Manual UBLICA

VP
LUCKNOw
for

Emotional E
Intelligence
Scale S

Aukool Cyde Sanjyot pethe

Assistant Professor Lecturer
Shri Vaishnav Istitute of Management Nirma Institute of Management
Scheme 71, Sarkhej, Gandhinagar Highway,
Gumasta Nagar, Indore - 452 010 Charodi Post Oganaj,
Ahmedabad - 382421

MpinderDhar
Director
Prestige Institute of Management and Research
2, Education and Health Sector,
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 Introduction
Aithougha person's feelings cannot beobserved directly by others but they can be inferred
from his overt behaviour and verbal report of his introspection, as no one can doubt the reality
of emotions as conscious experience. To produce an emotion, a stimulus situation must be
related
to past experience and seen as having implications in the future. In an organization when an
employee feels the presence of a threatening situation, he may handle it in either of the two
ways. He may be confident of his ability to handle the situation and may see it as a
challenging
opportunity to prove himself or experience fear or dread. Thus, our appraisal of situation and
subsequent emotions are strongly influenced by our own estimate of capabilities. The emotions
aroused depend not so much on the events themselves, as on how they are appraised.
Buck (1985) has defined emotion as the process by which motivational potential is
realized
or 'read out', when activated by challenging stimuli. In other words, emotion is seen as
a 'read
out' mechanism carrying information about motivational systems. Emotions have long been
considered to be of such depth and power that in Latin, for example, they were described as
'motus anima', meaning literally the spirit that moves us. Contrary to most conventional thinking,
emotions are inherently neither positve nor negative;rather, they serve asthe single most powerful
source of human energy. In fact, each feeling provides us with vital and potentially profitable
informationevery minute of the day. This feedback ignites creative genius, improves and shapes
trusting relationships, provides an inner compass for one's life and career, guides to unexpected
possibilities and even saves organization from disaster. To exhibit emotions is very easy but doing
it at the right time, at the right place, with the right person and to the right degree is difficult.
The management of emotions has given rise to the most talked about term "EmotionalIntelligence".
Emotional Intelligence
Emotional Intelligence motivates employees to pursue their unique potential and purpose,
and activates innermost potential values and aspirations, transforming them from things they
think about, to what they do. Emotional intelligence enables one to learn to acknowledge and
understand feelings in ourselves and in others and that we appropriately respond to them, effectively
applying the information and energy of emotions in our daily life and work. Cooper and Sawaf
(1997) define emotional intelligence as the ability to sense, understand and effectively apply
the power and acumen of emotions as a source of human energy, information, connection and
influence. Mayer and Salovey (1993) define emotional intelligence as the ability to monitor one's
own and other's feelings and emotions to discriminate among them, and to use this information
to guide one's thinking and action. Emotional intelligence involves the ability to perceive accurately,
appraise, and express emotions; the ability to access and/or generate feelings when they faciliate
thoughts; the ability to understand emotions and emotional knowledge and intellectual growth.
Emotional Quotient versus Intelligence Quotient
Intelligence refers to abilities to adjust with the situations. It is aconcept that refers to individual
differences in the ability to acquire knowledge to think and reason effectively, and to deal adaptively
with the environment. Earlier, it was thought that performance is the outcome of certain abilities,
4|Manual for Emotional Intelligence Scale (E.I.S.)
collectively known as intelligence. However, increasingly it has been realized that in addi:.
intellignce, emotions are equally or even more responsible for performance. Hence,
of EQ has become popular particularly in management sciences. Emotions are p0werfultheorgani concept
of thought and action and paradoxically indispensable for reasoning and rationally. EQ co
to the aid of IQ when there is a need to solve important problems or to make a
key
It enables to accomplish this in a superior fashion and in a fraction of the time-a few decision.
or even moments, for example, instead of the entire day or more of the exhausting minutes
linear, sequential thinking that might be required to reach the same decision without the non-stop
EQ. Moreover, emotions awaken intuition and curiosity, which assist in anticipating an
future and planning our actions accordingly. uncertain
In fact, emotional intelligence is an indispensable activator and enhancer of I). I0. and
inerrelate with each other and this creates a dynamic tension from one to the other.
their respective energies. For people with identical lQs, some outperform others. This stabilizing
suggests
something beyond, which IQ is at work. That something ora large part of it, is EQ. When emotione
are acknowledged and guided constructively, they enhance performance. Unlike IQ, EQ can he
developed and nurtured even in adulthood and can prove beneficial to one's health, relationchis
and performance. Over the years, vigorous debate has surrounded the issue of whether nature
(genetic endowment) or nurture (environment influences) primarily determine personalityor not 2
Personality is defined as the combination of stable physical and mental characteristics that aive
the individual his or her identity. Emotional intelligence can be learned and gradually developed
unlike IQ which after a particular age cannot be developed. El is developed through experiences.
Competencies keep on growing through experiences; people get better and better in handling
emotions, influencing others and in social adroitness. In fact, studies that have tracked people's
level of El through the years, show that people get better and better in those capabilities as they
grow handling their own emotions and impulses.
Emotional Intelligence and Organizations
It is unrealistic toset aside our emotions and feelings in workplace. Organizational life requires
that we work together side by side for eight to twelve hours a day. We spend more time with
our coworkers than we do with our friends, spouse or children. Feelings and opinions just do
not go away because we walk into workplace. At work, we can put on work clothes, but we
cannot take off our emotions, so what happens to our emotions at work ? They go underground
and become a powerful invisilble force. The term Emotional Intelligence encompasses the following
five characteristics and abilities as discussed by Goleman (1995).
1. Self-awareness -knowing your emotions, recognizing feelings as they occur and
discriminating between them is beingemotionally literate. Being able to identify and label specitic
feelings in yourself and others; being ableto discuss emotions andcommunicate clearly and directly.
The ability to empathize with, feel compassion for, validate, motivate, inspire, encourage and
soothe others. The ability to make intelligent decisions using a healthy balance of emotions and
reason. Being neither too emotíonal nor too rational. The ability to manage and take responsibility
for one's own emotions, especially the responsibility for self -motivation and personal happiness.
Recognizingand naming ones own emotions, knowledge of the causes of emotions, recognizing
the difference between feelings and actions.
 Manual for Emotional Intelligence Scale (E.I. S.)|5
2. Mood management-handling feelinas so that they are relevant to the current situation
and you react appropriately. Frustration tolerance and anger management, eliminating verbal pul
downs, fights and group disruptions, better able to express anger appropriately without resorting
to violence, tewer sSuspensions or expulsions,less aggressive or self-destructive behaviour, more
positive feelings about self, school and family, better at handling stress.
3. Self-motivation -"gathering up" your feelings and directing yourself to wardsa goal,despite
self-doubt, inertia, and impulsiveness. More responsible, better able to focus on task at hand
and pay attention, less impulsive; more self-controlled and improved scores on achievement tests.
4. Empathy-recognizing feelings in others and tuning intotheir verbal and nonverbal cues.
Better abletotakeanother person's perspective, improved empathy and sensitive to others' feelings,
better at listening to others. Affiliative persons are friendly, sociable, helpful and skilful in dealing
with people, and open abouttheir feelings. They make goodcompanions because they are pleasant
and agreeable. Others feel comfortable with them and like them. Inother words, affiliativeperSons
have superior emotional and social skills in dealing with others, derive gratification and reward
from their interpersonal contacts, and tend to be source of happiness to others.
5. Managing relationships -handling interpersonal interaction, conflict resolution, and
negotiations. Increased ability to analyze and understand relationships, better at resolving conflicts
and negotiating disagreements, better at solving problems in relationships, more assertive and
skilled at communication. More popular and outgoing: friendly and involved with peers, more
sOught out by peers,more concerned and considerate, more "prosocial" and harmonious in groups,
more sharing, cooperation, and helpfuiness, more democratic in dealing with others.
Measures of Emotional Intelligence
The authors came across two measures of emotional intelligence. EQ in business and life
can be understood by a Four-Cornerstone Model explained by Cooper (1997). This model assumes
emotional intelligence as out of the realm of psychological analysis and philosophical theories
and moves into the realm of direct knowing, exploration and application. The first cornerstone
is emotionl iteracy, which buildsa locus of self-confidence through emotional honesty, energy.
emotional feedback, intuition, responsibility and connection. The second cornerstones, emotional
fitness strengthens authenticity, believability and resilience, expanding circle of trust and capacity
for listening, managingconflict and making most of constructive discontent. The third cornerstone
is emotional depth that explores ways to align one's life and work with his or her unique potential
and purpose, and accountability, which in turn, increases influence without authority. The fourth
cornerstone is 'emotional alchemy', through which one can extend creative instincts and capacity
to flow with problems and pressure and to compete for the future by building one's capacity
emotional
to sense more readily. EQ comprises various related components that strengthen
intelligence and give desired outcomes. There are 21 scales which best explain EO. The scale
are further grouped under five categories, namely current environment, literacy, competencies,
values and beliefs, and outcomes. Cooper and Sawaf (1997) have reported EQ map in which
total score on each scale is graded in one of the four levels -optimal, proficient, vulnerable, and
cautionarv. Goleman (1995)developed another scale. The scale has various situations and scores
are computed on the basis of responses to these sItuations. The authors did not come across
 6 | Manual for Emotional Inteligence Scale (E..S.)
any scales developed for Indian conditions. The present work was undertaken to develop a suitable
self-report measure for Indian milieu.
Development of the Scale
After consulting relevant literature, 106 items were developed (Table 1). Each item was
transferred on a card. A panel of 50 judges with postgraduate degree and more than 10 years
ot experience in their relevant fields was prepared. Definition of Emotional Intelligence was also
written on a card alongwith necessary instructions for the selection of the items on the cards.
The cards were placed before each judge who was contacted individually. The choice for
categorization of each card was noted and the frequency of choice was calculated. The items,
which were chosen 75% or more times, were spotted out. The 34 items thus chosen were
administeredon 200 executives. The data was then tabulated and item-total correlations were
calculated (Table 2). Items having correlation less than the value of .25 (p<.01) were dropped.
The value is taken from Fisher and Yates (1992) table of correlation coefficients and their levels
of significance. The final form of the scale constituted 34 items (Table 3 and 4). The Hindi Version
of the final items was prepared in consultation with 10 judges who were wellversed with both,
English as well as Hindi. The inter-item correlations of the final items were also determined
(Table 5 ).

Reliability : The reliability of the scale was deremined by calculating reliability coefficient
on a sample of 200 subjects. The split-half reliability coeficient was found to be 0.88.
Validity : Besides face validity, as all items were related to the variable under focus, the
scale has high content validity. It is evident from the assessment of judges/experts that items
of the scale are directly related to the concept of Emotional Intelligence. In order to find out
the validity from the coeficient of reliability (Garrett, 1981), the reliability index was calculated,
which indicated high validity on account of being 0.93.
Factors of Emotional Intelligence:The scale was administered on 200 executives and the
scores obtained were subjected to factor analysis and ten factors were identified (Table 6). These
are self awareness, empathy, self motivation, emotional stability, managing relations, integrity,
self development, value orientation, commitment and altruistic behaviour.
A. Self-awareness is being aware of oneself and is measured by items 6, 12, 18, 29. These
items are " Ican continue to do vwhat Ibelieve in even under severe criticism, " lhave my priorities
clear," lbelieve in myself, and "Ihave built rapport and made and maintained personal friendships
with work associates. " This factor is the strongest and explains 26.8 percent variance and has
atotal factor load of 2.77. The correlation of this factor with total score is 0.66.
B. Empathy is feeling and understanding the other person and is measured by items 9, 10,
15 20 and 25. These are " Ipay attention to the worries and concerns of others, " Ican listen
to someone without the urge to say something, "Itry to see the other person's point of view,
I can stay focused under pressure, and " I am able to handle multiple demands. " This factor
explains 7.3percent variance with a total factor load of 3.11. The correlation of the factor with
total score is 0.70.
 Manual for Emotional Intelligence Scale (E.I. S.) | 7
C. Self motivation is being motivated internally and. is measured by 2, 4, 7, 8,
31 and 34.
These items are" People tell me that Iam an inspiration for them, "lam able to make intelligent
decisions using ahealthy balance of emotions and reason, " Iam able to assess the situation
and then behave, " lcan concentrate on the task at hand inspite of disturbances, " Ithink feelings
should be managed, and " Ibelieve that happiness is an attitude. " This factor accounts for 6.3
percent variance and a total factor load of is 3.28. Its correlation with total score is 0.77.
D. Emotional stability is measured by items 14, 19, 26 and 28. These are " Ido not mix
unnecessary emotions with issues at hand, " lam able to stay composed in both good and bad
situations, " Iam comfortable and opentonovel ideas and new information, and" I am persistent
in pursuing goals despite obstacles andsetbacks." This factor explains 6.0 percent variance with
atotal factor load of 2.51. The correlation of this factor with total score is 0.75.
E. Managing relations is measured by 1, 5, 11 and 17. The statements that measure this
factor are " Ican encourage others to work even when things are not favourable, " I do not
depend on others' encouragement to do my work well, "lam perceived as friendly and outgoing,
and " Ican see the brighter side of any situation", This factor explains 5.3 percent variance
with a total factor load of 2.38. The correlation of this factor with total score is 0.67.
F. Integrity is measured by items 16, 27, and32. " Ican stand up for my beliefs, " Ipursue
goals beyond what is required of me, and " I am aware of my weaknesses are the statements
that measure this factor. This factor explains 4.6 percent variance with a total factor load of
1.88.
G. Self-development is measured by items 30 and 33 which are " Iam able to identify and
separate my emnotions and "Tfeel that Imust develop myself even when my job does not demand
it" and explains 4.1 percent variance with a total load of 1.37.
H. Value orientation is measured by items 21, 22. The statements are "lam able to maintain
the standards of honesty and integrity, and " Iam able to confront unethical actions in others"
and explains 4.1 percent variance with a total factor load of 1.29.
1. Commitment is measured by the items 23 and 24. "Iam able to meet commitments and
keep promises, and " Iam organized and careful in my work."measure this factor. This factor
accounts for 3.6 percent variance with a total factor load of 1.39.
J. Aitruistic behaviour is measured by the items 3 and 13. The items are " Iam able to
encourage people to take initiative, and " Ican handle conflicts around me. " It explains 3.0 percent
variance with a total factor load of 1.3.
Uses of the Scale : The scale can be used for research and survey purposes. It can also
be used for individual assessment. It is self-administering and does not require the services of
highly trained tester. It is eminently suitable for group as well as individual testing.
Limitations of the Scale : In all the tests of this nature, the subjects do manage to get some
insight into what the purpose is. As such, there is always the factor of " social desirability and
faking".The scale purports to measure learned optimism of which the subject has some awareness.
It should not be used as a tool for individual diagnosis unless supported by other evidences.
Observation of other self-related perceptions is also required.
8
Manual for Emotional Intelligence Scale (E.J.S.)
Norms of the Scale : Norms of the scale are available on a sanmple of 200
norms can be regarded as reference points for interpretingthe Emotional Intelligence subjects.
These
Users of this scale are advised to develop their own norms based on their own samples.SCores. The
Individuals
witn high score can be considered to have high level of emotional intelligence and are likely
be high performers.
Instructions for Administration and Scoring
Tne instructions printed on the response sheet are sufficient to take care of the questions thas
are asked.

2. No time limit should be aiven for completing the scale. However, most respondents should
complete it in about 10 minutes.
3. Before administering the scale, it is advisable to emphasize orally that responses should be
checked as quickly as possible and sincere cooperation is sought for the same. The responses
should be kept confidential.
4. lt should also be emphasized that there is no right or wrong answer to the
statements. The
statements are designed to understand the differences in individual reactions to various
situations. The scale is meant to know the difference between individuals and not meant to
rank them as good or bad.
5. lt should be duly emphasized that all statements have to be
should be left unanswered. responded to and no statement
6. It is not desirable to tell the subjects the exact purpose for
which the scale is being used.
7. Though the scale is self-administering, it has been found
useful to read out the instructions
printed on the response sheet to the subjects.
8. Manual scoring is done conveniently, hence no scoring key is
provided.
9. Each item or statement should be scored 5 for
strongly agree, 4 for agree, 3 for neutral, 2 for
disagree and 1 for strongly disagree.

References
Buck, R. (1985). Cited in Emotional Quotient : The Emerging HR
Management, 76-80. Planning Benchmark. Indian
Cooper, R. and Sawaf, A. (1997). Executive EQ. New York: Orient Books.
Fisher and Yates (1992). Statistical Table for Biological,
London : Longman Group.
Agricultural and Medical Research.
Garrett. H.E. (1981). Statistics in Psychology and Education. Bombay :
Vakils, Feffer and Simons.
Goleman, D. (1995). Emnotional lntelligence. New York: Bantam Books.
Maver, J. D. and Salovey, P. (1993). The Intelligence of Emotional
433-42. Intelligence, Intelligence, 17.
 Manual for Emotional Intelligence Scale (E.I. S.J |9
Table 1: List of Initial Items
1 am unable to feel anything in certain situations.
2. Ican assess that Ianm getting angry or am feeling sad.
3. | know what is the cause of my bad mood.
4. Iam able to understand emotions.
5. Ican express my feeling of love for the people | care about.
6 Iam able to understand when the other person is in pain.
7. lam able to accept the other person's state of mind even if | do not wish to do so.
8 Ican encourage others to work even when things are not favourable.
9. Ifeel energized even under adverse situations.
10. People tell me that Iam an inspiration for them.
11. Iam able to encourage people to take initiative.
12. Iam able to comfort people when they are not feeling nice.
13. Iam able to make intelligent decisions using a healthy balance of emotion and reason.
14. Ibelieve that happiness is an attitude.
15. Ido not depend on other's encouragement to do my work well.
16. Ican stay happy even in an adverse situation.
17. I can continue to do vwhat | believe in, even under severe criticism.
18. I do my work well.
19. lam responsible for my decisions.
20. Ican understand why Iam feeling bad about someone's behaviour.
21. Ido not act impulsively.
22. Ican act according to the situation.
23. Iam able to assess the situation and then behave.
24. Ido not worry about what is going to happen.
25. If things do not work out my way, Iam able to shift to other things.
26. Ido not react harshly to others.
27. Ido not get worked up at everything and anything.
28. If Iam angry, Iam able to communicate what Iam angry about.
29. I do not get upset easily.
30. Itry to better myself, but I knowthat no one can be perfect.
31. Iam aware of my self worth.
32. Ido not interrupt others or finish their sentences.
33. Ido not playdoctor, when Iam not a doctor.
34. lam aware that reality is here and now.
35. Ibelieve that whatever happens, happens for the best.
36. Iam happy about my situations.
37. Ikeep working towards my goal inspite of obstacles.
38. Ibelieve that Iam responsible for what happens to me.
10 Manual for Emotional Intelligence Scale (E..S.)
disturbances.
39 TCan concentrate on the task at hand inspite of
40. Ican understand other person's pains.
41. Tpay attention to the worries and concerns of others.
42. TCan listen to someone without the urge to say something.
describes his or her probleme
43. Tunderstand that advice is not needed every time someone
44. Thelp people wherever I can.
45. People tell me that they can depend on me.
46. lam perceived as friendly andoutgoing.
47. Ihave my priorities clear.
48. Ican handle conflicts around me.
49. Ido not mix unnecessary emotions with the issues at hand.
50. try to see the other person's point of view.
51. Tunderstand that every behaviour directed towards me was not meant for me.
52. In aconflict between being kind and being right, I choose being kind.
53. Icompliment people when they deserve it.
54. Iam able to give open and candid feedback.
55. Istand up to my beliefs.
56. Ican laugh at my bad situations.
57 Ican see the brighter side of any situation.
58 Ibelieve in myself.
59 Ido not succumb to pressures easily.
60. Iam able to stay composed in both good and bad situations.
61. Iam able to stay focussed even under pressure.
62. Iam able to maintain the standards of honesty and integrity.
63. Iam atble to admit my own mistakes.
64. Iam able to confront unethical actions of others.
65. Iam able to meet commitments and keep promises.
66. Iam organized and careful in my work.
67. Iam able to change easily.
68. Iam able to handle multiple demands.
69. Iam comfortable with and open to novel ideas and newinfornmation.
70. Iseek out fresh ideas from a wide variety of sources.
71. Istrive to improve or meet a standard of excellence.
72. set chalenging goals for myself.
73. lam willing to learn how to improve my performance.
74. Ireadily make personal or group sacrifices to achieve a larger organizational goal.
75. am ready to seize opportunities.
76. Ipursue goals beyond what's required or expected of me.
77. am persistent in pursuing goals despite obstacles and setbacks.
 Manual for Emotional Intelligence Scale (E.I. S.) | 11

78.|am able to understand power relationships.

79. Ican understand the crucial social networks.
80.|can build consensus and support as and when required.
81.|can convince people.
82.|can share information for clearing communication lines.
83. Ican understand resistance to change and am able to remove barriers.
84. am able to challenge the status quo to acknowledge the need for change.
85. Iam able to resolve conflicts.
86. Ican handle difficult people and tense situations with diplomacy and tact.
87.||have developed a large network of contacts.
88. Thave built rapport and made and maintained personal friendships among work associates.
89. Iam able to draw all members into active and enthusiastic participation.
90. At times, Idon't know what or who is upsetting me.
91 Imust finish what Istart.
92. Other people's behaviour makes me question my-self worth.
93. Iam able to identify and separate my emotions.
94. Ifeel uneasy in situations where I am expected to display affection.
95. Ihave a need to make a difference.
96. Ibelieve that I should keep my distance.
97.|am unable to work when Iam in a bad mood.
98. think that feelings should be managed.
99. Iam aware of my strengths.
100. lam aware of my weaknesses.
101. VWhen Ifail, Ianalyse my actions.
102.|believe that learning is a corntinuous process.
103.| feel that Imust develop myself even when my job does not demand it.
104.|| try to learn nevw things.
105.| believe that happiness is an attitude.
106.|can understand why I act this way.
Table 2: Item-total Correlations
Item r Item Item Item Item r
Item r

13. 0.59 19 0.56 25. 0.53 31. 0.48

1. 0.39 7. 0.56
8. 0.69 14. 0.44 20. 0.58 26. 0.66 32. 0.35
2. 0.37
3. 0.34 9. 0.38 15. 0.67 21. 0.68 27. 0.53 33. 0.4

10. 0.41 16. 0.51 22. 0.35 28. 0.56 34. 0.39
4. 0.58
5. 0.41 11 O.52 17. 0.29 23. 0.55 29. 0.54

6. 0.32 12. 0.59 18. 0.57 24. 0.37 30 0.61

 12 | Manualfor Emotional
Intelligence Scale (E.I.S.)
Table 3: List of Final Items Constituting the Scale (English
1.
2.
Tcan encourage others to work even when things are not favourable.
People tell me that I am an inspiration for them.
Version)
3. Iam able to encourage people to take initiative.
4
Tamable to make intelligent decisions using a healthy balance of emotions and rea
5
Tdo not depend on others' encouragement to do my work well.
6
Ican continue to do what Ibelieve in, even under severe criticism.
Iam able to assess the situation and then behave.
8.
Ican concentrate on the task at hand inspite of disturbances.
9.
pay attention to the worries and concerns of others.
10. Ican listen to someone without the urge to say something.
11. lam perceived as friendly and outgoing.
12. Ihave my priorities clear.
13. I can handle conflicts around me.
14. T do not mix unnecessary emotions with issues at hand.
15. try to see the other person's point of view.
16. Ican stand up for my beliefs.
17. I can see the brighter side of my situation.
18. believe in myself.
19. Iam able to stay composed in both good and bad situations.
20. Tam able to stay focused even under pressure.
21. Iam able to maintain the standards of honesty and
integrity.
22. Iam able to confront unethical actions of others.
23. Iam able to meet commitments and keep promises.
24. Iam organized and careful in my work.
25. am able to handle multiple demands.
26. Iam comfortable with and open to novel ideas and new
information.
27. Ipursue goals beyond what is required and expected of me.
28. Iam persistent in pursuing goals despite obstacles and setbacks.
29. Ihave built rapport and made and maintained personal
friendships with work associates.
30. Iam able to identify adn separate my emotions.
31. Ithink that feelings should be managed.
32. lam avware of my weaknesses.
33. |feel that I must develop myself even when
my job does not demand it.
34. Ibelieve that happiness is a positive attitude.
 Manual for Emotional Intelligence Scale (E.1.S.) | 13
Table 4: Items of the Hindi Version
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
11.

12.
13.

14.

15.
16.
17.
18.
19.
20.
21.
22.
23.
24.

25.

26.

27.

28.
29.
30.
31.

32.
33.
34.
14 | Manual for Emotional Intelligence Scale (E.I.S.)
33 0-2
0-0
32 0-3
0-4-0-0
0-1
Correlations
31-0-0
0-2
0-1 0-1
30 0-3 0-1
29 0-1 0-2 0-0
28 02 0-1 0-2 0-1 0-1
0-1 0-1
27 0-2 0-2 0:3 0-2 0-1 0-3
0-3
26 0-2 0-2 0-2 0-1
0-2 01 0-2
0-5 0-2
0-1
25 02 0-1 0-2 0-3 0:3 0-2 -0-0
0-0
24 0-2 0-1 01 0-2 0-0 0-1
0-2-0-0
0-3 02 -0-0
0-1
23 0-2 0-4 0-3
-0-00-1 0-3 0-0
Inter-Item
22 0-4 0-4 0-0 0-2
0-1 0-1 0:4 0-4 -0-0
0:3
0-3
0-2 0-3-0-0
0-1 0-2
0-0 0-3
0-2
21 02 0-2 01
0-1 0-3 0-4 0-1 0-4
0-1 0-2
20 0-2 0-5 0-0 0-4 0-1 0-2 0-4 0-2 02
19 0-1 0-2 -0-003 0-1
0-1 0-1 0:3 0-4 0-1 0-1 03 0-1 0-2 0-0 0-1
18 -0-00-1 0:3 0-0 0-1 0:3
0-3
0-4 0-4 0-2 0-2 0-4 0-5 0-1 0-3
0-0 0-3
0-4 0-2 -0-0
17 01 0-1 03 0-2 -0-0
0-1 0-3
0-1 0-2 0-1 0-3 0-3 0-1
16 -0-00-2 0:3 0-3 0-2 0-5 0:3 0:3 0-3 -0-00-2
0:3 0-2 0:3 0-3 03
Showing
15 0-1 0-0-0-0
0-1 0:3 03
0-1 0:2 0:3
0-1 0-4 0-2 0:3 0-4 0-2
0"4 0-1 0-6 0-2 0-3 0-2
0:3 0-5
03 0-0
14 0-2 0-2 0-5 0-2 0-1 0-3 0-2 .0-2 0-1 03
0-1 0-3 0-3 0-1 0-2 0-1 0-0
13 0-0 0-0 0-2 0-5 0-2 0-1 0-2 0:3 0-1 0-2 0-4 0-2 0-2 0-1 0-3 0-3 0:3
12 0-2 0-2 0-1 0:3 0-0 0-3 0-2 0-4 0-2 0-2 0:3 0-2 0-2 0-1 0-3 0-2 0-3 0-3
0-1 0-6
0:3 0-4 0-1 0-2 0:3 0-3
0-2-0-0
0-1
11 0-0 0-1 0-1 0:3 0-1 0-2 0-2 0-4 0-4 0:2 0-3 0-4 0-2 0:3 0-1 0-5 0-4 0-2 0:3 0-2
0-1
10 0"4 0-2 0-4 0:3 0:3 0-1 0-2 0-5 0-2 0-4 0-3 0-3 0-2 0-2 -0-00-2 0:3 0-4 0-3
5: 9 0:3 0-2 03 03 0-1 0-1 0:3 0:3 0:3 0-2 0-2 0-4 0-1 0-4 02 0-2 0-1 0-3 0-3 0-2 0:4
0-1
0-1
0-2
0-0
8 0-1 00 0-1 0-3 0-3 0-3 0:2 0-4 -0-001 0-1 0-2 0-4 0-2 0-4 0-0 0-2 0-3
0-3 0-1
0-1 0-2 0-2 0-4 0-1 0-:2
0-2 03 0:3 0-4 0-1 03
Table 0-2 0-1 02 0-1 0-5 0-1 0-0 0-3 0-2 0-4 0-2 0-2
7 0-4 -0-00-2 0-3 0-5 0-2 0-2 -0-0
0:3 0:2 0:3 0-1
0:2
0:3
6 03 0-1 0-1 0-2 0-4 0-4 0-40-3 0-5 0-4 0-2 0-4
0-5 0-3 0-2-0-0 0-0 0-3 0-3 0:3 0-2 0-3 0-4 0-2
5 0-0 0-5 0-1 0-3 03 0-1 0-3 0-1 0-4 0-1 0-4 0-4 0-4 0-4 -0-00-2 0-2 0-4 0-5 0-0 0-4 0-1 0-4 0:3 0-2 0-3
0-3 0-0 0-2 0-5 0-2 -0-00-4-0-0
0-5
0-2 0-3 0-1 0-0 0-3 0-3 0-2 0-4 0-4 0-3 0-0 0-1 0-2 0-3 0:3 0-2 0-3 0-2 0-2 0-4 0-2 0-2 0-3 0-2
4
3 0-2 0-1 0-1 0:3 0-4 0-1 0:3 0-2 0-2 01 0-4 0-4 0-3 03 0-4 0-2 0:3 0-1 0-2 0:3 0-1-0-0
0-4 0:3 0:3 0-2 0-2 0:3 0-0 0-4 0-3
0-2
0-2
2 0-0 0-2 0-0 -0-20-2 0-2 0-4 0-1 0-2 0-3 0:3 0-2 0-1 -0-00-3 0-4 0-2 0-5 0-2 0:3 0:4 0-1 0:3 0-5 0-2 0-4 0-1 0-2 0-1
0-1
0-4 0-2 0-2 0-4 0-0 0-1 0-4 0-4 0-2 0-3 0-5 0-3 0-3 0:3 0-3 0-4 0-4 0-5 0-5 0-5 0-2 0-4 03 0-4 0-5 0-5 0-2 0-3 0-4
0:3
5. 6. 3. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.
2 3. 31. 32. 33. 34
 Manual for Emotional Intelligence Scale (E.I. S.) | 15
Table 6:Showing Rotated Factor Matrix
2 3 4 5 6 7 8 10
1.-0.03 0-282 0-535 -0-06 0-442 0-055 -0-112 0-18 -0-11 -0-16
2. 0-101 -0-020 0-722 0-07 0-084 -0-27 -0-004 0-32 -0-00 0-25
3. 0-142 0-077 0-06 0-097 -0-04 0-055 O-138 -0-1 0-06 0-82
4. 0-395 0-271 0-399 0·287 0·175 0-19 -0-022 -0-3 -0-25 0-1
5.-0-076 0·3 0-337 0-107 0-633 0-073 -0-098 -0-1 -0-15 -0-03
6. 0-668 0-025 O-07 -0·06 -0·15 0-091 0-04 0-1 0-08 -0-01
7. 0-272 -0-01 0-637 0·037 0-178 0-234 0-106 0-02 0-34 O-15
8. 0-294 0-392 0-414 0-125 0-28 0-298 -0-043 0-02 0-09 -0-19
9. 0-224 0-794 -0-12 O-021 0·12 -0"12 -0-052 -0-0 0-01 0-0
10.-0-093 0-776 0-059 0-037 0-083 0-099 0-108 0-13 0-17 0-05
11. 0-323 0-183 0-162 0-119 0-525 0-166 0·127 0-23 0-16 -0-15
12. 0-66 0-141 -0-07 0-075 0-25 -0-03 O·442 0-09 0-11 O-17
13. 0-409 -0-01 O-077 0-048 0-491 0-3 -0-01 0-25 0-04 0-48
14. 0-502 -0-01 0-075 0-594 0-072 -0"14 -0-169 0-12 0-04 0-13
15. -214 0-523 O-044 O-419 0-254 0-051 0-36 0-04 0-11 -0-14
16. 0-168 0-165 0-162 -0-02 0-108 0-674 0-193 0-04 0-19 0-13
17. 0-348 -0-14 0-307 0-246 -0-34 0-484 -0-25 -0-3 -0-04 0-09
18. 0-717 0-137 0-097 0-177 0-203 O-205 0-019 -0-0 0-25 0-01
19. 0-146 0-207 -0-01 0-652 -0-07 O"429 -0-057 0-13 -0-05 0-31
20. 0·039 0-597 0-16 0-194 0-018 0·222 0-05 0-18 0-01 O-43
21. 0-168 0-278 0-128 0-338 0-08 0-37 0-258 0-5 0-15 0-2
22. 0-158 0-115 0-216 0-175 -0"02 -0-2 0-016 0-79 0-04 -0-04
23. 0-418 0-184 0·241 0-371 0-078 -0-12 0-033 -0-0 0-57 -0-14
24. 0-021 0-151 O-006 0-012 0-101 0-2 -0"019 0-08 0-82 0-1
25. 0.043 0.424 0.389 0.232 0.182 0.055 0.059 -0.3 0.3 0.09
26. 0-108 0-25 0-189 0-629 0-329 0-246 0-281 0-07 -0-06 -0-19
27 0-085 O-042 0-01 0-189 0-783 0-124 0-177 -0-1 0-22 0-08

28.-0-039 -0-01 O-169 0-642 0-383 O-061 0.196 0-14 0-2 0·15
29. 0-733 0-008 0-126 0-156 0-067 -0-02 0·143 0-07 0-19 0-17

30. 0-142 0-3 O-205 0"455 -0-08 0-109 0-543 -0-1 0-23 0-04

31. 0-035 -0-00 0-673 0-187 -0-01 0-211 0-297 O-04 0-02 -0-02
0-151 O-222 0-729 0-067 -0-1 0-04 -0-0
32.-0-031 -0-02 0-014
33. 0-107 0-027 0-099 0-018 0-085 0-09 0-83 0-05 -0-07 0:15
34. 0-2 -0-22 0-439 0-035 0-118 0-242 0·421 0-39 0-03 -0-21
16 | Manual for Emotional Intelligence Scale (E.I.S.) behaviour
Altruistic
Commit- above
and
6 below
3.87 1.51 2-5
and
J
1
(N=200) below
above
and
6
ment 3.79 1.31 2-5
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orien
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and
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and
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and Self ment
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4-7 and
3
of 68 16 and for
F
Interpretation 8 Manual
Managing
relations above below
and
4
8.39 2.83 5-11
E and Act.
12 Copyright
Emotional|
Factor-wise
Deviation
Standard stability
motivation above
11
and below
and
3
for 7.85 2.66 4-10
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200)(M)
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12.873.94 9-17 18
above
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and
8
a
7: HighLow C
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Norms Empathy and below
and
6
any
10.5 3.43 7-14 above
15
in
B ReproduC

:8
TableA Selfaware
ness
7.10 2.85 4-10 above
and below
11 and
3
reserved.

Normal
Range
Factors (M) rights
Mean
All
D.S. High Low 2002.