Section one: Research and Academic essay - Discuss how Emotional

Intelligence would affect academic progression of UK higher institution

students

We are living in a variable time where the work environment is constantly

changing. Companies are looking to hire people by applying the criteria of Emotional
Intelligence in more percentage then Intelligence Quotient and this is the main
reason UK students, need to learn and apply Emotional Intelligence.

Goleman made plenty of research in this matter and the results are showing
that the employers are looking more towards to hire an employee on a higher grade
of Emotional Intelligence (Goleman, 2015). Learning all these skills, recognizing our
gaps and improving our attitude could help us to perform in student’s career.

Comparing the Intelligence Quotient of an individual and his Emotional Intelligence,

Goleman, understood that the Intelligence Quotient is something that cannot be
changed during an individual’s life time (ibid). On the other side, Emotional
Intelligence can to be learned and improved during the time with persistence learning
(Goleman, 2015). He defines “Emotional Intelligence” as combining self- awareness,
self-managing, empathy and relationship management (ibid).

Goleman classifies self- awareness as the first component of the Emotional

Intelligence (Goleman, 2015). In Goleman’s vision, self- awareness is the capacity to
know your own emotions and in which way these will influence workers/student’s
performance. Knowing your own feelings gives you an accurate opinion on your
strengths and weaknesses, skills which could improve the self-confidence, leading to
the key of success (ibid). Students who know how to understand the people around
them, could develop their skills of responding in the right moment. Self- awareness
can be learned during the time (Goleman, 2015).

Studies shows that self- awareness have a reliable structure to detect the differences
between individuals which will also have impact on changing self- awareness during
time and different situations. (Marsch, 2011) UK student in the studying environment
could be struggling with emotions and feelings. Therefore, self- awareness could
help them to learn, to understand and to correct their own mistakes. (Suarez,2015).

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“Academic skills for students” has been introduced as a learning subject within the
UK Universities. This helps students to recognize own bad emotions and to replace
them with positive ones (Cottrell, 2013). The subject is based on teaching students a
way to recognize their own feelings, strengths and weaknesses and to apply positive
thinking in all moments of their student life and future career (Cottrell,2013). As a
result, students have managed to gain higher grades at their exams and succeed in
their career, throughout learning how to manage their own emotional intelligence.
(Suarez, 2015)

As described by Goleman, self- managing is also a part that have a positive impact
in formatting the Emotional Intelligence of a student (Goleman, 2016). Goleman
presents ways to manage the positive feelings to succeed in career. Having self-
management skills means that students could be able to balance their emotions, with
the purpose to achieve their orientation and to have a positive outlook on their
progress and goals (ibid). By knowing how to balance their emotions, UK students
can maintain stress under control while their effectiveness and progress is growing
(Goleman, 2016). Having achievement orientations means to find the most
productive way to do the tasks better, while considering risks when achieving goals.
A positive outlook is important in self- management and it means to see people’s
positive parts and to be persistent in archiving your goals no matter of obstacles and
situations that can occur during the way (ibid). Self-managing also means being
adaptable to juggle multiple tasks and how to adapt at different situations will help to
focus on your specific goal and to make it easy to finalize (Goleman, 2016).

In a study made between students from the first year of university and students from
the final year, shows that self-management have an important impact on students’
performance (Oldfield, Baron, 2000). Those who are better in self-management, are
having higher grades rather than those who are not able to apply self- management
(ibid).

Empathy is the third point of emotional intelligence, which is described by Goleman

(Goleman, 2017) as “an unspoken emotion” which is the attitude of listening and
studying verbal or non-verbal actions of others and appreciating in advance the other
feelings. From Goleman’s research it is shown that, being able to emphasize, has a
positive impact in leader’s performance (Goleman, 2017). Curiosity and active

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listening are the positive habits that can have a growing impact on empathy and
improve the learning capacities of a student by allowing him to get curious about new
and interesting ideologies (ibid).

Throughout his discovery, Goleman found that men and women have the same
factors of human intelligence (Goleman, 2015). However, they have a variable
amount between each feature. For example, women are better to empathise
because they have a motherly feeling (ibid). Therefore, they can understand
humans’ behaviour better than men. On the other hand, men are better in managing
distressing feelings such as anger and anxiety because they have a more
independent mind and they can be more organised than women. (Goleman, 2015)

The British Council sustains that in UK education is essential to teach empathy

(British Council, 2015). As a result, students in UK education system could develop
their skills of emphasise with the others and this will also help them to have a better
management in relationships when working in a team (ibid).

Professor Matt Presser (Presser, 2017) started to teach his students, how to
emphasize, showing them all the benefits that come after the emphasizing process.
In addition to this, Matt Presser gives us a better definition of empathy as “a way to
envision yourself in another person’s position” (ibid).

Relationship management is a union of skills such as: influencing other people,

teamwork, conflict management, developing your capacities and leadership
(Goleman,2015).

Dr Zimmerman is advising the students to deeply understand the components of the

relationship management to work on their growing (Zimmerman, 2016). Having a
relationship management skill means that you have the communication skill that
could get out the best from the persons that you are talking to, also, you have the
skills to help them in changing their attitude or their way of thinking
(Zimmerman,2016).

By learning all these skills, recognizing gaps and improving their attitude could help
students to succeed in our future work. For example, students could succeed in
being a good manager by learning strong leadership skills and with a unified
teamwork (Valchev, 2016).

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In those challenging years the success of every company depends of the
effectiveness in customer service. A person with a higher grade of emotional
intelligence could be effective for business growth. This is the main reason why, in
UK universities, students are currently learning how to recognize, understand, and
learn their personal skills to perform in their career.

In conclusion students in UK Universities could achieve a more successful career, as

well as a strong confidence, by becoming active learners in “emotional intelligence
subjects”, learning how to apply it in day-by-day life.

References
Cottrell, S., 2013. The study skills handbook (Palgrave study skills). 4th ed. s. l.: Palgrave Macmillan.

Council, B., 2015. British Council. [Online].

Goleman, D., 2015. Emotional Intelligence. s. l.: Bloomsbury Publishing PLC.

Goleman, D., 2016. What kind of Self- manager are you? [Online].

Goleman, D., 2017. Empathy: A key to effective leadership. [Online].

Goleman, D., 2017. Influence: 4 keys to Open Doors. [Online].

Goleman, D., 2017. Self- awareness: The foundation of Emotional Intelligence. [Online].

Marsch, Lisa A; John M, 2011. Development and validation of the situational self - awareness scale. s.
l.: s. n.

Oldfield, Brenda M; Baron, Steve, 2000. Student perceptions of service quality in a UK university
business and management faculty. s. l.: Quality Assurance in Education.

Presser, M., 2017. Preparing students for leadership role by giving them a chance to think like
leaders. [Online].

Suarez, J. L., 2015. Helping students build self- awareness, s. l.: School Climate Solution.

Valchev, M., 2016. Relation management skills: List, tools & Techniques. [Online].

Zimmerman, A., 2016. Relationship management: The fourth pillar of emotional intelligence, s. l.:
CSP.