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Emotional Intelligence, Cognitive Intelligence, and Job Performance
Abstract
This paper examines how emotional intelligence and cognitive intelligence are associated with job performance. We develop and test a compensatory model that posits that the association between emotional intelligence and job performance becomes more positive as cognitive intelligence decreases. We report the results of a study in which employees completed tests of emotional intelligence and cognitive intelligence, and their task performance and organizational citizenship behavior were assessed by their supervisors. Hypotheses from the model were supported for task performance and organizational citizenship behavior directed at the organization, but not for organizational citizenship behavior directed at individuals. We discuss the theoretical implications and managerial ramifications of our model and findings.
... An influential leader triggers an innovative culture ( [3], pp. 8,12). This culture should aim to reach and sustain the organization while ensuring the ethical imperative is applied, no one within or outside the organization is harmed, and the environment is protected. ...
... EI is a set of abilities individuals use to perceive emotions in the self and others ( [12], pp. 1, 28). EI is the ability to work well with people ( [3], pp. ...
... Emotions generate performance, and recognizing emotions aids in identifying with self and others. EI has been widely implemented in managerial and organizational practices and employee development programs ( [12], pp. 1, 28). ...
We live in a world where uncertainty is stronger than ever, especially since the pandemic. Several organizations were tested during the pandemic, and not surviving in the long run became a significant threat. On the one hand, technology advanced significantly and rapidly; on the other, rapid changes and advancements meant speedy adaptation, which was challenging for many. Having a result-oriented approach may have worked in the past. Still, in contemporary times, this approach alone is no longer sufficient, especially if it means gaining results no matter the cost while causing harm in other areas, such as employee work-life balance or the environment. Finding band-aid cures may be acceptable; however, organizations must practice more sustainable methods while applying the ethical imperative to sustain organizational effectiveness in the long run. This chapter explores the creation of a non-toxic, inclusive, and ethical organizational culture that is sustainable in the long run.
... Within this particular setting, the significance of emotional intelligence (EI) as well as the recognition of its existence are becoming increasingly relevant. Emotional intelligence is the capability to recognize, interpret, and effectively manage one's own feelings as well as the feelings of others, as well as the ability to do so with one's own emotions and those of others (Richter et al., 2021;Côté & Miners, 2006;Davaei et al., 2023;). The term refers to a collection of competencies that include being aware of oneself, being able to control oneself, having empathy for others, and having connections with other people. ...
... This study examines how EI competences affect team productivity, innovation, and problem-solving. Conflict resolution and team communication depend on emotional intelligence (Reilly, 2022;Richter et al., 2021;Côté & Miners, 2006). This study seeks to identify EI skills and strategies that can reduce team conflict and foster open, honest, and productive communication. ...
... This study examines how leaders can use EI to build cohesive, effective teams. The study also examines how leaders' EI affects team dynamics and outcomes (Shaik et al., 2021;Reilly, 2022;Richter et al., 2021;Côté & Miners, 2006). In globalized and diverse workplaces, understanding and managing emotions are crucial to building inclusive and equitable teams. ...
This study aims to give a thorough examination of emotional intelligence's function in team dynamics and how it affects organizational effectiveness. The objective of the study is to provide insightful knowledge to academics and professionals working in the fields of management, human resources, and organizational psychology. In this study, a research approach that incorporates both qualitative and quantitative methods was used to examine the intricate connection between emotional intelligence and team dynamics. The analysis of the study showed a strong positive link between the members of the team's EI and the performance of the entire team. Increased problem-solving skills, creativity, and team productivity were all correlated with high EI. The study further revealed the critical role that emotional intelligence plays in team communication and conflict resolution. Strong EI competencies allowed team members to be significantly better at emotional control and empathy, which enhanced conflict resolution procedures and promoted positive communication. To overcome cultural and demographic gaps, emotional intelligence is crucial to team diversity and inclusion, according to the study. High EI helps team members handle these differences, improving cooperation and reducing prejudice. This also study shows that emotional intelligence greatly affects well-being and job happiness. The research shows that integrating emotional intelligence into team dynamics and leadership practices has an organizational benefit. Teams that prioritize emotional intelligence are more successful.
... To maintain harmony and avoid conflict, they may sacrifice delayed gratification (DeYoung, 2010;Graziano & Eisenberg, 1997). Moreover, agreeable individuals frequently compare themselves with others, which can create pressure to conform to social norms, potentially prompting them to seek immediate gratification (Côté & Miners, 2006). ...
... Their energetic nature can also result in impulsiveness, making them more likely to make quick decisions that favor immediate rewards without considering long-term consequences (McCrae & Costa, 1997). Additionally, extraverts often thrive in social settings, which can subject them to peer pressure that prioritizes social enjoyment over personal goals (Côté & Miners, 2006). ...
Salespeople play a pivotal role in organizations as they are responsible for the revenue. Finding which personal traits increase salespeople's chances to perform at high levels in a business-to-business environment, and how such qualities influence them to want to remain in the organization are important organizational questions. Establishing the relationship between delayed gratification, performance, and intentions to leave is the objective of this research. Additionally, finding how two of the Big Five personality traits, conscientiousness and neuroticism, influence individual's propensity to exercise delayed gratification is also explored. While sales performance and salespeople's intentions to leave have been analyzed from several perspectives, to date, no research has been done to relate salespeople's delayed gratification ability to these two constructs. A field study was employed to empirically test the four hypotheses that support the relationship between delayed gratification and performance, intentions to leave, conscientiousness, and neuroticism for salespeople.
... However, based on a search of literature studies, several studies on the influence of Emotional Intelligence and intellectual intelligence supply chain performance show inconsistencies in research results. Research conducted by Côté & Miners (2006); Day & Carroll (2008), found that emotional intelligence had no significant effect or even had a negative effect on supply chain performance. On the other hand, research conducted by Vinchur et al. (1998);Salgado et al. (2003); Rode et al. (2017) show that intellectual intelligence has no significant effect on supply chain performance. ...
... Those individuals possessing elevated levels of EI demonstrate enhanced performance, adeptness in stress management, and proficiency in fostering interpersonal connections (O'Boyle et al., 2011). Moreover, EI exhibits associations with proficient leadership, job contentment, and accomplishment in one's career trajectory (Côté & Miners, 2006). Furthermore, empirical evidence suggests a positive correlation between EI and the display of innovative behaviors in professional environments (Jiang et al., 2017). ...
This research investigates the mediating effect of Innovative Behavior on the relationship between Emotional Intelligence, Intellectual Intelligence, and supply chain performance. Data were collected from 198 employees of water supply companies across five major cities in Central Java, using purposive sampling and analyzed through structural equation modeling. The findings indicate that both Emotional Intelligence and Intellectual Intelligence positively and significantly impact supply chain performance. Additionally, Innovative Behavior not only positively influences supply chain performance but also mediates the relationship between Emotional and Intellectual Intelligence with supply chain performance. The study suggests that enhancing Emotional and Intellectual Intelligence through Innovative Behavior can significantly improve supply chain performance in water supply companies. Organizations are recommended to incorporate Emotional Intelligence into selection and training programs, develop initiatives to boost Emotional and Intellectual Intelligence through training in areas such as emotional management, interpersonal communication, problem-solving, critical thinking, and creativity, and create a supportive work environment that encourages innovative behavior. Implementing these strategies can lead to more efficient operations, better resource management, and increased customer satisfaction, thereby enhancing overall supply chain performance.
... Parallel to Goleman (1998), other authors have also addressed the role of EI in organizations (Cooper and Sawaf 1997). Since then, several studies have been conducted to explore the relationship between EI and the performance of professionals in the workplace (Barling et al. 2000;Côté and Miners 2006;Mishra and Mohapatra 2010;Rubin et al. 2005;Siegling et al. 2014;Wong and Law 2002;Muhammad et al. 2024). ...
... In this vein, Barling et al. (2000) pointed out that individuals with a high level of EI are seen by their team not only as superiors, but also as leaders. As for Côté and Miners (2006), EI is seen as a robust indicator of task performance. This concept is in line with the conclusions of Mishra and Mohapatra (2010), who also suggested that EI should be considered as one of the elements in organizations' recruitment and selection processes (Goleman 1998;Mayer et al. 2000;Wong and Law 2002). ...
Today, effective project management goes beyond technical skills, incorporating an emotional dimension that plays a crucial role in the success and dynamics of teams. Emotional intelligence (EI), which refers to the ability to control emotions-both one's own and those of others-has become essential for good performance in work environments, often surpassing technical skills. This study aims to explore the relationship between managers' emotional intelligence and decision-making in the context of project management. This research was based on an extensive literature review, followed by multiple interviews with project managers. Using semi-structured interviews, it was possible to identify how EI positively influences decision-making and project success. Managers with high levels of EI are more effective in decision-making, communication, conflict resolution, and leadership, resulting in more cohesive and productive teams. EI is a critical factor for success in project management in companies with the same characteristics as this one, providing a collaborative and effective working environment. The results might clearly assess the current state of the relationship between EI in the context of project management and consequent decisions leading to the project's success.
... Greenhaus et al. (2010) in the U.S. concluded that people under supportive leadership have less work-family conflict. An experiment conducted by Côté and Miners (2006) revealed that emotionally smart leaders tend to foster a sense of value in their workforce, which decreases burnout and improves work-life balance. In the UK, Arnold et al. (2015) demonstrated that change leaders support employee mental health, which leads to better work/life integration. ...
... Goleman (1998) and Mayer and Salovey (1997) deemed emotional intelligence a key competence for workplace stress management and work/life balance. Emotional intelligence is key for helping workers manage stress, balance life and work in the IT industry, where workloads are excessive and deadlines are demanding (Côté & Miners, 2006). Gupta and Menon (2022) demonstrated that people with high emotional intelligence were better at controlling their emotions in response to the demands of work, which in turn helped them achieve a better work-life balance. ...
... The term emotional intelligence, depicts the capacity to effectively understand and regulate the self and other people. EI has been reviewed in the workplace literature and total evidence suggests that, it favorably predicts job performance, job satisfaction, and leadership competencies among others (Côté and Miners, 2006). Therefore, EI becomes a valuable tool for reporting high levels of employee effectiveness when working in telecommunication companies where employees' environment is characterized by high working stress and technological dynamism. ...
... While employee engagement focuses on factors influencing the willingness of employees to perform tasks that would result to organizational objectives, employee motivation refers to intrinsic and extrinsic factors which spur the employees into undertaking activities that will help to achieve the objectives of the organization. The conventional theories of motivation including the hierarchy of needs by Maslow (1943), two-factor theory by Herzberg et al. (1959), and the expectancy theory given by Côté and Miners (2006) insight as to how different motivational factors impact on the behavior and performance of employee. Literature review pointed out that previous research on motivation revealed that motivation increases the level of work engagement, productivity, and general performance (Ryan and Deci, 2000). ...
This study examines the impact of emotional intelligence (EI) and employee motivation on employee performance within the telecommunication industry in the Sultanate of Oman. The target population consisted of 4344 non-managerial employees across nine telecommunication companies, including Omantel, Ooredoo, Vodafone, Oman Broadband Company, Awasr Oman & Co, TEO, Oman Tower Company L.L.C, Helios Tower, and Connect Arabia International. Employing a deductive research approach, finally data were collected via an online survey from 354 respondents. The hypotheses were tested using multiple regression analysis. The results indicate that all dimensions of EI self-awareness, self-regulation, empathy, and social skills positively and significantly influence employee performance, with social skills having the strongest effect. Furthermore, both intrinsic motivation factors, such as work itself and career development, and extrinsic motivation factors, including wages, rewards, working environment, and co-worker relationships, significantly enhance employee performance. The interaction between EI and employee motivation was found to amplify these positive effects. Among control variables, age and education level showed significant impacts, while gender did not. These findings underscore the critical role of both emotional intelligence and motivation in driving employee performance. The study suggests that managers and policymakers should adopt integrated strategies that develop EI competencies and enhance motivational factors to optimize employee performance, thereby contributing to the success of organizations in the telecommunication sector.
... Moreover, the study's findings have significant implications for academics. A person with high emotional intelligence can share knowledge within and outside the organization (Cote & Miners, 2006;Lindebaum, 2009). Lindebaum's (2009) investigation, which explored the relationship between knowledge sharing and emotional intelligence, supports these findings. ...
... Thus, the null hypothesis, which states that "there is no significant relationship between emotional intelligence and knowledge-sharing behaviors of academicians in public higher education institutions in the Philippines," is rejected. While emotional intelligence has been proven countless times to be associated with knowledge sharing in the past (Cote & Miners, 2006;Othman et al., 2008;Lindebaum, 2009;Karkoulian et al., 2010;Kessel et al., 2012;Özler et al., 2012;Arakelian et al., 2013), these studies did not examine academicians nor higher education institutions. Hence, this study establishes the relationship between emotional intelligence and knowledge-sharing behaviors of academicians in higher education institutions, particularly in the Philippines. ...
The increasing complexity of academia and the growing recognition of knowledge as a critical organizational asset have put knowledge-sharing behavior at the forefront of research and practice. This study investigates the relationship between emotional intelligence and knowledge-sharing behaviors of 167 academicians from public higher education institutions in the Philippines. The researchers utilized a descriptive-correlational research design, employing Pearson product-moment correlation to establish the relationship between the variables. Results of the study show that most academicians have average emotional intelligence, which may impact sharing their knowledge with their peers and the rest of the academic community. As to their knowledge-sharing behaviors, academicians convey their thoughts and expertise to their departments and colleagues, but their publications and knowledge-building contributions to the community remain insignificant. The study also indicates that academicians' knowledge-sharing behavior is associated with their emotional intelligence. These results have implications for individual academicians and institutional management, as they can improve their professional development, leadership, and teamwork.
... It encompasses the process by which individuals or organizations perceive, understand, and appreciate the value and advantages derived from technological advancements and innovations (Zhao et al., 2024). TVR's presence in the workplace effectively inspires employees by making them feel valued, leading them to better embrace corporate values and more vigorously pursue high job performance (Côté & Miners, 2006). Proper recognition of technological value is crucial in the rapidly evolving digital landscape, impacting employee-customer interactions as well as employee and firm performance. ...
... Herzberg (1966) highlighted the critical role of motivational schemes, which involve communication of the organization's mission and vision to employees to influence them toward recognized value systems, aligning employee behavior with the company's values. Extensive research has supported nonfinancial rewards as effective motivational tools (Côté & Miners, 2006;Duan et al., 2023). Therefore, we proposed Hypothesis 1 in accordance with the existing literature. ...
This study focuses on two key factors influencing job performance, technological value recognition (TVR) and emotional labor, that inform the digital labor job performance model. In this study, we argue that digital enterprises enhancing digital workers’ TVR and emotional labor can enhance employees’ job performance. By analyzing data from 571 digital preschool teachers working in 27 cities in the Yangtze River Delta region of China, we came to the following conclusions: TVR has a positive impact on job performance, emotional labor has a positive impact on job performance, and emotional labor mediates the relationship between TVR and job performance. Our findings also indicate that enhancing the digital resource support employers offered and providing emotional training to employees are two important actions companies can take to improve job performance and innovation capabilities in the digital transformation era.
... Employees' EI is positively correlated with their production, according to many research. According to Côté & Miners (2006), workers are more motivated and satisfied with their jobs when their leaders are emotionally intelligent. In a similar vein, Wong & Law, K. S. (2002) discovered that EI improves performance and decreases turnover rates by enhancing communication, problem-solving, and collaborative skills. ...
A key component impacting the efficacy of leadership and performance of employees in contemporary administrations is emotional intelligence (EI). The effects of EI on leadership styles, employee output, contentment on the job, and interpersonal dynamics at work are the subject of this study. This research delves into the relationship between EI and successful decision-making, conflict resolution, and team cohesiveness by analysing the role of self-awareness, self-regulation, motivation, empathy, and social skills. Emotionally intelligent leadership is associated with increased employee engagement, decreased attrition, and overall organisational performance, according to this paper's extensive literature assessment and empirical research. Leadership with high EI is associated with a more favourable work atmosphere, more innovation, and longer-term success, according to the research. At the end of the day, the research shows that EI training programs are necessary to boost leadership skills and company results.
... and Contextual Performance (estimate = 0.0358, p = .019) remained significant after accounting for mental well-being, indicating that EI has both direct and indirect pathways of influence on employee performance (Côté & Miners, 2006). ...
The objective of this study was to investigate the relationships between Emotional Intelligence, Mental Wellbeing, and performance among individuals employed in the service industry. To achieve this objective, data was gathered from employees employed in diverse service industries in Kerala, India using the Online survey, Method. Assessments were conducted using standardized tools and 100 respondents completed the questionnaire, comprising 31 males and 69 females. Analysis of the data indicated a strong positive correlation between Emotional Intelligence and Mental Wellbeing (r = 0.640, p< 0.001). The impact of emotional intelligence on mental well-being was also found to be influenced by task performance (estimate = 0.249, SE = 0.792, Z = 3.14, p <.01) and contextual performance (estimate = 0.0362, SE = 0.0107, Z = 3.39, p <.001). Additionally, insufficient. The findings highlight the significance of Emotional Intelligence in enhancing the mental well-being and job performance of employees, particularly in the service industry. n the present era characterized by rapid advancements in technology, businesses encounter the task of providing their employees with the necessary skills to adjust to ongoing transformation, cultivating cooperative and all-encompassing teams, and maintaining customers in fiercely competitive marketplaces. This is especially pertinent in Kerala, an Indian state well recognized for its strong service sectors, such as education, information technology, and healthcare. One of the primary drivers of Kerala's economy is the service sector (Thomas, J.J., 2021). Owing to the ever-changing nature of these sectors, it is imperative to analyse and appraise methods to improve employee performance and mental well-being, as these aspects directly influence the success of the firm. Optimizing employee performance and well-being not only enables firms to attract and retain highly qualified personnel but also eventually enhances the general development and long-term viability of organizations. In service-oriented sectors, where interpersonal communication is crucial, whether with coworkers, managers, or clients, emotional intelligence becomes particularly pertinent. Effective comprehension and regulation of
... The mental ability and acumen of the individual Hunter & Schmidt, 1996;Behling, 1998;Cote & Miners, 2006 Creativity An individual's innovativeness and ability to think outside of the box Kuncel et al., 2004;Suh & Shin, 2005;Rampersad & Patel, 2014 Positive references Previous managers and or colleagues (typically in senior roles) who can attest to the job seeker's suitability for the sought role Feldman Barr & McNeilly, 2002;Cole et al., 2004; School performance (GPA) Higher education results (i.e. grade point average) received by the job seeker Kuncel et al., 2004;Tomlinson, 2008;Okay-Somerville & Scholarios, 2017 Prestige of university The ranking and reputation of the university attended by the job seeker Ciriaci & Muscio, 2010;Ciriaci & Muscio, 2014;Mihut, 2015;Kim et al., 2021 Communication skills The ability to communicate well with others (both verbal and written) Resume presentation Professional resume that is laid out and comparable to that of others in the same field and/or work area Hornsby & Smith, 1995;Cole et al., 2007;Ehiyazaryan & Barraclough, 2009 IT skills Proficiency using information technology Archer & Davison, 2008;Heffernan et al. 2010;Buntat et al., 2013 No visible tattoos No tattoos able to be seen when in professional workwear Timming, 2015;Timming, 2017;French et al., 2019 Job interview performance Ability to perform well in a job interview Thibadoux and Jeffords 1991;Ehiyazaryan & Barraclough, 2009;Macan, 2009 Appearance/ grooming Ability to maintain professional appearance suitable for professional work Dean, 2005;Warhurst & Nickson, 2007;Nickson et al., 2016 In line with the premise that employability is better able to be realized when stakeholder perspectives of the construct are aligned (Borg et al., 2019), the aim of the study was to examine whether perceived managerial preferences for certain employability graduate attributes in recent university graduates vary between graduate job seekers and managers. ...
There has been increasing interest worldwide on the matter of graduate employability, namely the skills and attributes that render new graduates valuable contributors to the workforce. The extant literature points to a need for a better understanding of desired graduate attributes from different stakeholder perspectives. Using multivariate analysis of covariance, the present study evaluates the extent to which graduate job seekers and managers align in their ratings of 24 graduate attributes. Two distinct samples, one consisting of graduate job seekers (n = 705) and the other consisting of managers (n = 245), were sourced and subsequently merged into a single sample (n = 950), thus enabling between-subjects analyses. The results indicate that job seekers and managers agree on the importance of half of the 24 employability traits. For the remaining half, graduate job seekers both over- and under-estimate how important the attributes are in the eyes of managers. The results have important theoretical contributions to human resource management and practical implications that can benefit job applicants, employers and universities aiming to boost graduate employability.
... Therefore, human-centric education focuses on promoting essential human skills. Emotional intelligence (EI), for instance, is a core component that enables individuals to manage their emotions and understand others, thereby demonstrating empathy and sympathy (Balducci, 2024;Cote & Miners, 2006). Critical thinking and problem-solving are also vital, involving the analysis of information, evaluation of evidence, and making reasoned judgments. ...
The widespread use of Artificial intelligence (AI) in language education has opened up a new era of teaching and learning, raising concerns about balancing AI-driven instruction and conventional teaching methods to achieve optimal learning outcomes while preserving essential human skills. Hence, this meta-analysis study systematically presented the findings from 60 studies conducted between 2018 and 2024, exploring the role of AI applications in language teaching. We investigated language skills and domains that AI can enhance, including skills (i.e., listening, speaking, reading, and writing), translation and interpretation, and teaching pedagogy and methods, alongside the human-centric skills that AI cannot replicate in language education. Based on the findings, AI could make significant strides in improving language proficiency, particularly in areas such as pronunciation, conversational fluency, grammar, and vocabulary. It can also assist in streamlining teaching methods, such as adaptive learning, automated assessment, and personalized content creation. However, some limitations emerged from the data. While AI excels at providing objective feedback and supporting innovative teaching methods, it struggles to cultivate essential human skills like cultural sensitivity, emotional intelligence, and critical thinking. These skills are necessary for effective communication, building relationships, and understanding language tones in different contexts. The study concluded that AI can be a powerful tool for language education but cannot replace human educators. Instead, language teaching practices should bridge a balance between AI-powered instruction and traditional teaching
... Emotional intelligence, which aims to handle cognitive abilities and emotions together, positively affects individuals in terms of emotional intelligence competencies by teaching them the ability to correctly identify the emotions of individuals and the emotions of other individuals, to understand easily, to motivate themselves when necessary, to be understanding in interpersonal relationships, to manage their emotions and to empathize (Güney, 2013). For this reason, the appeal of emotional intelligence is an important factor that affects individuals' work performance, life satisfaction, fulfillment, and positive impact on the people around them in daily life, as well as their abilities related to emotions (Cote & Miners, 2006). For this reason, the concept of emotional intelligence, which has been accepted as an important concept from past to present, is predicted to maintain its importance in the future. ...
The study aims to determine the emotional intelligence levels of individuals and their perceptions of patient-centered care, to determine whether there is a difference according to socio-demographic characteristics, and to examine the relationship between emotional intelligence and patient-centered care. A descriptive research model was used in the study. Research data were obtained with Rotterdam Emotional Intelligence Scale, Patient-Centered Care Scale, and personal information form. Descriptive statistics, difference analysis, correlation analysis, and regression analysis were used to analyze the research data. The emotional intelligence levels and patient-centered care perceptions of the participants were high. There is a difference between emotional intelligence according to the gender, age, and income status of the participants. There is a difference between patient-centered care according to the educational status of the participants. There is a positive moderate relationship between individuals' emotional intelligence levels and patient-centered care perceptions. The models revealing the effect of emotional intelligence on patient-centered care and its sub-dimensions are significant and positive. Individuals who can control their emotions have patient-centered service expectations. Providing patient expectations leads to an increase in service quality and patient satisfaction.
... Emotional intelligence, which aims to handle cognitive abilities and emotions together, positively affects individuals in terms of emotional intelligence competencies by teaching them the ability to correctly identify the emotions of individuals and the emotions of other individuals, to understand easily, to motivate themselves when necessary, to be understanding in interpersonal relationships, to manage their emotions and to empathize (Güney, 2013). For this reason, the appeal of emotional intelligence is an important factor that affects individuals' work performance, life satisfaction, fulfillment, and positive impact on the people around them in daily life, as well as their abilities related to emotions (Cote & Miners, 2006). For this reason, the concept of emotional intelligence, which has been accepted as an important concept from past to present, is predicted to maintain its importance in the future. ...
The study aims to determine the emotional intelligence levels of individuals and their perceptions of patient-centered care, to determine whether there is a difference according to socio-demographic characteristics, and to examine the relationship between emotional intelligence and patient-centered care. A descriptive research model was used in the study. Research data were obtained with Rotterdam Emotional Intelligence Scale, Patient-Centered Care Scale, and personal information form. Descriptive statistics, difference analysis, correlation analysis, and regression analysis were used to analyze the research data. The emotional intelligence levels and patient-centered care perceptions of the participants were high. There is a difference between emotional intelligence according to the gender, age, and income status of the participants. There is a difference between patient-centered care according to the educational status of the participants. There is a positive moderate relationship between individuals' emotional intelligence levels and patient-centered care perceptions. The models revealing the effect of emotional intelligence on patient-centered care and its sub-dimensions are significant and positive. Individuals who can control their emotions have patient-centered service expectations. Providing patient expectations leads to an increase in service quality and patient satisfaction.
... Given today's increasing organizational complexity and competition, the need for leaders who can balance technical expertise with emotional intelligence is greater than ever. (Côté & Miners, 2006) assert that leaders with high EI excel at guiding organizations through change. By managing employees' emotional responses during transitions, they promote resilience and adaptability. ...
This study focuses on leaders in the province of Punjab, Pakistan, aiming to explore the influence of emotional intelligence on various aspects such as leadership effectiveness, communication, conflict management, and the motivation and retention of employees. Questionnaires from a pre-structured set were sent to 150 business managers from a variety of industries as part of a quantitative research study. ANOVA, regression, and correlation analyses were used to develop three hypotheses. It was found that emotional intelligence has a significant impact on leadership effectiveness. One of the most important findings from the correlation study was that emotional intelligence and leadership effectiveness are strongly linked (r = 0.78, p < 0.01). The study demonstrated how emotional intelligence plays a key role in communication, conflict resolution, and group dynamics. Finally, the ANOVA results showed that as a leader's emotional intelligence increases, their motivation, organizational commitment, and employee retention also rise significantly. Then, evidence was presented to add to (Goleman & Intelligence, 1995) study on emotional intelligence and underscores its importance for effective leadership. The findings suggest that emotional intelligence is an essential component of successful leadership, improving team performance, employee satisfaction, and overall organizational success. Data was gathered from self-report questionnaires administered to a broad range of leaders in Punjabi businesses.
... 396). Research suggests that EI correlates with organizational outcomes, like individual performance, employee retention, team effectiveness, and collaboration [22][23][24]. In research with nursing students specifically, there is evidence that EI relates positively to the retention of clinical staff nurses [25] and to the nurses' intentions to remain [26]. ...
Background/Objectives: Home and community care (HCC) nurses experienced increased occupational challenges during the COVID-19 pandemic, including increased workloads, job stressors, and occupational risks, like virus exposure. The objective of this study was to elucidate what factors influenced nurses’ decisions to stay in their role, take a temporary leave, or exit HCC during the COVID-19 pandemic. Methods: A secondary analysis of data collected using a cross-sectional online open survey distributed among HCC Registered Practical Nurses across Ontario between June and September 2022 was conducted. The factors contributing to nurses’ decision to remain in HCC, temporarily leave, or exit the sector were evaluated using multinomial logistic regression (p < 0.05). Results: Of the 664 participants, 54% (n = 357) stayed in the HCC sector, 30% (n = 199) temporarily left, and 16% (n = 108) exited the sector. Nurses with greater years of experience working in HCC and those who avoided infection were more likely to stay in their role in HCC, which may reflect strong relationships with long-term clients, opportunity and accumulated experience to increase income, and maintenance of good health. Nurses with higher levels of emotional intelligence were more likely to take leaves and exit HCC, suggesting that stepping away may have been a strategy to safeguard themselves. Conclusions: HCC leadership should prioritize the development of solutions to support nurses in the HCC workforce, including those with fewer years of experience. This may promote nurses’ participation in the sector, particularly during times of heightened occupational challenges and crises, like COVID-19.
... Because of problems associated with the management of call centres, there remains a great interest in the topic [5][6][7][8][9][10]. This study follows a number of recent studies that have looked at both EQ and IQ correlates and predictors of work outcomes [11,12]. ...
This study examined the relationship between cognitive ability (IQ) and emotional intelligence (EQ) in predicting a range of different performance metrics from a call centre environment. In all, 303 call centre staff completed multi-dimensional measures of both EQ and IQ. We also had recorded nine performance data measures for each individual over a 12-month period. There were a few significant correlations with IQ (4/35) and a few more with EQ (4/28), though all EQ measures were related to “Errors Made over the year”. The performance metric that had most correlates was Average Handling Time (AHT) relating to speed of working. The number of errors an employee made was significantly positively correlated with all four EQ factors. Correlational and Structural Equation Model (SEM) analysis highlighted the importance of analysing performance metrics as distinct variables, finding contradictory evidence in the sense that some individual difference factors correlated positively with some and negatively with other outcome measures. The results are discussed in relation to the theoretical implications for researchers interested in analysing call centre performance, and also practical implications for organisations with call centres.
... Emotional intelligence, according to abundant research, has an influence on the exercise of leadership and its effectiveness (Côt e & Miners, 20062006Mills, 2009;Rosete & Ciarrochi, 2005;Sy et al., 2006;Walter et al., 2011) and, thus, on professional success (Côt e et al., 2010). Emotional intelligence may even be considered a predictor of leadership (Wong & Law, 2002). ...
This article examines the relationship between emotional intelligence and ethical leadership competencies among university students. The research hypothesis was that emotional intelligence correlates positively with the exercise of good leadership. To this aim, a study was carried out with 1101 university students from Chile, Mexico and Spain who responded to a questionnaire on emotional intelligence (WLEIS) and a questionnaire on leadership competencies (LID) that measures understanding of reality, self-control and team harmonisation. The results show a positive correlation between emotional intelligence and leadership, although with significant differences by country and degree programs, but not in relation to gender. The research contribution is particularly relevant. Firstly, there are few studies on emotional intelligence and ethical leadership competencies carried out in the university student environment. Secondly, the study provides evidence of the predictive validity of emotional intelligence, in particular ‘use of emotions’, on leadership competencies. This finding points to the importance of teaching emotional intelligence in order to develop the leadership competencies of university students.
... Research suggests that EI correlates with organizational outcomes like individual performance, employee retention, team effectiveness and collaboration. [21][22][23] In research with nursing students, specifically, there is evidence that EI relates positively to retention of clinical staff nurses, [24] and to nurses' intentions to remain. [25] It is not currently known how EI relates to HCC nurse retention specifically during a healthcare crisis like the COVID-19 pandemic. ...
Background/Objectives: Home and community care (HCC) nurses experienced increased occupational challenges during the COVID-19 pandemic including increased workloads, job stressors and occupational risks like virus exposure. The objective was to elucidate what factors influenced nurses’ decisions to stay in their role, take a temporary leave, or exit HCC during the COVID-19 pandemic. Methods: A secondary analysis of data collected using a cross-sectional online open survey distributed among HCC Registered Practical Nurses across Ontario between June and September 2022 was conducted. The factors contributing to nurses’ decision to remain in HCC, temporarily leave, or exit the sector were evaluated using multinomial logistic regression (p < 0.05). Results: Of the 664 participants, 54% (n=357) stayed in the HCC sector, 30% (n=199) temporarily left, and 16% (n=108) exited the sector. Nurses with greater years of experience working in HCC and those who avoided infection were more likely to stay in their role in HCC, which may reflect strong relationships with long-term clients, opportunity and accumulated experience to increase income, and maintained good health. Nurses with higher levels of emotional intelligence were more likely to take leaves and exit HCC, suggesting that stepping away may have been a strategy to safeguard themselves. Conclusions: HCC leadership should prioritize the development of solutions to support nurses in the HCC workforce, including those with fewer years’ experience. This may promote nurses’ participation in the sector, particularly during times of heightened occupational challenges and crises like COVID-19.
... When people empathise with each other, they act with greater cooperation and overall altruism. In general, people who experience and understand the emotions of others are better off working with others in groups (Côté and Miners 2006). ...
... Many studies have emphasized the relationship between team performance and emotional intelligence (e.g., Ayoko et al. (2008), Rhee (2005), and van Kleef et al. (2009). This is because a good emotional intelligence climate represents the ability to express emotions in an appropriate way to help improve performance (Côté & Miners, 2006). Thus, the proposed hypothesis is as below. ...
This study examines the influence of team characteristics (such as team efficacy) and environmental factors (such as emotional intelligence climate) on engineering team performance based on social cognitive theory (SCT). Data were collected through 157 questionnaires from engineering employees of a manufacturing company in Indonesia using random sampling method. Data analysis was conducted using SEM method with SmartPLS 4.0 software. The proposed model shows that work team planning acts as a mediator between team efficacy, emotional intelligence climate, and team performance. The findings provide an in-depth understanding of the factors that influence team performance in the context of the manufacturing industry. The results suggest that work team planning plays an important role in improving team performance through the effects of team efficacy and emotional intelligence climate. The practical implication of this study is the importance of company management to pay attention to both antecedents of team performance, both in terms of personal (efficacy) and environmental (emotional intelligence climate) in an effort to improve engineering team performance in a sustainable manner.
... Banyak penelitian telah menekankan hubungan antara kinerja tim dan kecerdasan emosional (misalnya, Ayoko et al. (2008), Rhee (2005), dan van Kleef et al. (2009). Ini karena iklim kecerdasan emosional yang baik mewakili kemampuan untuk mengekspresikan emosi dengan cara yang tepat untuk membantu meningkatkan kinerja (Côté & Miners, 2006). Dengan demikian, hipotesis yang diajukan seperti di bawah ini. ...
This study examines the influence of team characteristics (such as team efficacy) and environmental factors (such as emotional intelligence climate) on engineering team performance based on social cognitive theory (SCT). Data were collected through 157 questionnaires from engineering employees of a manufacturing company in Indonesia using random sampling method. Data analysis was conducted using SEM method with SmartPLS 3.0 software. The proposed model shows that work team planning acts as a mediator between team efficacy, emotional intelligence climate, and team performance. The findings provide an in-depth understanding of the factors that influence team performance in the context of the manufacturing industry. The results suggest that work team planning plays an important role in improving team performance through the effects of team efficacy and emotional intelligence climate. The practical implication of this research is the importance of company management to pay attention to both antecedent factors of team performance, both in terms of personal (efficacy) and environmental (emotional intelligence climate) in an effort to improve engineering team performance in a sustainable manner.
... With optimal capacity to regulate, individuals can modify their emotions, monitor when they arise, and moderate how they convey them [11]. One's emotional regulation is associated with greater scores of well-being, better relationships, and greater academic and vocational success [12]. Numerous theoretical frameworks seek to identify and describe differences among individual's emotional regulation capabilities. ...
Previous research has focused on understanding the occurrence of intense and fluctuating emotions and the ability to manage these emotions and affective states. These phenomena have been, respectively, labeled as affective instability and emotion regulation and have been studied among individuals diagnosed with borderline personality disorder (BPD), attention-deficit/hyperactivity disorder
(ADHD), bipolar disorder (BD), and post-traumatic stress disorder (PTSD). Previous findings suggest that affective instability may be associated with poorer psychological well-being. The present study aims to investigate the general tendency of affective instability and capacity for emotional regulation among
college students, regardless of a previous psychological diagnosis, and to understand the relationship between these processes and psychological well-being. Three questionnaires were administered to measure levels of affective instability, the ability to manage fluctuating affective states, and overall psychological
well-being. The findings suggest that (1) individuals with diagnoses experience affective lability and difficulty regulating emotions at a greater rate than those without, (2) higher affective lability scores are consistent with more significant emotion dysregulation and lower overall psychological well-being, and
(3) scores on the Affective lability Scale (ALS) and the Difficulties in Emotional Regulation Scale (DERS) are reliable predictors of one’s estimated Global Assessment of Functioning (GAF) scores. Although causation has not been established, the evidence suggests that individuals with diagnoses experience
greater difficulty in regulating their emotions, have greater affective lability, and experience diminished psychological well-being and day-to-day functionality. Certain anecdotal evidence suggests that emotional lability can be endogenous and affect multiple aspects of an individual’s social, occupational, and personal life. By revising the existing literature and the present findings, the authors provide insights
into the significance of endogenous factors in the context of affective lability and offer suggestions for future research.
... . Oh (2017) , Cote & Miners(2006) . , , , ...
This study examines whether emotional intelligence varies depending on the general characteristics of beauty workers and analyzes the impact of such emotional intelligence on emotional discord and job satisfaction. In the beauty service industry, where emotional labor is inevitable, we expect positive effects on job satisfaction by emphasizing the importance of emotional intelligence and presenting education to enhance emotional intelligence. Through this, we expect to attract and train talented people in the beauty industry by responding psychologically flexibly to emotional discord. The data collected in this study were analyzed using the Statistical Package for the Social Sciences (SPSS) v.29.0 statistical package program. First of all, the difference in emotional intelligence depending on the general characteristics of beauty workers was different in understanding and recognizing emotions depending on monthly income and final academic background, and in ability to adjust and utilize emotions according to the situation. Second, emotional intelligence’s emotional understanding had a significant effect on emotional discord. Third, emotional intelligence’s emotional understanding and emotional regulation had a significant impact on job satisfaction. Based on the results of this study, emotional intelligence can be improved through education and learning, and high emotional intelligence can respond better to emotional discord and maintain high job satisfaction. As a result, we expect beauty workers to develop positively with attachment and pride to the beauty industry, and furthermore, it is considered an important factor for satisfaction and happiness in life.
... This is an interesting discourse because as long as the issue of the psychological condition of prospective workers is not an integrated part of the job training curriculum design. In fact, psychological aspects, which have so far been known as the concept of emotional intelligence and job performance, greatly affect work life quality (Narayan & Narashiman, 2012;Côté & Miners, 2006;Ealias & George, 2012;Ahmadi et al., 2012;Firdaus Abdullah et al., 2012;Shahhosseini et al., 2012;Shamsuddin & Rahman, 2014;Joseph et al., 2015;Choerudin, 2016;Devonish, 2016;Kim et al., 2017;Pekaar et al., 2017;Mahdinezhad et al., 2017;Javed, 2018;Shaban & Yadav, 2018;Lenka, 2019;Marino Vijitharan et al., 2019;Kaur & Sharma, 2019;Chong et al., 2020;Raj, 2021;Widayati et al., 2021;Bansal & Jain, 2022;Mokhtar et al., 2022;Razali et al., 2022;Abebe & Singh, 2023;Charlin & Imran, 2023;Almarashdah, 2024;Baker & Kim, 2024;Nair et al., 2023;Klinger & Siangchokyoo, 2024;Kovaçi & Tahiri, 2024 results of the discussion in this article can become an academic foothold in integrating psychological interventions in the preparation of prospective workers to achieve sustainable development goals. ...
Background: Prospective workers need to have good work performance to be able to increase competitiveness and work productivity. Candidates who have the ability to monitor their emotions will find it easier to achieve good performance. Therefore, the purpose of this study was to determine the effect of emotional intelligence organizations to work performance of prospective workers. Methods: Quantitative method was used in this study with ex post facto as the research design. The subjects of this study were 155 trainees at Semarang Job Training Center 1 class of 2023. In this study, the hypothesis was tested using a simple linear regression test. Finding: This study found the level of organizational emotional intelligence of trainees is in the low category, the level of job performance is in the low category, and emotional intelligence organizations has a positive influence on the job performance of trainees. This research found that trainees with high emotional intelligence at work have good performance, and vice versa. Conclusion: Further researchers can use other methods to obtain more comprehensive results and add or change other variables relevant to job performance. This reaserch suggest that career guidance services play a crucial role in enhancing job performance for job candidates. Novelty/Originality of this study: This study provides a new perspective on the importance of organizational emotional intelligence in improving the job performance of prospective workers. This study offers insights that can be directly applied in developing training programs at the Job Training Center, focusing on improving emotional intelligence to increase the competitiveness and productivity of prospective workers in a competitive labour market.
... Change is often very stressful for workers. Workers who might have lost a degree of power may feel like they lost their authority and begin to lash out at other employees by being verbally abusive, purposefully withholding work related items, or sometimes even physically to withhold their status, (Cote, & Miners, 2006;Tang, & Chang, 2010) iii. Lack of Communication: The biggest problem with any relationship is lack of communication. ...
A well trained, skillful and intelligent secretary with a good IQ is indispensable to any employer. Such a secretary has the potential of being marketable in the labour market. However for efficiency and effectiveness to be achieved, a good office environment and availability of office equipment are key. It is a well known fact that the secretarial profession plays a very strategic role in the business world, and has significantly contributed in various ways to developing the Nigerian economy. Every business, be it public, private or public-private has a vision and a mission to achieve its set goals. The roles Secretaries play in achieving these goals cannot be overemphasized, hence the survival and sustenance of businesses depend largely on the effectiveness and efficiency of adequately trained Secretarial Professionals. This paper, lays emphasis on the factors affecting job performance of secretaries: towards achieving organizational goals. ways of enhancing job performance were proffered. It recommended among others that for secretarial staff to perform to the expectation of employers, working environment should be conducive, they should be continuously equipped and updated with modern office automation, trained and retrained for effective and efficient development of their knowledge, skills and competence toward achieving organizational goals.
... Emotional intelligence is understood as a fundamental ability that ensures the effective integration of cognitive and emotional resources that ensure the effectiveness of activities (Côté and Miners, 2006). The results of the conducted research on the role of emotional intelligence in sports are quite contradictory. ...
Emotional intelligence is considered as an important factor impacting on sports motivation of students-athletes. Meanwhile the role of culture in the development of emotional intelligence is still insufficiently studied in sports psychology. The purpose of the study included comparing the indicators of emotional intelligence of student-athletes in China and Russia, identifying the relationship between emotional intelligence, sports motivation and physical activity, as well as studying the prognostic effect of emotional intelligence on autonomous motivation. The research was done among 474 student- athletes. In Chinese students sample (N = 281), the 163 men and 118 women. In the Russian student sample (N = 193), there were 64 men and 129 women. The following research methods were used: emotional intelligence scale, the sport motivation scale-6, the international physical activity questionnaire. The results of the study have showed that the level of emotional intelligence of Chinese student-athletes is higher than that of Russian students-athletes. Positive correlations between emotional intelligence, autonomous motivation and physical activity were found in both samples. At the same time, the correlation coefficient in the Russian sample was lower. A predictive relationship between emotional intelligence and autonomous motivation has been established; meanwhile the self-assessment of emotions and emotion regulation make the greatest contribution to autonomous motivation in the Chinese sample, while in the Russian sample there is only the use of emotions. Considering the cultural context can contribute to the preparation effective programs for the development of emotional intelligence and autonomous motivation for physical activity.
Recent literature has emphasized exploring the diverse skill set necessary for effective leadership. However, there has been relatively less focus on the influence of leadership emotional intelligence, especially within hospitality and tourism industry. This study seeks to address this gap by examining the key role of leadership emotional intelligence in influencing employee engagement and performance within the hospitality and tourism industry. Building upon the conservation of resource (COR) theory, study hypothesized that leaders’ emotional intelligence influences employee engagement and performance through employee psychological capital and service climate. In this cross-sectional analysis, a total of two hundred and eighty-seven (287) employees from the hospitality and tourism industry participated in the data collection process. Confirmatory factor analysis (CFA), discriminant validity, and mediation tests were used for empirical analysis. The empirical findings revealed that leaders with high emotional intelligence positively impact employee engagement and job performance with service climate and psychological capital significantly mediating this relationship. The study provides both theoretical insights and practical implications to improve employee leadership abilities and employee performance.
A wide and deep understanding of adolescence is based on, the information gather by reseracher, we receivefrom different perspectives including philosophy, psychology, biology, politics, sociology, sports, andmultimedia industries. Adolescence is the age of many turns and twists as there are multiple transitionsinvolving education, vocation, social interactions, upcoming responsibilities and future life. As this modern worldis progressing by leaps and bounds, media has taken over the globe. Along with the various psychologicalfactors, celebrity culture emerged as one of the most influential factors which seems to affect the self- identityand academic achievement of students especially at senior secondary level. As youngsters in this group tendto get influenced and fascinated very soon by the glamorous world, they develop their self -identity accordinglyas they want to be the best among their peers
The study aimed to propose a localized model of emotional intelligence (EI) in the Philippine public sector workplace. Using a quantitative cross-sectional design, an online survey was conducted consisting of the Wong and Law Emotional Intelligence Scale (WLEIS) and a listing of Filipino values and traits sourced from literature. Respondents (N = 274) were from National Government Agencies (NGAs), State Universities and Colleges (SUCs), Local Government Units (LGUs), Government-Owned and Controlled Corporations (GOCCs), and Constitutional Commissions in the Cordillera Administrative Region (CAR). An exploratory factor analysis yielded three factors, Madamdaming Loob (MLb; Emotional Identity), Madamdaming Pamamaraan (MPr; Emotional Facilitation), and Madamdaming Pakikiangkop (MPa; Emotional Adaptability), with a multiple regression analysis on the underlying constructs indicating each significantly predicting at least one WLEIS factor. MLb and MPr resemble the internal-external mechanisms purported in the Kapwa Theory with MPa serving as an intermediary. The proposed model is recommended for the development of a local EI measure and for adoption in government agencies seeking the customization of their HR systems in compliance with PRIME-HRM maturity level indicators.
This paper looks at the mediating role of workplace incivility between the emotional intelligence of nurses’ in relation to job satisfaction. The sample used comprised of 415 nurses employed at hospitals in Lebanon. The results yielded a significant positive impact of that emotional intelligence on nurses’ satisfaction at the job. It has also shown that workplace incivility works as a negative mediator among satisfaction and EI skills. However, the limitation of a generalization is bound to registered Lebanese nurses working in hospitals. future studies should include other sample groups, like private/home nurses. This study builds on organizational behavior studies whiten an Eastern context by examining the workplace incivility’s mediating role, which was previously not widely tackled. It suggests that nurses’ job satisfaction is positively impacted by emotional Intelligence (EI). It also focuses on the workplace incivility’s partial negative mediation role. The results point out that medical centers will be able to increase job satisfaction through leveraging their employees’ EI.
This study aimed to identify current research trends and future directions in the field of emotional intelligence and job performance through bibliometric and thematic analysis. Data were collected from 327 documents published between 2000 and 2024 in the Scopus database. Using descriptive statistics, bibliometric analysis, and thematic analysis with VOSViewer software, the findings indicate that the relationship between emotional intelligence and job performance has been a longstanding research focus and continues to grow, especially in fields like business and management, with concentrated research efforts in leading developed nations such as the United States, the United Kingdom, and Australia. Thematic analysis identified five primary research directions and confirmed the strong relationship between emotional intelligence and job performance. Particularly in critical fields like education, healthcare, information technology, banking, and hospitality, this topic has received considerable attention and is expected to continue producing notable research in the future. Additionally, the study’s findings suggest that the rapid advancement of science and technology, multicultural business environments, and the increasing complexity of workplace crises and conflict resolution underscore the necessity for continued exploration of emotional intelligence and its connection to job performance. Future research in this area is anticipated to diversify and expand across various industries and organizational types, adapting to the evolving demands of modern business settings. AcknowledgmentThis study is a product of the doctoral dissertation project carried out under decision No. 4740/QD-ĐHDT dated October 18, 2023, from Duy Tan University, Vietnam.
This study focused on the effect of teamwork on employee performance among Small and Medium Enterprises in Kampala. A case study at Exquisite Solution Limited. The objectives of the study were; to establish if effective communication in teams has an impact on the employee performance at ESL, to identify the effect of leadership in teams on the employee performance at ESL and to analyze the role of reward management in teams on employee performance at ESL. The study employed a descriptive research design since the analysis unit was based on only one firm. A case study design was used to select a sample size of 50 respondents and Purposive and Simple random sampling procedures were used. Secondary data was collected and it's what was used to explain the research phenomenon. The study concluded that the worker productivity increases when there is effective communication among the teams and within the organization. Besides many other things the communication within the organization helps the employees to perform their tasks well, to have information about the duties they have to perform, and about the goals of the organization. They argue that existence of communication within the organization lead to the effective decision making. The study concluded that the worker productivity increases when there is effective communication among the teams and within the organization. The study examined and evaluated the effect of teamwork on Employee Performance among Small and Medium Enterprises in Kampala, a case study of Exquisite Solution Limited. Based on the findings, there is a positive and significant relationship between effective communication and employee performance. Therefore, effective communication in the entertainment industry is an essential tactic that has been performed which can extract the ultimate of the employee to help the both organization and the employees to achieve their ultimate goal. Level of trust has a positive and significant relationship with employee performance as referring to the findings. Building trust is building the confidence in each other's competencies and reliabilities, thus, the existence of trust among team members constructs synergy in the organization and a better performance of its employees as trust in based on the reliability and the competencies.
En recherche en sciences de gestion, les émotions sont souvent étudiées avec une méthodologie quantitative. Cependant, de nombreux chercheurs sont en accord avec le fait que l’analyse qualitative favorise l’approfondissement. Il s’agit, ici, d’investiguer les inconvénients d’une étude quantitative par questionnaire en ligne sur un sujet tel que celui des émotions et de présenter une méthodologie alternative. Suite à une étude test réalisée par questionnaire en ligne sur le travail émotionnel de groupe dans le cadre du travail collaboratif médié, les réactions des participants et leurs réponses sont révélatrices de problèmes à la fois de compréhension, de conception ou/et d’adhésion. Ces biais sont alors décryptés. Puis, sur le même terrain, une seconde étude utilise la méthodologie netnographique permettant de combiner le quantitatif et le qualitatif. Par les résultats obtenus, il est perceptible que, dans des contextes et pour des sujets spécifiques, cette dernière méthode puisse faire office de solution face aux biais décrits.
Introduction: Research shows that empathy is a core competence of communication professionals. Still, the pedagogy of including empathy in professional communication curricula has been underexposed in the literature. About the case: This article describes the development and evaluation of a course aimed at increasing students’ empathy competence in the final year of a Dutch bachelor-level communication program. A detailed description of the course is provided. Situating the case: The course operationalizes a recent model of empathy competence in professional communication settings. It focuses on empathy-related skills, knowledge, and attitudes. Experiential learning and student-led discussions are core elements in the course. Methods/approach: The course was taught in two different classes (N = 47). Student evaluations and reflections included standard institutional course assessment data, a report from an institution-led student panel evaluation, and student reflections during coursework as well as before, immediately after, and two years after the course. Results/discussion: The course was evaluated very positively in the institutional course assessment and panel evaluation. The student reflections show that students had a great appreciation for the course overall, as well as for specific course elements. The course made them aware of the complexity and multifaceted nature of empathy, and had a profound impact on their professional and personal identity. Conclusion: This article demonstrates the effectiveness of a course designed to develop empathy competence in communication professionals and advocates for future research to explore long-term effects and cross-industry applications.
This paper aims to investigate the effect of faculty adeptness, learner expectations, and uses of technology on perceived learners learning outcomes. Furthermore, it has investigated the mediating role of emotional intelligence in study variables. This study has adopted descriptive research design and followed a convenient sampling method for the collection of the data. This research includes a survey of 447 respondents pursuing their higher education in affiliated colleges in Delhi. The study results indicate that faculty adeptness, learner expectations, and uses of technology have a significant relationship with perceived learners learning outcomes. Furthermore, it was found that emotional intelligence partially mediates the relationship between FA and PSLO and Tech and PSLO, whereas emotional intelligence fully mediates the relationship between LE and PSLO. The result of the study will be helpful for professionals, academicians, and researchers. The findings of the study will be helpful for HEIs for improving students’ performance. This study explains the significance of students’ emotional intelligence. The result of the study has indicated that emotional intelligence fully mediates in the case of learner’s expectations and perceived learners’ learning outcomes. But it partially mediates the relationship between FA and PSLO and Tech and PSLO.
Purpose
This research examines the mediating effect of self-efficacy among interrelationships of emotional intelligence, achievement motivation and students’ employability in the Chinese higher education institutions. This study was primarily conducted by applying the social cognitive theory to explain the beliefs and abilities of being employed for university students and influenced by their achievement motivation.
Design/methodology/approach
A survey approach was employed to collect the samples of 585 final-year college students using the convenience sampling method from 5 different Chinese higher education institutions. The structural equation modeling (SEM) approach was used as the data analysis method.
Findings
The result significantly supported the positive effect of emotional intelligence (ß = 0.298, p < 0.001) and achievement motivation (ß = 0.307, p < 0.001) on students’ employability. Furthermore, the results also showed that self-efficacy significantly had a mediating effect between achievement motivation and employability (ß = 0.119, CI95%: 0.062, 0.195) among college students. However, the study confirmed that self-efficacy was not associated with the relationship between emotional intelligence and employability (ß = 0.029, CI95%: −0.003, 0.075).
Originality/value
This research clarifies and highlights that psychological variables have highly correlated with the employability outcomes of university students. The findings also hold significant value and practical implications for the governments, colleges, and students that enhancing employability should be through targeted interventions. This study sets the stage for future research exploring potential mediators of motivation and other essential factors that may influence among the existing relationship.
Background:
Emotional intelligence refers to an individual's awareness of their emotions and their ability to effectively regulate them. Emotional intelligence also encompasses the ability to empathize with and establish meaningful relationships with others.
Objective:
In this study, a comprehensive meta-analysis approach was employed to investigate the relationships between emotional intelligence and various factors including social support, organizational aspects, satisfaction, and stressors.
Methods:
Moreover, the extent to which emotional intelligence influenced these factors was investigated and analyzed through meta-analysis.
Results:
A data analysis revealed that emotional intelligence correlated positively with social support, organizational aspects, and satisfaction and negatively with stressors.
Conclusions:
These results suggest that organizations should adopt management strategies for enhancing the emotional intelligence of their employees, thereby strengthening their social support systems and their organizational cohesion and efficiency. To achieve this, organizations are advised to implement reasonable management systems and emotional management education and training to enable employees to effectively manage their emotions and understand the emotions of others. Subsequently, the job and life satisfaction of the employees can be enhanced and the negative effects of stressors can be mitigated.
This research examines the connection between emotional intelligence, workplace PDP, employee learning, job happiness. The study employed review research papers and finds the role of EI in PDP initiative and job satisfaction. It was found that emotional intelligence is a key factor that influences how learning activities affect job satisfaction. These findings have important implications for organizational strategies including better job performance, increased employee retention, and a happier workplace environment, and have the potential to impact organizational practices significantly. To successfully fulfill the demands of a diverse workforce in changing business contexts, organizations should cultivate a culture that supports and fosters employee development and job satisfaction.
المقدمة:
إن التدريب ليس مجرد نقل للمعلومات أو مهارات، بل هو فن وعلم يتطلب فهمًا عميقًا لعلم النفس البشري. المدرب الناجح لا يكتفي بتقديم المحتوى فقط، بل يستطيع أيضًا أن يلهم المتدربين، ويحفزهم، ويقودهم نحو تحقيق أهدافهم. تكون هذه رحلة مشتركة نحو النمو والتطور، حيث يقوم المدرب بدور الموجه الذي يطور قدرات المتدربين، ويفتح لهم آفاقًا جديدة.
نتناول في هذا الكتاب الأساليب النفسية التي نهدف عن طريقها لخدمة المدربين ومساعدتهم على تحقيق التقويم. سنستعرض جوانب العقل والذهن التي تميز المدربين الناجحين، وتوافر لك أدوات عملية لتحسين مرونتك. يتمتع المدرب الناجح بالثقة والقدرة على التكيف مع التحديات المختلفة التي تواجهه.
عن طريق فصول هذا الكتاب، سنتعرف على مجموعة متنوعة من المواضيع المهمة. سنتحدث عن أهمية وضوح الأهداف وتوافقها مع أهداف المتدربين، ونتحدث عن مهارات الاتصال الفعال والتعاطف، ونناقش استراتيجيات التحفيز وإدارة الطاقة.
سنبرز أهمية التعلم المستمر والنمو الشخصي للمدرب، فالنجاح يأتي لمن يسعى للمعرفة بشغف، ويرغب في التطور.
رحلة التميز في التدريب تبدأ ببناء العقلية المناسبة. هذا الكتاب سيقدم لك أفكارا واستراتيجيات عملية ونفسية تساعدك على تطوير مهاراتك التدريبية، المدرب الناجح هو الذي يزرع بذور الجد والتطور والتعلم في حقله.
أهداف هذا الكتاب:
يهدف هذا الكتاب إلى سد الفجوة في الأبحاث عن طريق تقديم إطار مفاهيمي شامل يتناول عقلية المدرب الناجح. وتتمثل أهداف الكتاب في تحقيق ما يلي:
توفير إطار نظري متكامل: يقدم الكتاب إطارًا نظريًا لفهم عقلية المدرب الناجح، مع تناول العناصر النفسية الأساسية مثل الدافع والثقة والمرونة وتأثيرها في أداء المدربين.
سيقدم الكتاب تحليلًا لاستراتيجيات النجاح النفسية التي يستخدمها المدربون المتميزون، بما في ذلك تقنيات التحفيز وإدارة الشكوك وتعزيز المرونة.
سيقدم الكتاب توصيات عملية للمدربين من أجل تحسين أدائهم وتطوير عقلية نفسية ة، عن طريق الاستفادة من تقنيات التأمل، وإدارة الإجهاد، وتطوير العادات الإيجابية، واستخدام استراتيجيات أخرى لدعمهم في تحقيق التقويم.
وتزويد المدربين والباحثين بفهم أعمق للعوامل النفسية التي تؤثر في أداء المدربين. عن طريق فهم الجوانب النفسية للمدربين الناجحين، وتعزيز جودة التدريب وتحسين تجربة الدارسين وتحقيق نتائج تدريبية مميزة.
ونؤكد أن رحلة التقويم في التدريب هي رحلة طويلة وشاقة، ولكنها في الوقت نفسه رحلة مليئة بالفرص والإمكانات. كما قال الحكيم الصيني "الطريق إلى القمة ليس مفروشًا بالورود، ولكن من يتحمل شوكه سيصل إلى أعلى الجبال".
إن المدرب الناجح هو الذي يتحلى بالحكمة والصبر، ويتخطى التحديات بثبات وإرادة ة. كما أشار الفيلسوف اليوناني أرسطو "الفضيلة تكمن في الوسط بين طرفين متطرفين"، فالتقويم لا يأتي عن طريق الاندفاع أو الخوف، بل عن طريق التوازن والتحكم في الذات.
وكما قال الشاعر ابن الرومي "إن الجهد يُثمر النجاح، والصبر يفتح أبواب الفرج"، فالمدرب الذي يسعى بإخلاص وتفان نحو تطوير مهاراته وتحسين أدائه سيكون حتمًا في طريق التقويم. فالنجاح لا يأتي إلا لمن يبذل الجهد والعرق في سبيله، كما أشار الكاتب الأمريكي مالكوم غلادويل.
وهذا الكتاب دليل مبسط لتنمية وتطوير قدرات المدرب. فكما قال الفيلسوف الصيني كونفوشيوس "الحياة هي رحلة لا نهاية لها"، فالتطوير ليس هدفًا نهائيًا، بل هو مسار مستمر يتطلب منا الالتزام والجهد المتواصل. فلنواصل السير في هذه الرحلة بحكمة وتبصر، متطلعين إلى آفاق جديدة من التميز والريادة في عالم التدريب.
وكما قال الشاعر حافظ الشيرازي "ليس المهم الوصول إلى الهدف، بل المهم هو الرحلة نفسها"، فلنستمتع بكل لحظة من هذه المسيرة المليئة بالتحديات والإنجازات. فالنجاح والابداع هو ثمرة الصبر والإصرار والتفاني في العمل.
نسأل الباري تبارك في علاه ان يوقفنا لما فيه خير وان نكون قد قدمنا ولو قطرة يفاد منها الاخرون في بحور المعرفة المتنوعة.
واخر دعوانا ان الحمد لله رب العالمين والصلاة والسلام على خير الانام والمرسلين ابي القاسم محمد وعلى إله الطيبين الطاهرين وصحبة الغر الميامين.
المؤلف
This study aims to investigate the relationship between emotional intelligence and quality of life among Moroccan adolescents. The sample consisted of 96 secondary school students, both male and female, aged between 12 and 16 years (M = 14.19, SD = 1.28). This research is particularly significant given the transitional and complex nature of this developmental stage, which involves significant organic, cognitive, and emotional changes. An initial exploratory study was conducted to assess the levels of emotional intelligence and quality of life among the participants, examine gender differences, and explore the relationship between these two variables. The BAR-ON Emotional Intelligence Scale (Parker et al., 2011) and the Quality-of-Life Scale (Bakas et al., 2012), both adapted for the Moroccan context, were utilized for data collection. The results indicated that adolescents in the sample exhibited an average level of emotional intelligence overall, with average scores in the intrapersonal and interpersonal dimensions, and high scores in stress management and adaptability dimensions. Additionally, the quality of life among the respondents was found to be high. Statistically significant gender differences were observed in the adaptability dimension and overall quality of life. Furthermore, a statistically significant positive correlation was found between the overall emotional intelligence score, specifically the intrapersonal and stress management dimensions, and quality of life.
Keywords:
emotional intelligence, quality of life, adolescents, Bar-On scale, positive psychology
The integration of Artificial Intelligence (AI) has been reshaping healthcare globally. However, the AI adoption in Jordan is met with cautious progress. AI has shown substantial potential to enhance healthcare services and foster Emotional Intelligence (EI), especially in advanced economies. Despite its proven effectiveness elsewhere, the Jordanian populace is reluctant to adopt AI in the healthcare sector, with predictions for hospitalizations, medical consultations, and treatment recommendations being sluggish to gain acceptance. This study investigates the combination of Emotional Intelligence and AI adoption in the healthcare system in Jordan, guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) model. While UTAUT typically considers performance expectancy, effort expectancy, social influence, and facilitating conditions as key determinants of technology acceptance, this study argues that emotional intelligence, including self-regulated, self-awareness, motivation, empathy, and social skills, should be integrated as direct determinants of behavioural intention. In this study, a quantitative approach has been employed, whereby questionnaires were delivered through email and messaging apps to evaluate the impact of emotional intelligence on Jordanians’ willingness to adopt AI technology in the healthcare sector. The findings suggested that the UTAUT model should be further expanded to encompass emotional intelligence as its fifth construct, particularly in developing countries like Jordan, where user models for AI adoption are less explored. The implications of the study extend to healthcare planners and developers in Jordan, providing insights into factors, which influence the successful adoption of AI technologies among diverse user groups. This study has provided valuable recommendations for developers of AI-based healthcare systems, enabling them to align their assistance with the perceptions and behaviours of Middle Eastern users. By doing so, they can foster increased acceptance of AI-based healthcare systems in the Middle East and other developing regions to improve healthcare services.
In this chapter, we show how to conduct process analysis. First, we explain the basic methods such as the “magic” triangle of process management, the eight wastes of Lean Management, and the process design. Second, we show how to apply the same methodology—i.e. the methodology used in traditional process management—to analyse psychological issues occurring in the processes of your company. Next, we introduce the concepts of process improvement and process innovation and explain how these concepts can be applied to your processes when addressing burnout and related psychological issues.
The present study adopted a meta-analysis design that incorporated structural equation modeling to explore the relationships between emotional labor (EL), job burnout (JB), and emotional intelligence (EI), and enable model validation. The results revealed that EL and JB were significantly and positively correlated, that EI was significantly and positively correlated with EL, and that EI was significantly and negatively correlated with JB. The SEM parameter estimation values were all positive, reaching the level of significance and meeting the basic fit criteria. The total effect size of EL on JB was 0.307, which was equal to the sum of the direct and indirect effect sizes (0.423–0.116). This result indicated that EL affected JB through EI, validating the presence of a moderating effect. Finally, the results were discussed, and practical suggestions were proposed.
The underrepresentation of women and minority students in STEM graduate programs remains a significant challenge, compounded by biases in traditional admissions processes and barriers to effective mentoring and retention. This study develops and validates the Quinn Miller Competency Assessment (QMCA), a tool designed to assess emotional and social intelligence (ESI) competencies crucial for STEM graduate student success. The QMCA was created through an iterative process involving literature review, expert consultations, and empirical studies. It evaluates five key competencies: self-awareness, self-control, adaptability, achievement orientation, and teamwork. The tool's validity and reliability were tested using exploratory and confirmatory factor analyses on diverse samples of STEM graduate students and applicants. Results demonstrated strong construct validity and reliability, supporting the QMCA's use in both admissions and student development contexts, in conjunction with other measures. By providing a more holistic evaluation of applicants’ competencies, the QMCA aims to improve access and retention for underrepresented groups in STEM fields, fostering a more inclusive and diverse scientific community. Future research will focus on expanding the QMCA to include additional social competencies and testing its applicability across broader disciplines.
The influence of positive affect on expectancy motivation was investigated in 2 studies. The results of Study 1 indicated that positive affect improved people's performance and affected their perceptions of expectancy and valence. In Study 1, in which outcomes depended on chance, positive affect did not influence people's perceptions of instrumentality. In Study 2, in which the link between performance and outcomes was specified, positive affect influenced all 3 components of expectancy motivation. Together, the results of Studies 1 and 2 indicated that positive affect interacts with task conditions in influencing motivation and that its influence on motivation occurs not through general effects, such as response bias or general activation, but rather through its influence on the cognitive processes involved in motivation.
R. D. Roberts, M. Zeidner, and G. Matthews (2001) challenged the adequacy of the psychometric properties of the principal performance measure of emotional intelligence (EI). They raised doubt about the existence of emotion-related abilities that influence behavioral outcomes and social competence after controlling for general intelligence and personality. I agree with Roberts et al. that demonstrating the discriminant and predictive validity of a measure of EI in the context of rival predictors will require more research. I agree with the proponents of EI that emotion-related abilities do exist and show that such abilities in children account for unique variance in measures of adaptive behavior and social competence. However, evidence from developmental and clinical research suggest that these emotion-related abilities and their influence on socioemotional competence stem more from the direct effects of emotions than from a special form of intelligence.
This article meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer. Significant predictors of training motivation and outcomes included individual characteristics (e.g., locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence, job involvement) and situational characteristics (e.g., climate). Moreover, training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability. Meta-analytic path analyses further showed that the effects of personality, climate, and age on training outcomes were only partially mediated by self-efficacy, valence, and job involvement. These findings are discussed in terms of their practical significance and their implications for an integrative theory of training motivation.
The view that emotional intelligence should be included within the traditional cognitive abilities framework was explored in 3 studies (total N = 530) by investigating the relations among measures of emotional intelligence, traditional human cognitive abilities, and personality. The studies suggest that the status of the emotional intelligence construct is limited by measurement properties of its tests. Measures based on consensual scoring exhibited low reliability. Self-report measures had salient loadings on well-established personality factors, indicating a lack of divergent validity. These data provide controvertible evidence for the existence of a separate Emotion Perception factor that (perhaps) represents the ability to monitor another individual's emotions. This factor is narrower than that postulated within current models of emotional intelligence.
Ss aged 52–83 years were asked to name 30 famous people 4 times over the course of an hour and to respond to 2 targets (a beard and a pipe) by marking the trial number on the response sheet. Initial performance in the prospective memory task was related only to a measure of incidental learning. Subsequent forgetting (i.e., success followed by failure) occurred more often for older Ss than for younger Ss, but there was no difference between the age groups in recovery (i.e., failure followed by success). Forgetting was predicted by age, even after a composite measure of general ability was included in the regression. Recovery was related to general ability alone. These results both replicate and extend those from a reanalysis of a previous study (Maylor, 1990a). They provide a striking contrast with the effect of age on retrospective memory, namely, age-related impairment on initial performance but no effect of age on subsequent forgetting.
Other things equal, higher intelligence leads to better job performance on all jobs. Intelligence is the major determinant of job performance, and therefore hiring people based on intelligence leads to marked improvements in job performance – improvements that have high economic value to the firm. This principle is the subject of this chapter.
This article summarizes the practical and theoretical implications of 85 years of research in personnel selection. On the basis of meta-analytic findings, this article presents the validity of 19 selection procedures for predicting job performance and training performance and the validity of paired combinations of general mental ability (GMA) and the 18 other selection procedures. Overall, the 3 combinations with the highest multivariate validity and utility for job performance were GMA plus a work sample test (mean validity of .63), GMA plus an integrity test (mean validity of .65), and GMA plus a structured interview (mean validity of .63). A further advantage of the latter 2 combinations is that they can be used for both entry level selection and selection of experienced employees. The practical utility implications of these summary findings are substantial. The implications of these research findings for the development of theories of job performance are discussed.
The leader-member exchange (LMX) literature is reviewed using meta-analysis. Relationships between LMX and its correlates are examined, as are issues related to the LMX construct, including measurement and leader-member agreement. Results suggest significant relationships between LMX and job performance, satisfaction with supervision, overall satisfaction, commitment, role conflict, role clarity, member competence, and turnover intentions. The relationship between LMX and actual turnover was not significant. Leader and member LMX perceptions were only moderately related. Partial support was found for measurement instrument and perspective (i.e., leader vs. member) as moderators of the relationships between LMX and its correlates. Meta-analysis showed that the LMX7 (7-item LMX) measure has the soundest psychometric properties of all instruments and that LMX is congruent with numerous empirical relationships associated with transformational leadership.
Correlations between single-item self-reports of intelligence and IQ scores are rather low (.20-.25) in college samples. The literature suggested that self-reports could be improved by three strategies: (1) aggregation, (2) item weighting, and (3) use of indirect, rather than direct, questions. To evaluate these strategies, we compared the validity of aggregated and unaggregated versions of direct measures with four indirect measures (Gough's Intellectual efficiency scale, Hogan's Intellect composite scale, Sternberg's Behavior Check List, and Trapnell's Smart scale). All measures were administered to two large samples of undergraduates (Ns = 310, 326), who also took an IQ test. Although results showed some success for both direct and indirect measures, the failure of their validities to exceed .30 impugns their utility as IQ proxies in competitive college samples. The content of the most valid items referred to global mental abilities or reading involvement. Aggregation benefited indirect more than direct measures, but prototype-weighting contributed little.
On the surface, it is not readily apparent how some performance appraisal research issues inform performance appraisal practice. Because performance appraisal is an applied topic, it is useful to periodically consider the current state of performance research and its relation to performance appraisal practice. This review examines the performance appraisal literature published in both academic and practitioner outlets between 1985 and 1990, briefly discusses the current state of performance appraisal practice, highlights the juxtaposition of research and practice, and suggests directions for further research.
In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy. Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason. All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system. With this groundbreaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in “emotional literacy” that making; these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results. Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elaborate on how these advances can be put to use in the classroom. Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.
The purpose of this study was to examine whether self-awareness of managers (defined as agreement between self and other leadership ratings) would moderate relationships between (a) aspects of emotional intelligence and transformational leadership behavior, and (b) transformational leadership behavior and managerial performance. Multisource data were collected from 63 managers (who responded about their emotional intelligence and transformational leadership behavior), 192 subordinates (who rated their manager’s transformational leadership behavior and performance outcomes), and 63 superiors of focal managers (who rated managerial performance). Results indicated that correlations between emotional intelligence aspects, leader behavior, and performance varied as a function of self-awareness of managers. The practical implications of these findings are discussed.
In this article, we provide guidance for substantive researchers on the use of structural equation modeling in practice for theory testing and development. We present a comprehensive, two-step modeling approach that employs a series of nested models and sequential chi-square difference tests. We discuss the comparative advantages of this approach over a one-step approach. Considerations in specification, assessment of fit, and respecification of measurement models using confirmatory factor analysis are reviewed. As background to the two-step approach, the distinction between exploratory and confirmatory analysis, the distinction between complementary approaches for theory testing versus predictive application, and some developments in estimation methods also are discussed.
This article examines how different personality types create and benefit from social networks in organizations. Using data from a 116-member high-technology firm, we tested how self-monitoring orientation and network position related to work performance. First, chameleon-like high self-monitors were more likely than true-to-themselves low self-monitors to occupy central positions in social networks. Second, for high (but not for low) self-monitors, longer service in the organization related to the occupancy of strategically advantageous network positions. Third, self-monitoring and centrality in social networks independently predicted individuals' workplace performance. The results paint a picture of people shaping the networks that constrain and enable performance.
The present research employed a correlational-design laboratory study to examine the initial-interaction component of a developmental model of Graen's leader-member exchange theory of leadership proposed by Dienesch and Liden (1986). The influence of ability, liking, and the three upward-influence tactics of ingratiation, assertiveness, and rationality on the quality of leader-member exchange was examined both from the perspective of group leaders and members. The 188 subjects were assigned to groups of 4 (a leader and 3 members). From the leader's perspective, liking for members and ability of members were the variables most consistently related to quality of leader-member exchange. From the member's perspective, all variables except self-assessed ability were related to quality of leader-member exchange. The differences in perspective between leaders and members are discussed.
Correlations between single-item self-reports of intelligence and IQ scores are rather low (.20–.25) in college samples. The literature suggested that self-reports could be improved by three strategies: (1) aggregation, (2)item weighting, and (3) use of indirect, rather than direct, questions. To evaluate these strategies, we compared the validity of aggregated and unaggregated versions of direct measures with four indirect measures (Gough’s Intellectual efficiency scale, Hogan’s Intellect composite scale, Sternberg’s Behavior Check List, and Trapnell’s Smart scale). All measures were administered to two large samples of undergraduates (Ns = 310, 326), who also took an IQ test. Although results showed some success for both direct and indirect measures, the failure of their validities to exceed .30 impugns their utility as IQ proxies in competitive college samples. The content of the most valid items referred to global mental abilities or reading involvement. Aggregation benefited indirect more than direct measures, but prototype-weighting contributed little.
The author examines how rating a brand on specific attributes early in a survey affects responses to a later overall brand evaluation. Specifically, she investigates the conditions under which respondents’ answers to a brand evaluation are likely to be consistent with a previous attribute rating (carryover effect) versus inconsistent (backfire effect). In a laboratory experiment, the occurrence of carryover and backfire was related to the respondent's level of subjective product knowledge and the diagnosticity of the attribute rating for the brand evaluation. Implications of these findings for questionnaire design and measurement of consumers’ attitudes are discussed.
Emotional intelligence (EI) is one of the most widely discussed topics in current psychology. Although first mentioned in the professional literature nearly two decades ago, in the past five years it has received extensive media attention. The term "emotional intelligence" refers to the ability to identify, express, and understand emotions; to assimilate emotions into thought; and to regulate both positive and negative emotions in oneself and others. Yet despite the flourishing research programs and broad popular interest, scientific evidence for a clearly identified construct of EI is sparse. It remains to be seen whether there is anything to EI that researchers in the fields of personality, intelligence, and applied psychology do not already know.
This book offers a comprehensive critical review of EI. It examines current thinking on the nature, components, determinants, and consequences of EI, and evaluates the state of the art in EI theory, research, assessment, and applications. It highlights the extent to which empirical evidence supports EI as a valid construct and debunks some of the more extravagant claims that appear in the popular media. Finally, it examines the potential use of EI to guide practical interventions in various clinical, occupational, and educational settings.
Bradford Books imprint
The authors used measures of leadership, locus of control, and support for innovation to predict the consolidated-unit performance of 78 managers. Results revealed that 3 transformational-leadership measures were associated with a higher internal locus of control and significantly and positively predicted business-unit performance over a 1-year interval. Transactional measures of leadership, including contingent reward and management by exception (active and passive), were each negatively related to business-unit performance. Causal relationships between the transformational-leadership behaviors and unit performance were moderated by the level of support for innovation in the business unit.
It is argued that if a response time (RT) measure correlates with psychometric test (PT) scores because it shares variance in common with general intelligence, g, then the profile of g loadings for a set of PTs would be predictable from the profile of correlations between the RT measure and the PT scores. On the other hand, if an RT correlates with PTs through variance not shared with g, the g loadings of the PTs should be unrelated to the correlations between RT and PTs. The profiles of g loadings and correlations with RT were compared for a set of 6 RT measures and 8 PT scores from Smith and Stanley (1983). To demonstrate statistical significance, standard errors of the statistics were generated by Efron's bootstrap technique (Efron, 1979). It was clearly shown that the profile of the PT's g loadings could be well predicted from the RT-PT correlations for four of the RT measures. It can be concluded that RT tasks do measure general intelligence. Analysis of the errors in prediction suggested that the RTs may correlate more with fluid than crystallized intelligence.
Research in organizational behavior focuses on expressed and felt emotions as indicators of employee health and satisfaction. In contrast, less conceptual and empirical work addresses the display of feelings as part of the job. This paper proposes a conceptual framework to guide theory development and research about the causes, qualities, and consequences of emotions that are expressed to fulfill role expectations.
We propose a taxonomy of multidimensional constructs based on the relations between the construct and its dimensions. Multidimensional constructs that exist at deeper levels than their dimensions we term latent model. We call constructs formed as algebraic functions of their dimensions aggregate model, whereas constructs formed as different profiles of dimensional characteristics we term profile model. We discuss the nature of multidimensional constructs defined under these models and their operationalizations in empirical research.
A holistic construal is presented to represent and test organizational theories, using examples from contemporary organizational theory and data from a recent study of wholesale distribution companies. The methodology provides a mechanism for linking theory construction and theory testing in organization research by explicitly representing theoretical and empirical concepts, nonobservational hypotheses, and correspondence rules. Unlike traditional methods used for construct validation and hypothesis testing, the methodology permits the researcher to model the extent of random and systematic error in measures of theoretical concepts and to control these sources of error when testing substantive hypotheses. Comparisons made between the holistic construal and traditional procedures show how the latter can lead to inaccurate conclusions about the status of a theory's constructs, hypotheses, and measures.
Over the last decade, ambitious claims have been made in the management literature about the contribution of emotional intelligence to success and performance. Writers in this genre have predicted that individuals with high emotional intelligence perform better in all aspects of management. This paper outlines the development of a new emotional intelligence measure, the Workgroup Emotional Intelligence Profile, Version 3 (WEIP-3), which was designed specifically to profile the emotional intelligence of individuals in work teams. We applied the scale in a study of the link between emotional intelligence and two measures of team performance: team process effectiveness and team goal focus. The results suggest that the average level of emotional intelligence of team members, as measured by the WEIP-3, is reflected in the initial performance of teams. In our study, low emotional intelligence teams initially performed at a lower level than the high emotional intelligence teams. Over time, however, teams with low average emotional intelligence raised their performance to match that of teams with high emotional intelligence. Yes Yes
Abstract Affective displays of front-line employees predict beneficial customer reactions, but employees,cannot feel positively at all times. Surface acting (modifying facial expressions) and deep acting (modifying inner feelings) are tested as predictors of emotional exhaustion, and coworker-rated affective service delivery. As predicted by the dramaturgical perspective, surface acting was more detrimental for both stress and service delivery than deep acting, beyond job satisfaction and emotional exhaustion. Implications for future research and service work are discussed. Submitted as a Research Note 3 “Employers are wise to want workers to be sincere, to go well beyond the smile that’s ‘just painted on’” (Hochschild, 1983: 33). Research has shown that positive affective displays in service interactions, such as smiling and conveying friendliness, predicts important customer outcomes such as the intentions to return, to recommend the store to others, and overall service quality (e.g., Parasuraman, et al., 1985; Pugh, 2001; Tsai, 2001). Service providers do not always feel positively, however, and qualitative research
Over the last decade, ambitious claims have been made in the management literature about the contribution of emotional intelligence to success and performance. Writers in this genre have predicted that individuals with high emotional intelligence perform better in all aspects of management. This paper outlines the development of a new emotional intelligence measure, the Workgroup Emotional Intelligence Profile, Version 3 (WEIP-3), which was designed specifically to profile the emotional intelligence of individuals in work teams. We applied the scale in a study of the link between emotional intelligence and two measures of team performance: team process effectiveness and team goal focus. The results suggest that the average level of emotional intelligence of team members, as measured by the WEIP-3, is reflected in the initial performance of teams. In our study, low emotional intelligence teams initially performed at a lower level than the high emotional intelligence teams. Over time, however, teams with low average emotional intelligence raised their performance to match that of teams with high emotional intelligence.
This study investigated the relation of the "Big Five" personality di- mensions (Extraversion, Emotional Stability, Agreeableness, Consci- entiousness, and Openness to Experience) to three job performance criteria (job proficiency, training proficiency, and personnel data) for five occupational groups (professionals, police, managers, sales, and skilled/semi-skilled). Results indicated that one dimension of person- ality. Conscientiousness, showed consistent relations with all job per- formance criteria for all occupational groups. For the remaining per- sonality dimensions, the estimated true score correlations varied by occupational group and criterion type. Extraversion was a valid pre- dictor for two occupations involving social interaction, managers and sales (across criterion types). Also, both Openness to Experience and Extraversion were valid predictors of the training proficiency criterion (across occupations). Other personality dimensions were also found to be valid predictors for some occupations and some criterion types, but the magnitude of the estimated true score correlations was small (p < .10). Overall, the results illustrate the benefits of using the 5- factor model of personality to accumulate and communicate empirical findings. The findings have numerous implications for research and practice in personnel psychology, especially in the subfields of person- nel selection, training and development, and performance appraisal.
Alternative variable problems are common in personality research. Given a restriction to correlational designs, it is always possible that a particular personality variable is related to a particular behavior because both are related to some third, unmeasured construct. This being the case, researchers often use designs that involve the measurement of potential alternatives and analysis of covariance or multiple regression to statistically "control" their influence. Unfortunately, when using these techniques to control for the moderating influence of an alternative variable, some rearchers appear to use the wrong covariate. These researchers enter a linear covariate when in fact the postulation of an alternative moderator requires the entry of a covariate interaction. The authors elaborate the logic of this argument and provide an empirical example.
A field study was conducted to examine the relationship between leader-member exchange (LMX) and two types of employee behavior: citizenship behavior and impression management. One form of citizenship behavior, altruism, and one form of impression management, other-focused were significantly related to LMX. Implications of the results are discussed.
This article distinguishes between task and contextual activities, and a taxonomy of contextual performance containing elements of organizational citizenship behavior and prosocial organizational behavior is offered. Evidence is presented demonstrating that supervisors weight roughly equally subordinate task and contextual performance when making overall judgments of their performance. This, along with data showing that personality successfully predicts contextual performance, provides an alternative explanation for recent meta-analytic findings that personality correlates moderately with overall performance. Personality may be predicting the contextual component of overall performance. Results from studies using the Hogan Personality Inventory confirm that correlations between personality and contextual criteria are higher than correlations between personality and overall performance. We argue that finding such links between predictors and individual criterion elements significantly advances the science of personnel selection.
Previous organizational citizenship behavior (OCB) research (a) has not demonstrated that extra-role behaviors can be distinguished empirically from in-role activities, and (b) has not examined the relative contributions of components ofjob satisfaction a nd organizational commitment to the performance of OCBs. Factor analysis of survey data from 127 employees' supervisors supported the distinction between in-role behaviors and two forms of OCBs. Hierarchical regression analysis found two job cognitions variables (intrinsic and extrinsic) to be differentially related to the two types OCBs, but affective variables and organizational commitment were not significant predictors. The link between the present findings and previous research is discussed, as are directions forfuture research.