1. Clarify what the term ‘emotional intelligence’ means, and outline the kind of skills and abilities that Daljeet might improve as a result of developing his emotional intelligence. 

2. What might be the main benefits of providing Daljeet with an opportunity to develop his emotional intelligence – for him, for the call centre, and for the call handlers he is responsible for line managing? 

3. With reference to this particular example, what criticisms might be made of the concept of ‘emotional intelligence’, and of the deployment of emotional intelligence as a way of addressing the problems outlined in this case?

This case study encourages students to consider the organisational context, and development of, skills in the deployment of emotional intelligence. The first question asks students to engage with the concept of emotional intelligence, considering what the term means, and outlining the kinds of skills and abilities that might be improved as a result of developing emotional intelligence. To address this question, students ought to consider the details of the case itself, as well as the material considered in the section on ‘HRM: Management gets emotional’ in the main body of the chapter, discussed particularly in relation to Goleman’s (2009a,b) typology. The skills associated with the effective management of emotional intelligence are listed on page 495, and students should be encouraged to relate these skills to the issues considered in the case itself, particularly with reference to Daljeets’ emotional self-awareness, emotional control, social awareness, motivational abilities, and capacity to manage work relationships. Communication and negotiation are important and relevant themes here. Considering these issues would enable students to begin to address Question 2 of the case study, focusing on the benefits to Daljeet, to the call centre and to the call handlers he is responsible for line managing. Ideally, students should pick up on the connection between the skills outlined in their response to Question 1, and the potential to reduce voluntary turnover, and improve levels of motivation and job satisfaction. To address Question 3, students should be encouraged to consider the more critical, analytical material discussed from page 487 of the main body of the chapter onwards. Here, students might focus on the discussion of emotional labour and connect the development and deployment of emotional intelligence to commodification of emotion, and to the exploitation of emotion as an organizational resource. Students should ideally be encouraged to connect this to the discussion and evolution of management theory discussed in the chapter, noting how this represents a shift away from the suppression of managers’ emotions in scientific management and the Human Relations approach.