consistency in standards and qualities of products, and cultivates greater sensitivity to the impact of the enterprises values and messages. 10. Last - and most important -- formal attention to ethics in the workplace is the right thing to do.

3.5 Ethics Management Programs: An Overview

3.5.1 About Ethics Management Programs Organizations can manage ethics in their workplaces by establishing an ethics management program. Typically, ethics programs convey corporate values, often using codes and policies to guide decisions and behavior, and can include extensive training and evaluating, depending on the organization. They provide guidance in ethical dilemmas. Balancing competing values and reconciling them is a basic purpose of an ethics management program.

3.5.2. Benefits of Managing Ethics as a Program There are numerous benefits in formally managing ethics as an ongoing program, rather than as a one-shot effort when it appears to be needed. Ethics programs: Establish organizational roles to manage ethics Schedule ongoing assessment of ethics requirements Establish required operating values and behaviors Align organizational behaviors with operating values Develop awareness and sensitivity to ethical issues Integrate ethical guidelines to decision making Structure mechanisms to resolving ethical dilemmas Facilitate ongoing evaluation and updates to the program

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Help convince employees that attention to ethics is not just a knee-jerk reaction done to get out of trouble or improve public image

3.6. Guidelines for Managing Ethics in the Workplace

The following guidelines ensure the ethics management program is operated in a meaningful fashion: 1. Recognize that managing ethics is a process: The ethics programs do have deliverables. However, the most important aspect from an ethics management program is the process of reflection and dialogue that produces these deliverables. 2. The bottom line of an ethics program is accomplishing preferred behaviors in the workplace 3. The best way to handle ethical dilemmas is to avoid their occurrence in the first place. 4. Make ethics decisions in groups, and make decisions public, as appropriate. 5. Integrate ethics management with other management practices.

6. Use cross-functional teams when developing and implementing the ethics management program. 7. Value forgiveness. This may sound rather religious or preachy to some, but its probably the most important component of any management practice. An ethics management program may at first actually increase the number of ethical issues to be dealt with because people are more sensitive to their occurrence. Consequently, there may be more occasions to address peoples unethical behavior. The most important ingredient for remaining ethical is trying to be ethical. Therefore, help people recognize and address their mistakes and then support them to continue to try operate ethically. 8. Note that trying to operate ethically and making a few mistakes is better than not trying at all. Some organizations have become widely known as operating in a highly ethical manner, e.g., The Tata Group, Johnson and Johnson, Hewlett Packard, etc. Unfortunately, it seems that when an organization achieves this strong public image, some business ethics writers place it on a pedestal. All organizations are comprised of
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people and people are not perfect. However, when a mistake is made by any of these organizations, the organization has a long way to fall. In our increasingly critical society, these organizations are accused of being hypocritical and social critics soon pillory them. Consequently, some leaders may fear sticking their necks out publicly to announce an ethics management program. This is extremely unfortunate. It's the trying that counts and brings peace of mind -- not achieving an heroic status in society.

3.7. Ethics Tools: Policies and Procedures

Policies (Personnel) - review to understand how to develop and apply personnel policies. 1. Update policies and procedures to produce behaviors preferred from the code of conduct, including, e.g., personnel, job descriptions, performance appraisal forms, management-by-objectives expectations, standard forms, checklists, budget report formats, and other relevant control instruments to ensure conformance to the code of conduct. In doing so, try to avoid creating ethical dilemmas such as conflicts-ofinterest or infringing on employee's individual rights. 2. Include policies and procedures to address ethical dilemmas (discussed in detail as the next topic) 3. Include policies and procedures to ensure training of employees about the ethics management program. (Elaborated upon later in detail) 4. Include policies and procedures to reward ethical behavior and impose consequences for unethical behavior. 5. Include a grievance policy for employees to use to resolve disagreements with supervisors and staff. 6. Consider establishing an ethics "hotline." This function might best be provided by an outside consultant, e.g., lawyer, etc. Or, provide an anonymous "tip" box in which personnel can report suspected unethical activities, and do so safely on an anonymous basis.

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7. Once a year, review all personnel policies and procedures. If yours is a small organization, consider including all staff during this review. Take a full day for all staff to review policies and procedures, and suggest changes.

3.8. Ethical Tools: Resolving Ethical Dilemmas 3.8.1. Definition of an Ethical Dilemma
Perhaps too often, business ethics is portrayed as a matter of resolving conflicts in which one option appears to be the clear choice. For example, case studies are often presented in which an employee is faced with whether or not to lie, steal, cheat, abuse another, break terms of a contract, etc. However, ethical dilemmas faced by managers are often more real-to-life and highly complex with no clear guidelines, whether in law or often in religion. As mentioned before, one knows when they have a significant ethical conflict when there is presence of a) significant value conflicts among differing interests, b) real alternatives that are equality justifiable and c) significant consequences on "stakeholders" in the situation. An ethical dilemma exists when one is faced with having to make a choice among these alternatives.

3.8.2. Real-to-Life Examples of Complex Ethical Dilemmas

"Our Company prides itself on its merit-based pay system. One of my employees has done a tremendous job all year, so he deserves strong recognition. However, he's already paid at the top of the salary range for his job grade and our company has too many people in the grade above him, so we can't promote him. What should I do?" "My boss told me that one of my employees is among several others to be laid off soon, and that I'm not to tell my employee yet or he might tell the whole organization which would soon be in an uproar. Meanwhile, I heard from my employee that he plans to buy braces for his daughter and a new carpet for his house. What should I do?"

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"A fellow employee told me that he plans to quit the company in two months and start a new job which has been guaranteed to him. Meanwhile, my boss told me that he wasn't going to give me a new opportunity in our company because he was going to give it to my fellow employee now. What should I do?"

3.8.3. Methods to Resolve Ethical Dilemmas

Organizations should develop and document a procedure for dealing with ethical dilemmas as they arise. Ideally, ethical dilemmas should be resolved by a group within the organization, e.g., an ethics committee comprised of top leaders/managers and/or members of the board. Consider having staff members on the committee, as well. The following three methods can be used to address ethical dilemmas. Methods include an ethical checklist, a ten-step method and a list of key questions. (Note that The Golden Rule is probably the most common method to resolve ethical dilemmas. The rule exists in various forms in many of the world religions.)

3.8.3. a Method One - Ethical Checklist

Twin Cities-based consultants, Doug Wallace and Jon Pekel, suggest the following ethical checklist to address ethical dilemmas. If necessary, revise your decision and action plan based on results of the this test.

Diagram 6: Ethical Checklist Circle the appropriate answer on the scale; Ethical Checklist "1" = not at all; "5" = totally yes

1. Relevant Information Test. Have I/we obtained as much information as possible to make an informed decision and action 1 plan for this situation? 2. Involvement Test. Have I/we involved all who have a right to have input and/or to be involved in making this decision and action 1 2 3 4 5 2 3 4 5

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plan? 3. Consequential Test. Have I/we anticipated and attempted to accommodate for the consequences of this decision and action plan 1 on any who are significantly effected by it? 4. Fairness Test. If I/we were assigned to take the place of any one of the stakeholders in this situation, would I/we perceive this decision 1 and action plan to be essentially fair, given all of the circumstances? 5. Enduring Values Test. Do this decision and action plan uphold my/our priority enduring values that are relevant to this situation? 1 2 3 4 5 2 3 4 5 2 3 4 5

6. Universality Test. Would I/we want this decision and action plan to become a universal law applicable to all similar situation, even 1 to myself/ourselves? 7. Light-of-Day Test. How would I/we feel and be regarded by others (working associates, family, etc.) if the details of this decision and 1 action plan were disclosed for all to know? 8. Total Ethical Analysis Confidence Score. Place the total of all circled numbers here. 2 3 4 5 2 3 4 5

How confident can you be that you have done a good job of ethical analysis?

7-14 15-21 22-28 29-35

Not Somewhat Quite Very confident

very

confident confident confident

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3.8.3. b. Method Two - Ten-Step Method of Decision Making

Wallace and Pekel also provide the following ten-step method. Diagram 7: Ten Step Method of Decision Making STEPS 1. What are the known FACTS in the situation? 2. Who are the key STAKEHOLDERS, what do they value and what are their desired outcomes? 3. What are the UNDERLYING DRIVERS causing the situation? 4. In priority order what ethical principles or operating values do you think should be upheld in this situation? 5. Who should have input to, or be involved in, making this decision? 6. a) b) List any alternative or the and action harm values for plans to this that would: Alter Alter Alter NOTES

prevent uphold

minimize priority

stakeholders nativ nativ nativ situation e 1 e2 e3

c) be a good solution to the situation 7. Build a WORSE-CASE SCENARIO for your preferred alternative to see how it affects the stakeholders. Rethink and revise your preferred alternative if necessary. 8. Add a PREVENTATIVE ETHICS component to your action plan that deals with the underlying drivers causing the situation listed in Step 3. 9. Evaluate your chosen decision and action plan against the checklist on the reverse side. 10. Decide and build an action plan, and implement and monitor it.

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3.8.3. C Method Three - Twelve Questions to Address Ethical

Dilemmas

Laura L. Nash poses 12 questions to help managers address ethical dilemmas. 1. Have you defined the problem accurately? 2. How would you define the problem if you stood on the other side of the fence? 3. How did this situation occur in the first place? 4. To whom and to what do you give your loyalty as a person and as a member of the corporation? 5. What is your intention in making this decision? 6. How does this intention compare with the probable results? 7. Whom could your decision or action injure? 8. Can you discuss the problem with the affected parties before you make your decision? 9. Are you confident that your position will be as valid over a long period of time as it seem now? 10. Could you disclose without qualm your decision or action to your boss, your CEO, the board of directors, your family, society as a whole? 11. What is the symbolic potential of your action if understood? misunderstood? 12. Under what conditions would you allow exceptions to your stand?

3.9. Ethics Tools: Training

The ethics program is essentially useless unless all staff members are trained about what it is, how it works and their roles in it. Training Basics for Supervisors and Learners 1. Orient new employees to the organization's ethics program during new-employee orientation. 2. Review the ethics management program in management training experiences.
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3. Involving staff in review of codes is strong ethics training. 4. Involving staff in review of policies (ethics and personnel policies) is strong ethics training. 5. One of the strongest forms of ethics training is practice in resolving complex ethical dilemmas. Have staff use any of the three ethical-dilemma-resolution methods in this guidebook and apply them to any of the real-to-life ethical dilemmas also listed in this guidebook. 6. Include ethical performance as a dimension in performance appraisals. 7. The best ethics trainer: is the behavior of the organizations leaders.

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CHAPTER 4

DATA ANALYSIS

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Does this organization have leaders who inspire people to high level of performance?

7 6 5 4 3 2 1 0
Totally Agree Agree Disagree Totally Disagree

Graph 1

INTERPRETATION: The above graph shows that 29% of the respondents totally agree, 41% of the respondents agree, 18% disagree and 12% totally disagree that organization have leaders who inspire people to high level of performance.

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Do you feel that adequate importance is given to assigning teams according to emotional quotient compatibility?

7 6 5 4 3 2 1 0
Totally Agree Agree Disagree Totally Disagree

Graph 2

INTERPRETATION: The above graph shows that 24% of the respondents totally agree, 23% of the respondents agree, 41% disagree and 12% totally disagree that adequate importance is given to assigning teams according to emotional quotient compatibility.

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Does the top management takes time periodically to visit their team members in the departments headed by them, to have first hand knowledge of ground level realities / problems or feel the pulse of the organization?

8 7 6 5 4 3 2 1 0
Totally agree agree disagree totally disagree

Graph 3

INTERPRETATION: The above graph shows that 47% of the respondents totally agree, 12% of the respondents agree, 35% disagree and 6% totally disagree that the top management takes time periodically to visit their team members in the departments headed by them, to have firsthand knowledge of ground level realities / problems or feel the pulse of the organization

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Are the top management of this organisation are good team builders i.e., do they nurture team spirit, provide guidance/ counseling to team members, ensures task clarity, etc.

totally agree agree disagree totally disagree

Graph 4

INTERPRETATION: The above graph shows that 12% of the respondents totally agree, 47% of the respondents agree, 29% disagree and 12% totally disagree that the top management of this organization are good team builders.

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I am quite happy with the quantum of interdepartmental co-operation and coordination in this organization on organizational issues or problems.

totally agree agree disagree totally disagree

Graph 5

INTERPRETATION: The above graph shows that 10% of the respondents totally agree, 20% of the respondents agree, 50% disagree and 20% totally disagree to the above statement.

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Creative work / innovative ideas are recognized and adequately rewarded in this organization.

totally agree agree disagree totally disagree

Graph 6

INTERPRETATION: The above graph shows that 40% of the respondents totally agree, 50% of the respondents agree, 10% disagree and 0% totally disagree that Creative work / innovative ideas are recognized and adequately rewarded in this organization.

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I am unhappy with the level of transparency in the organization.

totally agree agree disagree totally disagree

Graph 7

INTERPRETATION: The above graph shows that 30% of the respondents totally agree, 50% of the respondents agree, 10% disagree and 10% totally disagree to the above statement.

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Its okay with me that the organization does not have a grievance handling mechanism to redress employee complaints.

totally agree agree disagree totally disagree

Graph 8

INTERPRETATION: The above graph shows that 0% of the respondents totally agree, 10% of the respondents agree, 70% disagree and 20% totally disagree to the above statement.

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In this organization care is taken to minimize stress and encourage a congenial productive environment.

8 7 6 5 4 3 2 1 0
totally disagree totally agree agree disagree

Graph 9

INTERPRETATION: The above graph shows that 12% of the respondents totally agree, 12% of the respondents agree, 12% disagree and 47% totally disagree that the organization care is taken to minimize stress and encourage a congenial productive environment.

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In your opinion, are the organizations stated ethical stands reflected in the ground realities of day-to day work.

totally agree agree disagree totally disagree

Graph 10

INTERPRETATION: The above graph shows that 30% of the respondents totally agree, 40% of the respondents agree, 20% disagree and 10% totally disagree that the the organizations stated ethical stands are reflected in the ground realities of day-to day work.

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Do you think that your organizations employees are adequately equipped resolve any ethical dilemmas that may arise?

8 7 6 5 4 3 2 1 0
totally agree agree disagree totally disagree

Graph 11

INTERPRETATION: The above graph shows that 12% of the respondents totally agree, 47% of the respondents agree, 29% disagree and 12% totally disagree to the above statement.

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CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

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FINDINGS
Most of the employees agree that the organization has leaders who inspire people to high level of performance. Most employees, especially at the junior middle and entry level felt like they were not compatible with their teams and that negligible consideration was given to emotional quotient of people in the organization. There seems to be mixed opinions about the involvement of top management with ground level realities. Most respondents felt that Team Leaders gave quite a bit of emphasis on intra-team building and communicating with their teams with regards to task requirements. There seems to be an apparent lack of inter-departmental/inter-team cohesiveness as reflected in the survey. There was almost a uniform consensus that this organization encouraged innovative ideas and due credit was given to the same. Most respondents seem to be of the opinion that much more could be done to foster transparency with their colleagues from different practices/teams. Most employees surveyed were of the opinion that although officially an employee could speak to the H.R. department or their reporting supervisors to redress complaints, but because of there being a lack of encouragement to do so, most employee grievances are not adequately addressed. Majority of the employees surveyed felt that the stress levels were at an unproductive level and that not much was done to discourage negative stress. Most employees think that the organizations stated ethical stand is being reflected in day-to-day activities. There was a lack of understanding and application of what is ethically correct in this organization by individual employees.

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RECOMMENDATIONS: Emotional Quotient/ Emotional Intelligence:

1. According to the survey, not much attention is given to this component in RBS. This should be immediately remedied, starting with the Hiring process, wherein individuals with only a certain level of EQ/EI or above should be taken into the organization. 2. The Organization should follow the Guidelines for Effective Social and Emotional learning (Details in the thesis report) to increase all its employees EQ/EI. This should be done with the help of a qualified external Trainer/ counselor. 3. Since the entire Organizational culture is derived from the Top, Executive Access should start by assessing the Senior Managements EQ/EI and if the leadership style is found to be largely of either a coercive or a pacesetting style, then the external consultant/trainer should work exclusively for a while with the top management. The attempt being to veer this style towards one of the more positive four styles- the visionary/authoritative, the affiliative, the democratic, and the coaching.

Stress:
4. Each employee should periodically undergo Stress Self Analysis to understand the levels and nature of stress on themselves. This would help in formally identifying stress triggers. 5. The Self Analysis exercise should be followed by specific training/counseling being imparted to help the employee deal effectively with the triggers identified. 6. Such an identification of stress triggers can also help an organization to zero-in on areas where it can help by reducing or removing unwanted stress. It could also try turning negative stress in positive stress. (Negative stress which according to

feedback from respondents to the survey, seems to be highly prevalent in RBS should be strongly Discouraged). This will have an immediate positive effect on the employee attrition and burn out rate. 7. The Organization should make formal and sustained efforts to move from an Adversarial climate to a Collegial one. This is especially necessary as the firm is a small one and given that the nature of the business is one where information about the market is the most crucial factor to the success of teams and the organization as a

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whole. According to the feedback from respondents, instead of there being absolute transparency and inter-team support, there is intense rivalry and deliberate miscommunication. This should be remedied at once by working on creating an atmosphere of Trust and Transparency.

Business Ethics:
8. Policies and practices of the organization should be aligned with the vision; no mixed messages. 9. Consider establishing an ethics management committee in RBS. It would be charged with implementing and administrating an ethics management program, including administrating and training about policies and procedures, and resolving ethical dilemmas. The committee should be comprised of senior officers.

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CONCLUSION
It is possible for people of all ages to become more socially and emotionally competent. However, the principles for developing this type of competence differ greatly from those that have guided much training and development practice in the past. Developing emotional competence requires that we unlearn old habits of thought, feeling, and action that are deeply ingrained, and grow new ones. Such a process takes motivation, effort, time, support, and sustained practice, as the guidelines presented in this thesis make clear. Organizations increasingly are providing training and development efforts in the areas of "emotional intelligence" or "emotional competence" as well as ethical management. However, the guidelines presented here apply to any development effort in which personal and social learning is a goal. This would include most management and executive development efforts as well as training in supervisory skills, diversity, teamwork, leadership, conflict management, stress management, sales, customer relations, etc. Ideally, efforts to develop emotional competence and ethical management would include all the elements listed earlier, but this often will not be practical to do so. Fortunately, the effect of adhering to the guidelines is multiplicative and synergistic: the more guidelines that organizations and trainers can follow, the greater and more lasting will be their impact. If the current interest in promoting emotional intelligence and ethical management at work is to be a serious, sustained effort, rather than just another management fad, it is important that practitioners try to follow guidelines based on the best available research. Only when the training is based on sound, empirically based methods, which combine an individuals perspective with organization-wide goals and principals, will the promise of positive stress-ethically sound work behavior be realized.

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ANNEXURE
QUESTIONNAIRE
NAME: DESIGNATION: Q 1.Does the organization has leaders who inspire people to high level of performance? Agree Totally Agree Disagree Totally Disagree

(Surveyor Comments: ______________________________________________ ____________________________________________________________)

Q 2.Do you feel that adequate importance is given to assigning teams according to emotional quotient compatibility? Agree Totally Agree Disagree Totally Disagree

(Surveyor Comments: ______________________________________________ ____________________________________________________________)

Q 3.Does Top management takes time periodically to visit their team members in the departments headed by them to have first hand knowledge of ground level realities / problems or feel the pulse of the organization. Agree Totally Agree Disagree

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Totally Disagree

(Surveyor Comments: ______________________________________________ ____________________________________________________________)

Q 4.Is the top management of this organization good team builders i.e., do they nurture team spirit, provide guidance/ counseling to team members, ensures task clarity, etc. Agree Totally Agree Disagree Totally Disagree

(Surveyor Comments: ______________________________________________ ____________________________________________________________) Q. 5. Are you happy with the quantum of interdepartmental co-operation and coordination in this organization on organizational issues or problems. Agree Totally Agree Disagree Totally Disagree

(Surveyor Comments: ______________________________________________ ____________________________________________________________)

Q 6. Creative work / innovative ideas are recognized and adequately rewarded in this organization? Agree Totally Agree Disagree Totally Disagree

(Surveyor Comments: ______________________________________________

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____________________________________________________________)

Q 7.Are you unhappy with the level of transparency in the organization? Agree Totally Agree Disagree Totally Disagree

(Surveyor Comments: ______________________________________________

Q 8.Its okay with me that the organization does not have a grievance handling mechanism to redress employee complaints? Agree Totally Agree Disagree Totally Disagree

(Surveyor Comments: ______________________________________________ ____________________________________________________________)

Q 9 Does the organization takes care to minimize stress and encourage a congenial productive environment? Agree Totally Agree Disagree Totally Disagree

(Surveyor Comments: ______________________________________________ ____________________________________________________________)

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Q 10.In your opinion, are the organizations stated ethical stands reflected in the ground realities of day-to day work. Agree Totally Agree Disagree Totally Disagree

(Surveyor Comments: ______________________________________________ ____________________________________________________________)

Q 11.Do you think that your organizations employees are adequately equipped resolve any ethical dilemmas that may arise? Agree Totally Agree Disagree Totally Disagree

(Surveyor Comments: ______________________________________________ ____________________________________________________________)

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