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 technique chosen is convenient sampling. The universe of the study includes service sectors organisations like education, education, banks and financial organization and others within the Dehradun . A sample of 202 respondents was collected from the universe. universe. The collected data after being coded were analyzed using Statis Statistical tical Package for Social sciences Research (SPSS) and various statistical tests were applied based on hypotheses and matching variables variables.. It It has has been observed observed that there there is is a signifi significant cant associa association tion between between emot em otio iona nall int i ntel elli lige genc ncee and an d job jo b productivity. Key words : 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 other‟s emotions, and the 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.
Gardner (1983) proposed a broader view of intelligence, suggesting a multiple construct constituting intrapersonal and interpersonal intelligence. The combination o f 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 o f 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 emotiona l 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).
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.
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) Today‟s 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 determinants of an organization‟s 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. Côté & 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.
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 one‟s 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
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.
Bartlett's Test of Sphericity
.641
Approx. Chi-Square
4563.594
df
703
Sig.
.000
Reliability: Cronbachs alpha is computed using SPSS scale reliability programme for each set of constructs. The value of Cronbachs 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
Age wise classification
Gender wise classification
Categories
Count
Percentage
UPT TO 25 YEARS
8
4.0
25 TO 35 YEARS
147
72.8
35-45 YEARS
30
14.9
45-55 YEARS
17
8.4
119
58.9
83
41.1
105
52.0
Male Female
Marital status
Married
Educational Qualification
Income wise classification
Organisation
wise
classification
Unmarried
97
48.0
Graduate
13
6.4
post-graduate
67
33.2
professional qualification
122
60.4
Below Rs. 15000 PM
22
10.9
Rs. 15001-Rs. 25000 PM
115
56.9
Rs. 25001-40000 PM
37
18.3
Rs. 40001-60000
19
9.4
Rs. 60000 & ABOVE
9
4.5
Education organisations
151
74.8
Bank
21
10.4
30
14.9
and
financial
organisation Others
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.
Modification of behavior Frequency
Percent
Valid Percent
Cumulative Percent
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
Valid
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 to modify 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 Frequency
Percent
Valid Percent
Cumulative 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 are sensitive towards others emotions to some extent. Only 9.4 percent employees are sensitive to a little extent. Conformity factor Analysis Variable Description My thinking is not clouded by emotions
Factor Name Self-awareness
Mean 3.6328
SD .42290
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
I am able to press my case in the face of opposition
resilience
I initiate action to create possibilities for the future I have sufficient levels of energy to ensure the completion of tasks and projects
3.4723
.66447
3.5455
.67123
3.9171
.56614
3.4802
.71923
3.5421
.59073
3.6980
.62922
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
I Knows how o wn feelings impact own performance I am aware of situations that cause me to think n egatively I Acknowledges own strengths and areas of weakness I do not become despondent when things go wrong I express dissatisfaction with the status quo and seeks ways to improve performance
Interpersonaqe wl sensitivity
I am aware when others are upset I find changes in my mood give me different outlooks on a situation I accurately read people‟s moods, feelings or non-verbal cues
Influence
I 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
I am able to perform consistently when under pressure
assessment
I am aware of the impact my moods have on other people I have a positive outlook on life
Adaptability
I do not lose control when I am angry I can change emotional gears when I need to
Initiatives 3.6221
I Respond to stereotyping by stating and appreciating another person‟s uniqueness I am able to put myself in others‟ shoes and acknowledge their feelings Before making a decision I listen to the views of others
Empathy
3.6221
.59730 .59730
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 allow my 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 people‟s 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 variables i.e I can change emotional gears when I need to, and I Respond to stereotyping by stating and appreciating another person‟s 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.
Mean of Different factors of Emotional Intelligence
Organisation
Self-
Emotional
wise
awarene
resilience
classification
ss
Education
motivation Interpersonal
Influence Self
sensitivity
Adaptabilit
Initiative
assessment
y
s
Empathy
3.6839
3.5483
3 .5868
3.9305
3.6049
3.6258
3.7318
3.6887
3.6788
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
organisation Bank
and
financial organisation
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 customer‟s 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 follow the 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
was calculated and analysed across the employees of different organization. The information is presented in the table below;
Report Mean Organisation
wise Compete
Attentive
Job
Over
classification Education organisation
ncy
ness
integrity
enthusiast ce
4.0437
3.7434
3.7732
3.0166
2.6909
3.3905
3.5119
3.4524
3.3095
2.5714
Others
3.7467
3.3250
3.7167
3.3667
2.6111
Total
3.9317
3.6572
3.7314
3.0990
2.6667
Bank
and
financial
organisation
Indifferen
Above table indicates that mean outcome of competency factor is highest among the employees of educational organization. It has scored highest va lue of 4.037.
Coefficientsa Model
Unstandardized Coefficients
Standardized
t
Sig.
9.927
.000
Coefficients B
Std. Error
Beta
(Constant)
1.925
.194
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
1
a. Dependent Variable: OUTCOME
Overall outcome = 1.925 +.054 x Self-awareness + .025 x Emotional resilience - .014 x motivation -.005 x Interpersonal sensitivity + .260 x Influence -.060 x Self-assessment + .106 x Adaptability + .067 X Initiatives + .023 x Empathy. From the above table it is seen that out of different attribute of emotional intelligent, influence has got maximum contributor in achieving higher output. However, it is seen that few attributes like motivation, interpersonal sensitivity and self-assessment have got inverse relationship with emotional intelligence.
Conclusions And Suggestions References
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