paper on emotional intelligence

8/11/2019 Paper on Emotional Intelligence

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Emotional Intelligence and its Relationship With Job Performance:

An Empirical Study

Abstract

The aim of this research is to examine the relationship of emotional intelligence with job

productivity. This study will help employees to know why it is important for them to be

emotionally intelligent by showing that if they are emotionally intelligent then they will be able

to manage their emotions and their work will not be affected. The numerous factors of emotional

intelligence are self Awareness, emotional Resilience, motivation, inter-personal sensitivity,

influence, intuitiveness.

For this study, the research design chosen is descriptive in nature and the sampling techniquechosen is convenient sampling. The universe of the study includes service sectors organisations like

education, banks and financial organization and others within the Dehradun . A sample of 202 respondents was

collected from the universe. The collected data after being coded were analyzed using Statistical Package for

Social sciences Research (SPSS) and various statistical tests were applied based on hypotheses and matching

variables. It has been observed that there is a significant association between emotional intelligence and job

productivity.

Key words : emotional intelligence, job productivity, self Awareness , emotional Resilience, motivation,

inter-personal sensitivity, etc.

Introduction

Emotional intelligence(EQ) can be described as the ability to identify, use, understand, and

manage emotions in positive ways to relieve stress, communicate effectively, empathize with

others, and defuse conflict. Emotional Intelligence is the flair to be aware of own emotions and

how to manage own emotions, the ability to be aware of, and understand others emotions, andthe ability to relate to others in effective ways both personally and professionally. Emotional

intelligence helps in constructing sound relationship with colleagues, directors, staff, customers,

stakeholders, suppliers, competitors, networking contacts, everyone, to have good physical

health and mental health, and to show tremendous performance at work.


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Gardner (1983) proposed a broader view of intelligence, suggesting a multiple construct

constituting intrapersonal and interpersonal intelligence. The combination of interpersonal and

intrapersonal intelligence is referred to as personal intelligence and it includes the concept of

social intelligence. Salovey and Mayer (1990) integrated the concepts of social intelligence and

constructive thinking to formulate the concept of emotional intelligence. In later publications

they suggested that emotional intelligence should be seen as an ability or construct that can be

divided into four branches: emotional perception and expression, emotional facilitation of

thought, emotional understanding and emotional management (Salovey, Mayer & Caruso in

Snyder & Lopez, 2002).

Emotional intelligence and job performance The greatest challenges faced by organisations,

including call centers, involve coping with constant change, being more creative, managing vast

amounts of information, obtaining and retaining the right kind of people, increasing customer

loyalty and improving cooperation (De Waal, 2004).

According to Cherniss (2001) and others, emotional intelligence plays a vital role in satisfying

these requirements. For instance Boyatzis (1982) studied more than 2000 supervisors, middle

managers and executives in 12 organisations and found that all but two of the 16 competencies

that set star performers apart from average performers were emotional competencies. An analysis

by Spencer and Spencer (1993) of job competencies in 286 organisations worldwide indicated

that 18 of the 21 competencies in their generic model for distinguishing superior from average

performers were emotional intelligence based. Various recent research studies found emotional

intelligence to be predictive of job performance in a wide variety of organisational contexts and

roles (Abraham, 1999; Cavallo & Brienza, 2002; Ryback, 1997; Servinc, 2001; Stagg & Gunter,

2002; Vermeulen, 2004; Weisinger, 1998; Wong & Law, 2002).


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Literature review

Rahim, Hussain, Saddam (2010) has investigated the effect of demographic factors like Age,

Education, Job tenure, Gender and Marital Status on the level of Emotional Intelligence which

leads to organizational performance among male and female employees. Research has shown

that the female segment is more emotionally intelligent than their male employees in bank sector

and there is inverse relationship between the age of the male and female employees and EI. With

increase in education level, EI has also improvement in its level. Satisfaction level of employees

is also a good determinant of their performance .

Singh, Kavita (2007) found that ultimately it is the emotional and personal competencies that

we need to identify and measure if we want to be able to predict performance at workplace

resulting in its effectiveness, thereby enhancing the worth of the human capital. In this scenario

the competencies possessed by the people will have a bearing on the extent to which they can

actualize their emotional intelligence

Mayer and Salovey (1997:5) said that emotional intelligence includes the ability to perceive

accurately, appraise, and express emotion; the ability to access and or generate feelings when

they facilitate thought; the ability to understand emotion and emotional knowledge; and the

ability to regulate emotions to promote emotional and intellectual growth.

Ashforth and Humphrey (1993) argue that emotions are an integral and inseparable part of

organizational life and that more attention should be given to the employees emotional

experience.

Goleman, 1998; Salovey and Mayor,1990; Weinberger, 2002 have responded to the growing

significance of emotional intelligence by attempting to identify factors that influence

employees performance at work.

Hochschild, (1983), found that EI has the potential to be a strong predictor of performance.

Linking EI with performance can provide organizations with a valid alternative for selecting and

assessing employees.


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According to Brown (1999 ), stated that emotional intelligence, which reflects one's ability to

interact with each other in a positive manner, is often the final determination of success.

Krishnaveni, R., & Deepa, R. (2008) Todays workplace is dynamic in nature and is

characterized by time deadlines, cross-cultural teams, work pressures, and work-family conflicts,

which in turn result in a highly stressed work force. These factors have a negative impact on the

well-being of employees and the effectiveness of an organization. The individual competencies

of the workforce are strong det erminants of an organizations success. It is in this context that

this paper explains how Emotional Intelligence (EI) can be used as a soft tool, to enhance the

competencies of individuals and teams in Indian organizations and help them to gain competitive

advantage

Van Rooy and Viswesvaran (2004: 72) conceptualized EI as the set of abilities (verbal and

nonverbal) that enable a person to generate, recognize, express, understand, and evaluate their

own, and others, emotions in order to guide thinking and action that successfully cope with

environmental demands and pressures.

Joseph and Newman (2010) tested the incremental validity of EI measures to explain job

performance over and above the Big Five personality measures and cognitive ability. They

classified EI measures into three categories: performance based, self-report ability measures, and

self-report mixed models. They found that all three types of EI measures demonstrated

incremental validity over and above the Big Five personality traits

Offermann, Bailey, Vasilopoulos, Seal, and Sass (2004) , found that EI better predicted

performance on student teamwork projects and on ratings of leadership, whereas a cognitive

ability measure better predicted student performance on individual cognitive tasks like tests.

Ct & Miners, (2006) said that the relative importance of EI and cognitive ability may depend

on the cognitive complexity of the job being performed. In almost all work settings, individuals

have to cooperate with others and do at least some group work tasks.

Tram, and O'Hara (2006) directly related the EI of the leaders to their ability to manage the job

satisfaction of their subordinates.
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Bono, Foldes, Vinson, and Muros (2007) found that transformational leaders helped their

employees remain in a positive mood while interacting with each other and with customers. It is

likely that leaders high on EI would be better at helping their employees maintain positive moods

while interacting with customers and performing emotional labor

Brotheridge (2006: 139) found the key role of emotional intelligence seemed to be as a

predictor of the perceived situational demands, which, in turn, predicted the nature of emotional

labor that was performed.

Bar-On (1997), characterizes EI as an array of non -cognitive capabilities, competencies and

skills that influence ones ability to succeed in coping with environmental demands and

pressures.

Drucker, 1996; Hooper & Potter, 2000; Nel & De Villiers, 2004; Weisinger, 1998 found that

emotional intelligence has direct positive relationship with job performance and its predictive

validity regarding future performance.

Objectives and methodology

Objective of the Study

1 To examine the emotional intelligence of the employees working in various service sectors

industries in Uttarakhand.

2 To analyse the emotional intelligence and its impact on job performance.

3 To assess the emotional intelligence and its relationship with cognitive intelligence.

4 To compare the emotional intelligence and its impact on job across the employees working in

different service sectors industry.

5 To draw conclusions and suggestion on the basis of study.

Research Methodology
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This research is based on primary as well as secondary data. Primary information was collected

from various respondents of various service sectors organisations like education, banks and financial

organization. A structured questionnaire was designed covering various aspects of emotional

intelligence. The secondary data were collected through various books, magazines, research

journals and other relevant academic and non- academic sources.

Research site:

Kaiser-Meyer-Olkin Measure of Sampling Adequacy was carried out with SPSS software

and found to be .641 which indicates that data is sufficient to go for factor analysis .

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .641

Bartlett's Test of SphericityApprox. Chi-Square 4563.594df 703

Sig. .000

Reliability: Cronbach s alpha is computed using SPSS scale reliability programme for each set

of constructs. The value of Cronbac h s alpha is reported in Table 2 .

Reliability Statistics Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items

.844 .852 38

Demographic factors

Categories Count Percentage

Age wise classification UPT TO 25 YEARS

25 TO 35 YEARS

35-45 YEARS45-55 YEARS

8

147

3017

4.0

72.8

14.98.4

Gender wise classification Male

Female

119

83

58.9

41.1

Marital status Married 105 52.0


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Unmarried 97 48.0

Educational Qualification Graduate

post-graduate

professional qualification

13

67

122

6.4

33.2

60.4

Income wise classification Below Rs. 15000 PM

Rs. 15001-Rs. 25000 PM

Rs. 25001-40000 PM

Rs. 40001-60000

Rs. 60000 & ABOVE

22

115

37

19

9

10.9

56.9

18.3

9.4

4.5

Organisation wise

classification

Education organisations

Bank and financial

organisation

Others

151

21

30

74.8

10.4

14.9

The analysis presented in the above table reveals that sample is dominated by the young category

respondent ranging in the age group of 25-35 years as it contributes 76.7 % in the sample.

Majority of the respondent are male and married category. Since the survey was focused on

academic category respondent hence sample is composed of highly educated person earning

monthly income of Rs15000 to Rs.40000 and majority of the respondents belong to teaching

profession. Most of the respondents are professionally qualified.

Year wise classification

Frequency Percent Valid Percent Cumulative

Percent

Valid

0-5 Years 140 69.3 69.3 69.3

5-10 Years 44 21.8 21.8 91.1

10 to 15 Years 1 .5 .5 91.6

More than 15 Years 17 8.4 8.4 100.0

Total 202 100.0 100.0

It has been found that majority of the employees of the organization are

associated from 0-5 years. Study also reveals that there are very few

employees who are associated with their present organization for more than

10 years.


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Modification of behavior


Percent

Valid

To a great extent 76 37.6 37.6 37.6

To a considerable extent 68 33.7 33.7 71.3

To some extent 45 22.3 22.3 93.6

To a little extent 2 1.0 1.0 94.6

Not at all 11 5.4 5.4 100.0

Total 202 100.0 100.0

In an organization, it is important for the every employee to know how to deal with people in

different situations. The study reveals that 37.6 percent employees believed that they are able tomodify their behavior in changing situation to a great extent. 33.7 percent indicated to a

considerable extent. 22.3 percent employees are of the opinion that they are able to modify their

behavior to some extent. Only 1 percent indicated that to a little extent. 11 percent employees

believed that they are not at all able to modify their behavior in changing situation.

Sensitivity towards others emotions


Percent

Valid

To a great extent 66 32.7 32.7 32.7

To a considerable extent 86 42.6 42.6 75.2

To some extent 31 15.3 15.3 90.6

To a little extent 19 9.4 9.4 100.0

Total 202 100.0 100.0

To be sensitive towards others emotions is crucial in an organization as it helps to maintain

healthy relationships among the employees which further contributes to better performance.

Study revealed that 32.7 percent employees are sensitive towards others emotions to a great

extent. 42.6 percent employees indicated to a considerable extent. 15.3 percent employees aresensitive towards others emotions to some extent. Only 9.4 percent employees are sensitive to a

little extent.

Conformity factor Analysis

Variable Description Factor Name Mean SD

My thinking is not clouded by emotions Self-awareness 3.6328 .42290


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I don't allow my emotions to affect my thinking

I listen to the perspective of others before trying to persuade them

I provide a rationale for change when trying to persuade others

I do not have difficulty persuading others to change their viewpoint

I am able to balance my short and long term goals effectively Emotional

resilience

3.4723 .66447

I am able to press my case in the face of opposition

I initiate action to create possibilities for the future

I have sufficient levels of energy to ensure the completion of tasks and projects

I regulate my work/life balance in order to be flexible

I act according to my own feelings

I am able to pursue my goals in the face of rejection or questioning

I am able to recognise my emotions motivation

3.5455 .67123

I Knows how own feelings impact own performance

I am aware of situations that cause me to think negatively

I Acknowledges own strengths and areas of weaknessI do not become despondent when things go wrong

I express dissatisfaction with the status quo and seeks ways to improve performance Interpersonaqe

wl sensitivity3.9171 .56614

I am aware when others are upset

I find changes in my mood give me different outlooks on a situation

I accurately read peoples moods, feelings or non -verbal cues Influence

3.4802 .71923I understand what causes aggression

I take into account the input received from others when making a decision

I am able to deal with challenge or criticism Self

assessment3.5421 .59073

I am able to perform consistently when under pressure

I am aware of the impact my moods have on other people

Adaptability 3.6980 .62922I have a positive outlook on life

I do not lose control when I am angry

I can change emotional gears when I need to Initiatives

3.6221 .59730I Respond to stereotyping by stating and appreciating another persons uniqueness

I am able to put myself in others shoes and acknowledge their feelings Empathy3.6221 .59730

Before making a decision I listen to the views of others


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In confirmatory factor analysis, nine factors were identified. The first factor is constituted of 6

variables i.e my thinking is not clouded by emotions, I provide a rationale for change when trying to

persuade others, I do not have difficulty persuading others to change their viewpoint, I don't allowmy emotions to affect my thinking, and I listen to the perspective of others before trying to persuade

them and it was named as self -awareness with the mean of 3.6328. The second factor is

constituted of 7 variables i.e I am able to balance my short and long term goals effectively, Iam able

to press my case in the face of opposition, I am able to pursue my goals in the face of rejection or

questioning, I regulate my work/life balance in order to be flexible, I act according to my own

feelings, I initiate action to create possibilities for the future, and I have sufficient levels of energy to

ensure the completion of tasks and projects and it was named as emotional resilience with mean of

3.4723. The third factor is constituted of 5 variables i.e I am able to recognise my emotions, I

knows how own feelings impact own performance, I do not become despondent when things go

wrong, I acknowledges own strengths and areas of weakness, and I am aware of situations that

cause me to think negatively and it was named as motivation with mean of 3.5455. The forth

factor is constituted of 3 variables i.e I express dissatisfaction with the status quo and seeks ways to

improve performance, I am aware when others are upset and I find changes in my mood give me

different outlooks on a situation and it was named as Interpersonal sensitivity with mean of

3.9171. The fifth factor is constituted of 3 variables i.e I accurately read peoples moods, feelings or

non-verbal cues, I understand what causes aggression, and I take into account the input received

from others when making a decision it was named as influence with mean of 3.4802. The sixth

factor is constituted of 2 variables i.e I am able to deal with challenge or criticism and I am able to

perform consistently when under pressure and it was named as Self- assessment with mean o

3.5421. The seventh factor is constituted of 3 variables i.e I am aware of the impact my moods have

on other people, I have a positive outlook on life, and I do not lose control when I am angry and it

was named as Adaptability with mean of 3.6980 . The eighth factor is constituted of 2 variablesi.e I can change emotional gears when I need to, and I Respond to stereotyping by stating and

appreciating another persons uniqueness and it was named as Initiatives with mean of 3.6221.

The ninth factor is constituted of 2 variables i.e I am able to put myself in others shoes and

acknowledge their feelings, and Before making a decision I listen to the views of others and it was

named as Empathy with mean of 3.6221.


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Mean of Different factors of Emotional Intelligence

Organisation

wise

classification

Self-

awarene

ss

Emotional

resilience

motivation Interpersonal

sensitivity

Influence Self

assessment

Adaptabilit

y

Initiative

s

Empathy

Education

organisation3.6839 3.5483 3.5868 3.9305 3.6049 3.6258 3.7318 3.6887 3.6788

Bank and

financial

organisation

3.3853 2.8571 3.2667 3.6310 3.0159 3.2262 3.5238 3.2381 3.6429

Others 3.5485 3.5200 3.5333 4.0500 3.1778 3.3417 3.6500 3.5556 3.6333

Total 3.6328 3.4723 3.5455 3.9171 3.4802 3.5421 3.6980 3.6221 3.6683

Exploratory factor analysis was carried out to analyse the different outcome of emotional

intelligence across the employees of different organization. Total five outcomes were identified.

the first outcome is competency which consists of 5 variables such as I am competent in my

work and try to prevent problems occurring, I am accurate and deliver on my promises, I am

courteous, friendly and help new colleagues settle in, even though it is not required, I am

responsive to customer complaints and I maintain a good appearance at work. The second

outcome is attentiveness which consists of 4 variables such as I am caring towards customer and

have the customers best interests at heart, I am quick to solve problems when things go wrong, I

give personal attention to customers and meet customer needs and I attend company functions

that are not required but that help the company image. The third outcome is Job integrity which

consists of 4 variables such as I act with integrity and communicate well with colleagues and

customers, I am ready to help or lend a helping hand to those around me, I am dependable and

conscientiously follow company regulations and procedures and I consume a lot of time

complaining about trivial matters. The fourth outcome is over enthusiast which consists of 2

variables such as I go overboard pleasing customers at the expense of performance and I followthe rules at the expense of the customer. The fifth outcome is indifference which consists of 3

variables I am indifferent to customer needs, I am not confident in my work and understand

customer needs, and I offer help to customers without being asked. Mean of different outcome


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was calculated and analysed across the employees of different organization. The information is

presented in the table below;

Report Mean

Organisation wise

classification

Compete

ncy

Attentive

ness

Job

integrity

Over

enthusiast

Indifferen

ce

Education organisation 4.0437 3.7434 3.7732 3.0166 2.6909

Bank and financial

organisation3.3905 3.5119 3.4524 3.3095 2.5714

Others 3.7467 3.3250 3.7167 3.3667 2.6111Total 3.9317 3.6572 3.7314 3.0990 2.6667

Above table indicates that mean outcome of competency factor is highest among the employees

of educational organization. It has scored highest value of 4.037.

Coefficients a

Model Unstandardized Coefficients Standardized

Coefficients

t Sig.

B Std. Error Beta

1

(Constant) 1.925 .194 9.927 .000

Self-awareness .054 .054 .067 .997 .320

Emotional resilience .025 .037 .049 .683 .495

motivation -.014 .037 -.028 -.382 .703

Interpersonal sensitivity -.005 .039 -.008 -.117 .907

Influence .260 .033 .547 7.936 .000

Self-assessment -.060 .038 -.104 -1.572 .118

Adaptability .106 .036 .195 2.966 .003

Initiatives .067 .037 .117 1.809 .072

Empathy .023 .040 .036 .582 .561

a. Dependent Variable: OUTCOME


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Conclusions And Suggestions

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