Уровень эмоционального интеллекта имеет значение... The level of emotional intelligence matters...

Уровень эмоционального 
интеллекта имеет значение... 
 
The level of emotional 
intelligence matters...

20th April, 2023

Сборник докладов XVI международной 
студенческой научно-практической 
конференции «Управляя будущим»

20 апреля 2023 года

| И  ДЕЛО |

Москва | 2023

Уровень эмоционального интеллекта имеет значение... The level of 
emotional intelligence matters... Сборник докладов XVI международной студенческой 
научно-практической конференции «Управляя будущим».  — Москва: Издательский 
дом «Дело» РАНХиГС, 2023.  —  262 c.  — ISBN 978-5-85006-512-6

  
В настоящее издание вошли материалы XVI Международной студенческой научно-
практической конференции «Управляя будущим. Уровень эмоционального интеллекта 
имеет значение…» (20 апреля 2023 г.).
Данный сборник может стать полезным ресурсом для исследователей, практиков 
и всех, кто интересуется развитием эмоционального интеллекта как ключевого 
компонента успеха в современном мире.

ISBN 978-5-85006-512-6  

 
УДК 316.5 
ББК 88.5 

© ФГБОУ ВО «Российская академия народного хозяйства
и государственной службы при Президенте Российской Федерации», 2023

УДК 316.6  
ББК 88.5   
       У71  

У71

Содержание

I. Пленарная дискуссия

Volkova N. S./Волкова Н.С. 
The power of quiet learning: how English classes can help develop your EI  . . . . . .5

Arkharova O., Danilevich A./Архарова О., Данилевич А. 
Emotional intelligence of the team in the management  
of change resistance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Kuashev S./Куашев С. 
Artificial Emotional Intelligence Development and Integration:  
Inevitable Fall In Uncanny Valley or Seizable Digital Immortality? . . . . . . . . . . .24

Slepko E. /Слепко Е. 
Artificial intelligence in the event industry versus Emotional Intelligence: 
entertainment or an operating tool?  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

II. Развитие эмоционального интеллекта —   
реальная необходимость или веяние моды?

Kravchenko D., Klyushnikov A./Кравченко Д., Клюшников А. 
Emotional intelligence in corporate culture  . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Kuprina D., Bochkareva M./Куприна Д., Бочкарева М. 
The Role of Emotional Intelligence in Negotiation  . . . . . . . . . . . . . . . . . . . . . .48

Levshchanova S./Левщанова С. 
Unspoken correlation between emotional intelligence  
and advertising  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

Novikova E./Новикова Е.  
The power of emotional intelligence: understanding  
the controversy and the opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66

Fomina D./Фомина Д. 
The success advantage: how emotional intelligence drives results  . . . . . . . . . . .75

Шакиров Ш. 
Актуальность эмоционального интеллекта в менеджменте корпораций . . . . .83 

Shvarts N./Шварц Н. 
Emotional intelligence: is it a real need or just a fashion trend? . . . . . . . . . . . . .90

III.  Эмоциональный интеллект  
в управлении организационными изменениями

Юминова Е. М. 
Эмоциональный интеллект лидера, мотивация и современное  
управление командами  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103

Dulschikova M./Дульщикова М. 
Practical application of emotional intelligence skills in the workplace . . . . . . . .111

Когай И. 
Взаимосвязь эмоционального интеллекта и уровня конфликтности  
у студентов . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119

Korchalo E., Markosyan A., Osipova V./Корчало Е., Маркосян А., Осипова В. 
Emotional Intelligence in Change Management  . . . . . . . . . . . . . . . . . . . . . . .124

Oganyan M./Оганян М. 
Emotional intelligence in feature films and real companies:  
examples and insights  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134

Proskurina S./Проскурина С. 
Managing employee stress caused by organisational changes . . . . . . . . . . . . . .143

Terentev L., Bratchuk A./Терентьев Л., Братчук А. 
Emotional intelligence as an organisational success factor . . . . . . . . . . . . . . . .149

Эйфир М. 
Эмоциональный интеллект и стратегии поведения в конфликте  
как предикторы межличностного взаимодействия  
у молодых специалистов . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156

IV. Эмоциональный интеллект vs искусственный интеллект:  
люди против технологий/машин

Arkharova V., Koshkarova E./Архарова В., Кошкарова Е. 
Technologies and humans in smart hotels: what can we expect  
from the future of hospitality and does emotional intelligence count?  . . . . . . .169

Akhmedova E., Andreeva Y./Ахмедова Э., Андреева Я. 
The high cost of low emotional intelligence  . . . . . . . . . . . . . . . . . . . . . . . . . .177 

Vigovskaya K./Виговская К. 
The latest artificial intelligence and emotional intelligence trends  
in the hospitality industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187

Gomourova A., Korchagova Ludmila/Гомоюрова А., Корчагова Л. 
Emotional Intelligence as a driver for Artificial Intelligence  
Development in Event Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .196

Derduga S./Дердуга С. 
Artificial Intelligence and Emotional Intelligence: Capabilities, Importance  
and Potential Threats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203

Komchenko P., Rodionova I., Bagdasaryan A. / 
Комченко П., Родионова И., Багдасарян А. 
Interconnection Between Emotional and Artificial Intelligence. Its Potential  
for Future Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .212

Krylova N./Крылова Н. 
Implementation of emotional and artificial intelligence in tourism . . . . . . . . . .220

Pavlyuchenko A./Павлюченко А. 
Artificial or emotional intelligence —  a helping hand for restaurant business . . . . .228

Starinskaya O./Старинская О. 
Artificial Intelligence and Emotional Intelligence tendencies  
in the Restaurant Business  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238

Sharapov I., Novikov K./Шарапов И., Новиков К. 
Improving restaurant service with emotional intelligence  . . . . . . . . . . . . . . . .246

Shakhidzhanova E./Шахиджанова Е. 
The power of Emotional Intelligence and Artificial Intelligence  . . . . . . . . . . . .253

I. Пленарная дискуссия

The power of quiet learning: 
how English classes  
can help develop your EI

Volkova N. S./Волкова Н.С.
Senior Teacher of the Department of Foreign 
Languages, IIM RANEPA/старший 
преподаватель кафедры иностранных языков 
ИОМ РАНХиГС при Президенте РФ

Abstract. The article analyses the potential of Eng-
lish classes for developing students’ emotional intel-
ligence. The communicative approach to teaching 
English in high school is considered to be the basis 
for EI skills development. The author looks at basic 
EI characteristics and provides examples of how 
these can be addressed during English language 
classes. The author arrives at the conclusion that 
strong emotional intelligence is linked to better ac-
ademic achievement thus emphasizing the need for 
educators to incorporate emotional intelligence ac-
tivities into the English syllabus.
Keywords: emotional intelligence, English, lan-
guage teaching.

Emotions are part of who we are. It is hard to im-
agine a world in which you could not understand 
when a friend was feeling sad, or when a co-worker 
was angry, or when one of your students was so 
overwhelmed that they were considering self-harm. 
A world in which you were unaware of your own 
emotions or those of others around you would be a 
difficult place. Thus emotional intelligence can be as 
powerful a tool as it is possible to perceive.

7

Уровень эмоционального интеллекта имеет значение

8

Emotional intelligence (EI/EQ) refers to the ability to perceive, 
evaluate, and manage emotions. Additionally, emotional intelli-
gence involves using your emotions to plan and meet your goals. (6)
Emotionally intelligent people can function both intraperson-
ally and interpersonally. (1) Intrapersonal functioning means a 
person has an accurate perception of their own emotions and can 
use that to navigate their life.[9] And interpersonal functioning 
means they can understand other people and communicate well 
with them. (4)
Emotional intelligence is a popular construct relevant to busi-
ness leaders, educators, health professionals, and anyone inter-
ested in strengthening personal and professional relationships. 
Many say it is a critical piece of the puzzle to successfully man-
aging stress and avoiding burnout for people in all walks of life.
Having been the matter of interest of business leaders for the 
last 50 years emotional intelligence has become a focus for both 
educators and students due its positive role in helping the for-
mer and the latter deal with stress, develop relationships, and 
handle challenges facing them.
Teaching students how to recognize and regulate their emo-
tions can prepare them better to focus and reach their potential 
both inside and outside the classroom: to build resilience, cope 
with stress, increase well-being, and thrive in the classroom.
The ability to express and control emotions is essential, as is 
the ability to understand, interpret, and respond to the emotions 
of others. While these skills are connected in many ways, a stu-
dent may thrive in some areas of emotional intelligence and 
struggle in others.
People with emotional intelligence are said to be more resil-
ient, have a greater sense of emotional wellbeing, they are more 
effective at leading and inspiring others, and they manage rela-
tionships more effectively (especially when it comes to conflict 
resolution). In fact, some research states that emotional intelli-
gence is responsible for almost 60% of your job performance and 
that 90% of top performers have high EQ (3)
Having considered that today’s youth are going to make up to-
morrow’s workforce, a wide range of educational institutions 
started including emotional intelligence into their curriculum. A 

The power of quiet learning

9

number of researchers have considered the question of how can 
emotional intelligence be taught arriving at the conclusion that 
there are certain techniques which can definitely help students 
develop their EI.
We are going to look at how EI van be developed in the course 
of English language learning and we shall start with characteris-
tics associated with emotional intelligence.

Emotional intelligence characteristics

A number of characteristics associated with emotional intelligence 
include self-awareness, self-regulation, motivation, empathy and 
relationship management.

Self-awareness is the ability to focus on yourself and how your 
actions, thoughts, or emotions align with your internal standards. 
If you are highly self-aware, you can objectively evaluate yourself, 
manage your emotions, align your behavior with your values, and 
understand correctly how your colleagues and your students per-
ceive you.

How to cultivate and practice self-awareness:

1. 
Understand your values. To practice self-awareness, 
evaluate how your values, passions, and goals fit into your 
current environment and emotions, and find ways to align 
them better. To make it relevant for the process of English 
language teaching answer the following questions:

• What do I value in education?
• What are my goals for learning English?
• What learning environment do I want to have?
• What feelings does learning English (or the necessity to 
learn English give me)? Can I change them?
• You can also understand how other people view you, which 
helps you create stronger, more authentic relationships 
with colleagues and students.

2. Identify practices. Look at your values, beliefs, and/or your 
ideals, for example. We tend to feel pride or dissatisfaction 
depending on how well our behavior matches up with those 

Уровень эмоционального интеллекта имеет значение

10

standards. If you’re dissatisfied, you might make changes to 
your behavior to better align with your standards. Identify 
practices that enable you to become self-aware of the emo-
tions you experience during learning English and when deal-
ing with your fellow-students. Identify strategies that help 
you understand your own needs.
3. Listen. Becoming a better listener and asking for feedback is 
another way to practice self-awareness. When you learn how 
to listen to your classmates, teachers and leaders without 
evaluating or judging them, you’ll become more empathetic 
and understand people better. Psychologists say that it’s im-
possible to have true self-awareness if you only turn inwards; 
gaining different perspectives on how people view you can 
help you see a more complete picture of yourself.

Self-Regulation

Self-regulation is the ability to control oneself, in particular one’s 
emotions and desires or the expression of them in one’s behavior, 
especially in difficult situations. It is the ability to keep disruptive 
emotions and impulses in check and to think before acting. It 
involves the ability to maintain control during pressurized 
circumstances, such as those that normally arise during 
behavioral situations in the classroom.

Self-regulation is vital, because it means you can manage how 
you react to situations and express yourself appropriately at all 
times —  we function at our best when we know how to self-regulate.
According to Goleman, Boyatzis and McKee, in their book “The 
New Leaders: Transforming the Art of Leadership,” (3) people 
who self-regulate can calm themselves down when they’re angry 
or upset, and they can cheer themselves up when they’re down. 
They are flexible, they can adapt their styles to work with their 
colleagues, and they take charge of situations when necessary.
How to develop self-regulation skills:

1. 
Monitor how you are feeling. Try to understand why you 
are feeling this way during English language studies: what 
makes you feel pleased or angry, satisfied or frustrated, ex-

The power of quiet learning

11

cited or dull. You do not need to focus on negative emotions 
but try to understand why you have them in order to look 
at the activities that evoke them through a different per-
spective: we are usually frustrated by the things that we 
struggle with but this struggle can give us more benefit if 
we persist with no loss of enthusiasm. Thus you can become 
a role model who inspires, motivates, and boosts learning 
for your fellow-students, whatever the classroom situation.
2. Equip yourself. Learn more about your emotional, phys-
ical, and cognitive needs, and be well prepared to solve 
problems. Anticipate what “could” happen during a par-
ticular lesson (as the syllabus is usually no secret and 
teachers inform students about the lesson plan in ad-
vance) and decide what “could be done” in that situation. 
Researchers call that “coping proactively.” Don’t wait un-
til problems occur, but think about your learning problems 
and prepare yourself to deal with those situations.
3. Keep reflecting. Regularly reflecting on emotion-provok-
ing stimuli that arise in the classroom and the way you are 
handling them is important. In reflection, be aware of the 
emotions you experienced in a particular situation, and 
consider how you could have done better, or how you 
could develop a different learning strategy next time.

Self-Motivation

Self-motivated educators tend to motivate their students more 
effectively. But learning is a two-way street and there is a 
considerable degree of motivation required on the part of the 
student as well. Self-motivated people work consistently toward 
their goals, and they have extremely high standards for the 
quality of not only teacher’s work but for their own. Motivation 
refers to the inner desire to achieve objectives (for example, when 
learning to write business emails).

Three ways to cultivate self-motivation:

1. 
Re-evaluate your “why.” It’s easy to forget what you re-
ally love about learning a language, so take time to re-

Уровень эмоционального интеллекта имеет значение

12

member your “why.” Revisit your goals and consider set-
ting fresh, new ones. Once your goal was to learn how ask 
questions about a person but it should be upgraded given 
that you have regular classes and do not fall behind with 
your homework.
2. Assess your self-motivation. If you need to increase your 
motivation to learn, look for resources to develop or re-
fresh your motivation to educate yourself: it may be mo-
tivational quotes, songs, interviews with distinguished 
people —  all of these will give you effective practice both 
for your language and emotional intelligence skills.
3. 
Keep an optimistic mindset. Motivated leaders are usual-
ly optimistic —  no matter what problems they face, they 
adopt a positive mindset. Try finding at least one good thing 
about a particularly challenging situation in the English 
classroom, and there’s almost always something positive 
(look for the small things is always helpful). Adopting this 
mindset might take a bit of practice, but it’s well worth it.

Empathy

Empathy is important because it helps us understand how others 
are feeling so we can respond appropriately in the situation.

Three ways to cultivate empathy:

1. 
Read fiction. One way to develop empathy is to read lit-
erary fiction which is often part of the curriculum when it 
comes to learning English. Studies show that when people 
read fiction, their brains feel like they are in a different 
world. It helps us relate to people whose lives are entire-
ly different than our own. In fiction, we can develop our 
ability to understand character’s actions from their point 
of view, by entering into their situations and minds. Read-
ing fiction in English may not only improve your vocabu-
lary but teach you be better at perceiving and responding 
to people’s emotions.
2. Listen to others. Listening to others —  taking the time to 
listen to things that others are telling us —  is an easy way