CHAPTER – I

INTRODUCTION
 CHAPTER – I

INTRODUCTION

“There are no extraordinary men…just extraordinary circumstances that

ordinary men are forced to deal with.” – William (Bill) Halsey, Jr.

1.1 INTRODUCTION

The Police Department is the official law enforcement agency. They safe guard

and exclusively contribute to maintain law and order in the society. Maintaining routine

law and order, riot control, crime investigation, protection of state assets, VIP protection,

traffic control are the main roles and the foremost responsibilities of the Police

Department. Police personnel are the most visible arm of the government. They are

needed in the society at the time of a danger, crisis or difficulty. Hence they are expected

to be more accessible, interactive, responsive and dynamic organization of any society1.

Naturally, the duty and functions of police personnel are varied and multifarious. At the

same time, the job of police personnel is complicated, elusive and problematic. Police

officers have to be a ―lawyer, scientist, medic, psychologist, athlete and public servant‖

(Ramsey Clark). However, to do their jobs effectively, every Police officer needs

organizational support which is best provided though proper training, resources,

development, and leadership. Officers with high emotional intelligence (EI) will often be

more successful. Police with good ability to build and maintain interpersonal

relationships have been found to be predictors of high job performance and leadership

skills.

1
Malimath S.P. (1976), Police Public Relations. The Police Journal, Delhi, Oct.-Decemberl976, pp 64-67.

1
 Thus, the police people need to maintain law and order, undertake patrolling and

prevention of crime, initiate an investigation of crime, manage crowds, provide security

to VIPs, monitor unlawful assemblies and public agitations, help weaker sections of

society, and handle special occasions like processions, elections, communal riots, or

natural disasters (Bharati, 2006)2. They carry together the role of a pacesetter, manager,

and friend. While they handle themselves, they have to carry the general public at another

end. Their job is burdened with challenges and frustrations imposed by their superiors.

The decision of Duty, discipline, relatively prolonged psychological stress, physical

separation from their friends and relations (Srivastava, 1999)3. Under these

circumstances, it would be worthwhile to explore how these persons manage their

emotions vis-à-vis with others. the work profile of police personnel includes the

responsibility of protecting the general public, constant exposure to victim‘s problems,

emotional distancing, inactivity/crisis, maintenance of macho defences, bipolar thinking,

etc. additionally to those, the people are witnessing of negative public image, fellow

officer killed within the line of duty, killing someone in the line of duty, recovering

bodies from automobile accidents, domestic or community violence, responding to cases

involving maltreatment and neglect, the online of private puzzles and job catastrophes.

Thus, police personnel face a spread of stress or job pressures due to their role in several

situations. Therefore, the power to be perceptively in tune with police personnel, and

their emotions, also as having sound situational awareness are often a strong tool for

leading a team. The act of knowing, understanding, responding to emotions, overcoming

2
Bharati, D. (2006). Police and people: role and responsibilities. New Delhi: APH Publishing Corporation
3
Srivastava, A. (1999). Role of Police in a changing society. New Delhi: APH Publishing Corporation.

2
stress at the moment, and is being conscious of how their words and actions affect others,

is described as Emotional Intelligence.

1.2 Concept of Emotional Intelligence

The concept of Emotional Intelligence (EI) has been conceptualized as an

important predictor for success at the workplace (Goleman, 1995)4. Though some

elements of the concept are controversial (Matthews, et al., 2002)5, the theme of EI still

resonates with practitioners and theorists in the business world (Mayer, et al. 2004)6. The

appeal of EI has been continuously fueled by claims stating that it is a key foundation of

successful job performance (Joseph & Newman, 2010)7. Emotional Intelligence has been

focused widely and a great deal of interest has been generated. This interest was largely

stimulated by Goleman‘s (1995)8 book, and particularly by the claim that EI explains a

higher amount of variance in individual success than IQ (Dulewicz et al.

2003)9. Emotional Intelligence has been defined as an individual‘s capacity to

appropriately regulate his or her emotions which involves the ―ability to monitor one‘s

own, others feelings and emotions to discriminate among them, to use this information to

guide one‘s thinking and action‖ (Salovey and Mayer, 1990)10. Results linking EI and job

4
Goleman, D., (1995). Emotional intelligence: why it can matter more than IQ. London: Bloomsbury
5
Matthews, G., Zeidner, M., & Roberts, R. D. (2002). Emotional Intelligence: Science and Myth.
Cambridge, MA: MIT Press.
6
Mayer, J. D., Salovey, P., & Carsuo, D. R., et.al(2004). Emotional Intelligence: Theory, findings, and
implications. Psychological Inquiry, 15(3), p. 197.
7
Joseph D.L. and Newman D.A. (2010), ‗Emotional Intelligence: An integrative meta-analysis and
cascading model‘, Journal of Applied Psychology, 95, 54-78.
8
Goleman (1995), Emotional Intelligence, Bantam Books, New York, N.Y.
9
Dulewicz, V., Higgs, M., & Slaski, M. (2003). Measuring emotional intelligence: Content, construct and
criterion-related validity. Journal of Managerial Psychology, 18(5), 405-420.
10
Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality,
9, 185-211.

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performance has been inconclusive. Bachman, Stein, Campbell and Sitarenios (2000)11

and Wrong, Law and Wong (2004) found support for the notion that EI positively

influences performance. However, Feyerherm and Rice (2002)12 found that only one of

six measures of EI related to team performance, and Sosik and Megerian (1999)13 showed

that EI was not related to supervisor ratings of job performance. One possible explanation

for the non — significant relationships reported lies in the difficulty of identifying the

variables mediating the links between EI and performance (e.g., Cote and Miners, 2006).

In this context, Goleman (1995) identified five elements components of emotional

intelligence. They are Self–awareness, Self-regulation, Motivation, Empathy, and Social

Skills.

Fig: 1.2.1.Components of Emotional Intelligence

11
Bachman, J., Stein, S., Campbell, K., & Sitarenios, G. (2000). Emotional intelligence in the collection of
debt. International Journal of Selection and Assessment, 8(3), 176-182.
12
Feyerherm and Rice (2002) "Emotional Intelligence and Team Performance: The Good, The Bad
and The Ugly‖, The International Journal of Organizational Analysis, Vol. 10 Issue: 4, pp.343-362.
13
Sosik and Megerian (1999)Understanding Leader Emotional Intelligence and Performance: The Role of
Self-Other Agreement on Transformational Leadership Perceptions First Published September 1, 1999
Research Article

4
 Hence, the detailed discussion of each element and components are presented in

the following paragraphs.

1) Self – awareness

The success knows oneself; self–awareness knows one‘s internal states,

preferences, resources, intuitions, etc. It indicates the ability to recognize understand and

accept one‘s own moods, emotions, drives, strengths and shortcomings as well as to see

how these affects other people. According to Goleman, Self–awareness includes the

following three important steps:

Emotional Awareness: It means recognizing one‘s emotions and becoming aware of

how their feelings and emotions affect their and other‘s performance.

Accurate Self- assessment: It refers to candid sense of one‘s personal strengths and

weakness. One becomes aware of one‘s personal strengths and weaknesses. One becomes

aware of one‘s blind spots and able to find the roads to improvement. Persons with this

ability are clear, reflective, and eager to learn from experience, show interest for show

interest for self-development.

Self–confidence: Knowing about oneself confidence. These people are decisive assertive

and have a strong sense of one‘s self worth.

Thus, an awareness of one‘s emotions, assessment of one‘s strengths and weaknesses and

self–confidence help persons to emotionally managing not only themselves but also

others in their relationships and dealings.

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2) Self–regulation

Self–regulation refers to managing and handling impulses, distressing feelings

and upsets rather than denying or repressing these feelings. Self– regulation helps in

staying compose, focused, calm and helps think clearly even under pressure. Self–

regulation has five steps.

Self-control: In Buddha‘s view self–control is the secret of happiness. Self- controlled

persons can manage their emotions effectively and face defeat and success with

equanimity.

Trust-worthiness: Trust–worthiness means displaying honesty and integrity. These are

credible, take responsibility for their actions and are principles.

Conscientiousness: It involves commitment. They fulfill their obligations; attempt to

keep their promises.

Adaptability: Adaptability deals with flexibility in handling challenges and changes.

They can choose and smoothly handle situations and their responses to the circumstances

are so effective.

Innovation: Their perspective is very wide which helps them in coming up with original

solution to problems.

3) Motivation

Motivation helps in the achievement of goals. It is an ability to pursue goals with

energy and persistence. It provides the drive and zeal to shape our thoughts and actions.

Three important motivational competencies are as follows:

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Achievement drive: It refers to striving to improve or meet a standard of excellence.

They are result – oriented. They take calculated risks and readily face any type of

challenges.

Commitment: It refers to aligning oneself, identifying oneself with the goals of a group

or organization. They do not yield to any pressure or threat.

Initiative and Optimism: People with emotional balance take a lot of initiatives and

they are generally optimistic. They have the ability to seize opportunities, mobilize others

to get things done, pursue goals in the face of obstacles, be flexible to get the jobs done,

and see the positive side of things. The mere physical presence of persons with high

motivation makes a lot of difference in the atmospheres. Their optimistic view

encourages others.

4) Empathy

Empathy is the capacity to understand or feel what another person is experiencing

from within their frame of reference, that is, the capacity to place oneself in another's

position. It can be called the foundation skill for all the social competencies. Emotionally

balanced people are generally empathetic and not sympathetic. Empathy includes the

following:

Understanding others: The person(s) who try to understand others by trying to know

their feelings and showing interest in their welfare. These people are very much sensitive.

Service orientation: Service orientation means reorienting the service aspects by

anticipating, recognizing and meeting the consumer‘s needs. An emotional bond is

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created between the buyer and seller. Products are matched with customer‘s needs, trying

to increase customer satisfaction and loyalty.

Leveraging diversity: It means being sensitive to group differences and relate to people

according to their background. They see diversity as opportunity and create environment

in which diverse people can survive.

Developing others: They recognize other‘s strengths and accomplishments and help in

developing their personality. They provide useful feedback, give timely coaching, and

offer challenging assignments.

Political awareness: It means reading a group‘s emotional currents and power

relationships. It is being aware of the social and political currents of the situation, to

accurately read key power relationships, to detect crucial social networks, to understand

forces that shape views and actions of clients and competitors.

5) Social Skills

Social skills are the skills used to communicate and interact with each other, both

verbally and non-verbally, through gestures, body language and our personal appearance.

Human beings are sociable creatures and we have developed many ways to communicate

our messages, thoughts and feelings with others.

Based on existing research and in a series of research propositions, it is presented

a framework for emotional and social skills and discussed how these are related or should

be related, to important leadership processes and outcomes. Specifically, skill in

emotional expressiveness, emotional sensitivity, and emotional control should result in

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such leadership behaviors and outcomes as motivating and inspiring followers,

understanding followers‘ needs and feelings, and regulating inappropriate emotions.

The social skills, including social expressiveness, social sensitivity, and social

control are expected to contribute to such leadership processes and outcomes as public

speaking, coaching, effective listening, and impression management. Thus, social skills

are ability to build rapport with various sections of society and create network of people.

It includes the following competencies:

Influence: Influence is the effective tactic for persuasion. These people are skilled at

wining people over and build leadership consensus and support.

Conflict management: It refers to negotiations and resolving disagreements. Conflict

management helps to handle difficult people with leadership qualities and tense situations

with tactful performance and encourage debate and open discussions.

Goleman (1995) focuses on the need for emotional intelligence at work, an area

often considered more head than heart. Goleman argues not only do bosses and corporate

leaders need high doses of emotional intelligence, but every people–oriented job demands

it too. Therefore, he claims where IQ is relatively fixed, emotional intelligence can be

built and learned. Thus the study concentrates in each domain comes with corresponding

competencies, and will discuss more in-depth.

1.3 Importance of Emotional Intelligence

Keeping the characteristics of Emotional Intelligence and various researches and

literature in the field of emotional intelligence, the importance of this is summarized as

under.

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 Emotional intelligence plays a pivotal role in designing the required personality;

build up the emotional maturity suitable to the age; build up the ability in the self-

adaptation for solving the stress problems and the pressure of life in the

competing status of an individual.

 The enhancement of the harmonious personality of the individual depends to a

large extent on his/her emotional intelligence. It enables a man to achieve highest

pinnacle and deepest reach in his search for self– fulfillment as well as other

fulfillment.

 Emotional intelligence reinforces the concomitant drive to increase individualism.

It enables to express one‘s feeling and emotion at the appropriate occasion, with

the understanding of the feeling of self and others.

 Emotional Intelligence gives the introspective insight before getting to know

others. The knowing of oneself and of others would induce interaction among

themselves;

 Emotional Intelligence enhances the talent of artful leader in utilizing people and

in capturing their hearts. It gives chance for the administrator to study and

develop the staff.

 Attributing quantitative values to qualitative phenomena that are evident from all

- pervasive marks system which rapidly becomes the dominant goal of pupils.

Therefore, emotional intelligence is a very important aspect on which depends the

future career of the children.

 Emotional intelligence can enable teachers to resolve past issues and both external

as well as internal conflicts help them to attain emotional power and accomplish

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 their goals at all levels – physical, mental, spiritual and emotional; and also

improve psychological abilities such as: memory, clarity of thinking and decision

– making.

 It is believed that learning difficulty as well as various problems at work place has

their origin in poorly developed emotional awareness in early childhood. In this

state, emotional intelligence enables the human beings to respond to the right

degree, at the right time, for the right purpose and in the right way to a variety of

environmental situations.

 Emotional intelligence is a primary factor in health, ageing permitting the human

being to live long as well and it is positively impact to the individual ability to

sustain both mental and physical health. Emotional intelligence also enables to

assume responsibility for an individual feeling by saying ―I feel‖ instead of ‗I

should not have.‘

 Emotional intelligence helps in stimulating motivation, improving

communication, reducing stress and enhancing decision – making power of

teachers, administrators, students and also parents.

 Emotional intelligence also helps to cope up with stressful situations. Stress

management, therefore largely depends upon striking an emotional balance

between a potential stress condition and reaction to it.

1.4 Emotional Intelligence and Leadership Performance

This can be understood from the above discussion that, emotional intelligence

serves in assessing the importance of leader‘s awareness and their own emotions resulting

ability to influence on leadership performance. Thus, emotional intelligence is important

11
to leaders because people who possess the ability to control negative approaches and

inclinations tend to be reasonable. Other than that Emotional Intelligence plays an

important role in the work place to predict the result of work-related individuals like job

satisfaction and job performance (Prati, et al., 2003)14.

Over the past several years, numerous studies have focused on the effect of

emotional intelligence on leadership performance. An executive research in a firm ‗Egon

Zehnder International‘, Cherniss (2003)15 analyzed 515 senior executives and found that

those who were primarily strong in emotional intelligence were more likely to succeed

than those who were stronger in either relevant previous experience or IQ. The leaders

who had high emotional intelligence were 20% more productive than those with low

emotional intelligence (Bradberry & Greaves, 2003). In this area a study was conducted

by Cavallo and Brienza (2003) involving 358 managers across the Johnson & Johnson

Consumer & Personal Care Group globally to determine whether any specific leadership

competencies were significantly different between high performers and average

performers. In this study they found that the high performers had significantly more

emotional competencies than low performers.

Emotional intelligence significantly influences the performance of a leader

(Cherniss & Goleman, 2001). A leader who has a high level of emotional intelligence

will have a greater effect on an organization than a leader with a low level of emotional

intelligence (Cherniss, 2003). Organizations are realizing that emotional intelligence is an

14
Prati, L. M., Douglas, C., Ferris, G. R., Ammeter, A. P., & Buckley, M. R. (2003). The Role of
Emotional Intelligence in Team Leadership: Reply to the Critique by Antonakis. The International
Journal of Organizational Analysis, 11(4), 363-369.
15
Emmerling, R. J., & Cherniss, G. (2003). Emotional Intelligence and the Career Choice Process, Journal
of Career Assessment, 11(2), 153-167.

12
essential part of an organization‘s management process; and, with the current emphasis

on team building and adapting to change, emotional intelligence becomes more critical

(Goleman, 1998). If leaders expect to guide their organizations in the right directions,

they need to be able to deal effectively with emotions. Great leaders have the ability to

work through emotions (Goleman, Boyatzis, & McKee, 2002).

In the study of Goleman (1998), emotional intelligence was specifically related to

the domain of work performance. He examined how emotional intelligence affected

individuals and leaders in the business world. Over the past decade a significant case has

been made for considering emotional intelligence among leaders within businesses

(Bradberry, & Greaves 2004; Cherniss, 2003; Goleman, 1998).

Leaders will be better equipped to use positive emotions to facilitate

improvements and influence followers so that they are receptive to change and supportive

of the leader. In addition, leaders high in emotional intelligence will have the ability to

manage their emotions so that followers are secure and optimistic about where they are

going and their personal contribution to the organization. Individuals with strong

emotional intelligence skills assert higher levels of transformational leadership

proficiency, consequently leading to higher performance.

1.5 The Role of Emotional Intelligence in Police Personnel

Despite limited research on the role of EI in the police personnel, there are several

theoretical explanations indicating EI could be significantly related to police work. First,

previous studies show that EI is important for jobs requiring contact with other people,

either within or outside of an organization. For example, in a recent meta-analysis of the

13
relationship between EI and performance, Joseph and Newman (2010)16 found EI to

positively predict job performance, particularly in occupations with high emotional labor

(i.e., jobs with frequent customer/interpersonal interactions, and situations where

showing positive emotion is a part of the job requirement). Additionally, several

researchers like Daus and Ashkanasy (2005)17 have argued that EI is important for

effective police performance, given that there is a high need for officers to manage their

own and others‘ emotions as part of their job. They found by using quantitative data as

well as qualitative data (i.e., intensive semi-structured interviews with patrol officers and

their supervisors, dispatchers, investigators, and police chiefs) that certain aspects of EI

are essential for police officers in order to effectively perform their functions.

Bar-On, et al. (2000)18 found that in comparison to other helping profession

groups, police officers were more aware of themselves and of others, were more

adaptable in general, coped better and positively enjoyed their work more. It comes as no

surprise, then that having higher levels of EI is extremely important for success in the

realm of law enforcement where daily stressors can take their impact on officers‘ mental

well-being. In addition to mental and emotional aspects, Al Ali, et al. (2012)19 found

significant correlations between higher EI levels and police officer job performance.

16
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integrative meta-analysis and
cascading model. Journal of Applied Psychology, 95(1), 54-78.
17
Daus, C.S., & Ashkanasy, N. M. (2005). The case for the ability-based model of emotional intelligence
in organizational behavior. Journal of Organizational Behavior, Vol. 26, p. 453-466.
18
Bar-On, R., Brown, J.M., Kirkcaldy, & B.D., Thome‘, E.P. (2000). Emotional expression and
implications for occupational stress; an application of the Emotional Quotient Inventory (EQ-i).
Personality and Individual Differences, 28, 1107-1118.
19
Al Ali, O. E., Garner, I., & Magadley, W. (2012). An Exploration of the Relationship Between
Emotional Intelligence and Job Performance in Police Organizations. Journal of Police and Criminal
Psychology, 27(1), 1-8.

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Aremu, et al. (2011)20 found that emotional intelligence even had an effect on the

attitudes of police officers toward police corruption.

There are multiple mechanisms through which EI can have a positive effect on

policing. First, the police work is definitely one of these jobs that depend greatly on

dealing with others. Aremu and Tejumola (2008), for instance, theoretically proposed that

EI are essential for police since their job is basically and largely based on human contact

and for a satisfying contact, there must be an appropriate understanding by the person

making the contact. In other words, the ability of communicating effectively is a major

personal attributes that has been found to be critical for police officer position (Sanders

2003). Many police studies showed that for performing some police works such as

establish local knowledge of a specific patrol area; establish good relationships with the

community; dealing with aggressive people; and interviewing witnesses or victims of

crimes officers require high level of communication skills, interpersonal relations skills

and empathy (Howitt 2002; Kaczmarek and Packer 1996). There is growing evidence that

EI predicts performance of work that involve regular interpersonal contact with people

and where such contacts outline the basis for effectiveness (Caruso et al. 2006). Appraisal

and expression of emotion, for example, is a facet of EI that has been described as the

ability to recognize emotion in others' facial and postural expressions (Mayer and

Salovey 1997). It also refers to the ability to discriminate between appropriate and

inappropriate as well as honest and dishonest expressions of emotions. The ability to

accurately interpret another‘s emotional state particularly from nonverbal cues is

20
Aremu, A.O., Pakes, F. & Johnston, L. (2011). The moderating effect of emotional intelligence on the
reduction of corruption in the Nigerian police. Police Practice and Research, 12 (3), 195-208.

15
significant for consistent communication. Expressing emotions is also a critical part of

interpersonal relationships since it motivates and increase emotional connection and

promotes a deeper understanding of other people (Mayer et al. 2000; Whitman 2009).

Empathy is another main aspect of EI under the facet of appraisal and expression

of emotion. This facet of EI refers to being aware of others‘ feelings, concerns and needs.

It also involves taking an active interest in other peoples‘ concerns, feelings and being

able to react to spoken and unspoken feelings (Gardner 2005). This ability appears to be

important for police officers interviewing and dealing with victims or witnesses.

Communicating empathy will help the witnesses or the victims to feel more comfortable

and make them feel that their trouble is understood which will encourage them to

cooperate with the officer (Ainsworth 2002). Thus, EI may contribute significantly for

police effectiveness in communicating with the public in that officers who possess the

ability to appraise and express emotion may be able to create environments that support

the development of people trust and collaboration which will support their performance

in fighting against crime. In addition, since some police organizations are constantly

being examined and criticized regarding the manner in which their officers interact and

deal with the people that they serve, it seem that the concept of EI could provide several

potential benefits to law enforcement organizations (Burnette 2008).

A second mechanism that may provide evidence for the significantly of EI for

police is that emotionally intelligent individuals may have high ability of monitoring the

emotions of oneself and others and to control those emotions by temperate negative

emotion and enhancing pleasant emotion. That is, emotion regulation is the mechanism

through which people can produce and retain positive affective states, which have been

16
suggested to benefit work behavior (Gardner 2005; Joseph and Newman 2010). As

Aremu and Tejumola (2008) reported, this is important for police officers since they need

to correctly value themselves by having high self-concept. More particularly, some police

agencies are undervalued by the public particularly when the media demonstrate negative

attitudes toward the police. This may produce lack of respect to police which may

negatively affect officers' self presentation (Aremu and Tejumola 2008). However, it has

been suggested that EI capture individual differences in the extent to which they are able

to successfully control moods and emotions of oneself and others. Thus, emotionally

intelligent individuals will be able to manage one‘s own emotions includes controlling

stress, efficiently dealing with negative effect, and intentionally extracting unpleasant

emotions. Consequently avoid being impaired cognitively or behaviorally by the negative

results of these affects (Gardner 2005; Mayer et al. 2004).

A third mechanism through which EI could have a positive effect on policing is

its relationship with team performance. EI is one factor that has been found to be

correlated with team performance since EI preceded and assisted the cognitive processes

that accurately evaluate other team members‘ emotions and needs (Whitman 2009)21.

More specifically, team performance depends on effectively working with others who

have different traits, abilities, skills, attitudes, ideas, and opinions and thus EI may

support the collaboration and harmony among team (Kulkarni et al. 2009). According to

Jordan and Troth (2004)22, teams consist of members with higher levels of EI achieve

better on tasks than teams whose members have lower levels of EI. They argued that EI

21
Whitman (2009) Measuring social values in philanthropic foundations 19 March 2009 Volume19,
Issue3.
22
Jordan, P. J., & Troth, A. C. (2004). Managing Emotions During Team Problem Solving: Emotional
Intelligence and Conflict Resolution. Human Performance, 17(2), 195-218.

17
may contribute to the problem-solving ability of teams; through individual team

members‘ and ability to effectively resolve conflict which has been found negative

impact on team performance. They also noted that Emotional intelligence is defined as

―The ability to deal with one‘s own emotions which incline to different perspective and

seek superior solutions without feeling threatened by the possibility of being wrong‖.

This requires emotional self-control. Another possible explanation of the EI, individuals

with high EI are more effective in communicating their ideas, intentions, and goals in

assertive, articulate, and interesting ways which might closely associated with social

skills required for teamwork (Zeidner et al. 2004).

Finally, the earlier research has indicated about the useful application of EI of

police. It indicates that, teaching of police officers how to manage their emotions will

help them better regulate their own reactions and about others particularly in conflict,

dangerous, and in difficult situations (Cherniss 2000). According to Mayer and Salovey

(1997), individuals with high EI are proposed to be more successful in resolving conflicts

through their ability to percept, understand, and analyze emotions and employ emotional

knowledge to manage own and others‘ emotions which may aid to the negotiation and

decision making that better gratify the involved peoples' need and lead to better results.

This ability to manage and control emotions of oneself and others is important for the

police particularly in conflict circumstances since: (a) officers are routinely the first line

of response for situations dealing with emotionally stimulated citizens mostly in crisis

(Bartol and Bartol 2004); (b) many police injuries occur while performing in conflicts

circumstances (Burnette 2008); and (c) this will help to reduce the use of force and

firearms which may result in a death of an officer or citizen (Howitt 2002). Police

18
organizations will place value suggestions on emotionally intelligent officers for better

and able performance in controlling conflicts, in a way that lead to creative conclusions

with limited or no harm to an officer or citizen or the organization.

Notwithstanding that very few studies have recognized the validity of EI in

policing. Police officers appear logically and require high level of EI since their work is

based on human contact, need effective teamwork, need high ability to deal with negative

interactions. The main goal of the present study is to examine the validity of EI in

predicting the effects on leadership performance among a sample of police officers.

1.6 Conceptual framework of EI and Leadership Performance

Emotional intelligence refers to the capability of a person to manage and control

his/ her emotions and possess the ability to control the emotions of others as well. In

other words, they can influence the emotions of other people also. Thus, emotional

intelligence is a very important skill in leadership. It is said to have five main elements

such as - self-awareness, self-regulation, motivation, empathy and social skills. Among

these five elements of emotional intelligence let us understand each one of them in detail.

Self-awareness is what individuals are going through, they would be in a better

position to understand others, and affect people around them. It also means the

individuals are aware of their strengths as well as weaknesses. When they experience

anger, they hold that moment and think what made them so angry.

Self-regulation is the next step wherein the individuals think before speaking. It

is an important aspect where they can regulate themselves. This will impact others in a

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positive way rather than negative. Hold them accountable in case if they make a mistake

and try to remain calm in every situation.

Motivation is the reason for people's actions, willingness and goals. Motivation is

the desire to act in service of a goal. It's the crucial element in setting and attaining one's

objective and research shows that people can influence their own levels of motivation

and self-control. Motivated people are highly adaptable, particularly when it comes

to change , and they have a positive attitude at work. They help to spread an

organization's good reputation, reduce rates of absenteeism, and improve performance

and profit. They also work hard to achieve their goals , and work with a greater sense of

urgency than unmotivated people

Empathy is the capacity to understand or feel what another person is

experiencing from within their frame of reference that is, the capacity to place oneself in

another's position. When a person able to put himself/herself in other‘s shoe and think

about a situation, it is known as empathy. Every successful leader should know how to

empathize with others.

Social Skills include social expressiveness, social sensitivity and social control

are expected to contribute the leadership performance and outcomes as public speaking,

coaching, effective listening and impression management (Ronald E. Riggio, 2008)23.

Thus, social skills are the skills used to communicate and interact with others, both

verbally and non-verbally through gestures, body language and personal appearance. The

last aspect of emotional intelligence is social skills which is one of the important aspects.

23
(Ronald E. Riggio, 2008), The emotional and social intelligences of effective leadership: An
emotional and social skill approach, Emerald Group Publishing Limited 2008.

20
They are able to build a rapport with others which makes the relationship more

comfortable. In emotional intelligence the term ‗Social Skills‘ refers to the skills needed

to handle and influence other people‘s emotions effectively. This will lead to develop

leadership qualities and improve performance in their activities.

Thus, emotional intelligence starts with understanding own emotions (self-

awareness), and then being able to manage them (self-regulation) and use them to achieve

goals (self-motivation). Once people are able to understand and manage themselves, then

they start to understand the emotions and feelings of others (empathy) and finally to

influence them (social skills) through their leadership performance. However, a little

research has been conducted on emotional intelligence and its effects on leadership

performance, emotional intelligence may be an important factor in the realm of police

leadership and thus may have an additional tool to help the police personnel to reach high

levels of leadership performance. This study is intended to address that possibility.

1.7 Need for the study

Leadership and Emotional Intelligence have become hot topics in organisations

and management in recent times. Emotional intelligence is the ability to understand and

manage emotions of individuals around them. People with a high degree of emotional

intelligence know what they are feeling, what is their emotion means how these emotions

can affect other people. For leaders, having emotional intelligence is essential for

success. Therefore, leaders must have a solid understanding about their emotions and

actions which affect the people around them. The better leader works with others for

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more successful result either he or she will be. Leader will take the time to work on self-

awareness, self-regulation, motivation, empathy and social skills.

Leadership skills are possessed by the police who take initiative, who have a

vision, who can strategize, plan, and accomplish goals to achieve their vision can be

considered as good leader. They display those skills when working in a team and setting

hopefully by their team members which are appreciative. Thus, emotional intelligence

comes with ability and to accurately perceive the individual and others‘ emotions. It

understand the signals, emotions, relationships and to manage the emotions of personnel

and others‘. This can be possible through teamwork of the employees. The teamwork,

especially when attempting to work in difficult situations, long-term and even lofty goals

can lead to intense emotions such as frustration, anger, worry, or disappointment, or

excitement, anticipation, enthusiasm and shared celebration. Yet all of those emotions,

even the good ones, can lead to immense stress under challenging circumstances at work

and understand, manage both employer and employees‘ emotions in the team setting, just

like in a relationship which is an important trait of all good leaders.

Growing evidence suggests that emotional intelligence is a factor in predicting

work performance that involves regular interpersonal contact with people – the

cornerstone of the law enforcement profession like police. Law enforcement has tools at

its disposal when it comes to mitigating what appears to be explosive growth in the social

condemnation and scorn issues that are impacting public safety agencies of all sizes

throughout the country. To more effectively protect and serve the public, law

enforcement officers have an obligation to learn to appropriately monitor their own and

other‘s emotions and use this knowledge to guide their thinking, action, and decision

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making. When progressive law enforcement agency leaders explore all available tools at

their disposal to combat the current social disdain towards the police profession, a clearer

understanding of emotional intelligence becomes essential. Policing makes great

emotional demands on officers (Martin, 1999)24, who are required to deal with myriad

crisis situations while maintaining law and order, delivering service, and controlling the

criminal element. Even more than bravery and physical strength, the work demands

savvy communication and human relations skills that may be unrecognized and

undervalued by officers themselves. An improved understanding of emotional

intelligence also can act as a counter measure to the ever present volatility, uncertainty,

complexity, and ambiguity demands of the 21st Century police officer (Javidi & Ellis,

2016)25. In this context there is a need of present study on effects of emotional

intelligence on police leadership performance in Visakhapatnam.

1.8 Chapterisation

The research study has been presented with the chapterisation scheme. Each part

of the study has a significant role in the completion of study. Here is a chapter wise

introduction of each chapter.

Chapter-I: This chapter is introduction and conceptual framework of the topic. This

introduction has been covered with the help of discussions of concept of emotional

intelligence, dimensions and the importance of emotional intelligence and chapter

concludes with the need for the study.

24
Martin, S. (1999). Police Force or Police Service? Gender and Emotional Labor. Annals of the American
Academy of Political and Social Science, (561), 124.
25
Javidi, M. & Ellis, B. (2016). Capturing the Moment: Counter-VUCA leadership for 21stCentury
Policing. Law Enforcement Today. 15 September.

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Chapter-II: The Review of literature (current and previous) on the research studies

related to emotional intelligence, self-awareness, self-regulation, motivation, empathy,

and social skills are referred from published journals, books and magazines bearing the

objectives which are relevant for this study were reviewed selectively and a summary of

it is presented to serve as a backdrop for the study.

Hence, the chapter deals with review of literature which brings out a significant

relationship of Emotional Intelligence with elements of self-awareness, self-regulation,

motivation, empathy, and social skills.

Chapter-III: This chapter contains relevance of the study on ‗Emotional Intelligence: An

Overview‘ where emotional intelligence, Intelligence Quotient (IQ) vs. Emotional

Intelligence (EI), Models of Emotional Intelligence, measures of emotional intelligence

models, Need of Emotional Intelligence in Leadership, Emotional intelligence and

leadership effectiveness and Police Leadership are discussed.

Chapter-IV: This chapter comprises of the research methodology used for the purpose of

the study. The chapter includes the objectives of the study, hypothesis of the study, data

collection methods used, statistical techniques used for the analysis purpose. It also

includes the rationale of the study.

Chapter-V: This chapter covers the profile of the study and introduction about historical

development of police system in India through various periods, present police system,

functions, role and responsibilities of various designated police personnel. The

organisation structure of police administration at central, state, range and district levels

are presented.

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Chapter-VI: This chapter covers perceptional analysis on emotional intelligence and

leadership performance of police. Thus, this chapter deals with the tables and results

derived from data processing which are analysed with suitable graphical representation

wherever necessary.

Chapter-VII: Based on the perceptions of the respondents in the previous chapter the

rank order perceptions of police personnel on emotional intelligence and leadership

performance were discussed in this chapter. Thus, this chapter also deals with the tables

and results derived from the data analysis.

Chapter-VIII: This chapter deals with Influence of police personnel demographic profile

on emotional intelligence and leadership performance‘ where the hypotheses of the study

are tested and certain objectives of the study are observed and deals with the tables,

statistical measures which are derived from data processing. Results had been discussed,

analysed and presented in graphic representation.

Chapter-IX: In this chapter, a concise summary of the results reported in the earlier

sections and conclusions drawn from therein are reported. This chapter concludes with

indications of the limitations of the present study and with some suggestions, as how to

undertake similar studies in the future.

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