The impact of emotional intelligence on employee performance and employee engagement: Mediating role of job satisfaction

Full text

318
M
iddle East J. Management, Vol. 6, No. 3, 2019
Copyright © 2019 Inderscience Enterprises Ltd.
Linking emotional intelligence to knowledge sharing
behaviour: mediating role of job satisfaction and
organisational commitment
Shumaila Naz* and Cai Li
School of Management,
Jiangsu University,
301 Xuefu Road,
Zhenjiang, Jiangsu, 212013, China
Email: shumaila.superior@gmail.com
Email: gscaili@ujs.edu.cn
*Corresponding author
Qasim Ali Nisar
School of management,
Universiti Utara Malaysia,
06010, Malaysia
Email: qasimalinisar@yahoo.com
Muhammad Rafiq
School of Economics and Management,
North China Electric Power University,
Beijing, 102200, China
Email: m.rafiq@ncepu.edu.cn
Abstract: The main objective of the research is to investigate the relation
between emotional intelligence and knowledge sharing behaviour and its
underlying mechanism. In knowledge intensive era, knowledge sharing
behaviour is contemplated as an inevitable factor to foster organisational
success. Response has been taken from 340 call centre employees located in
Pakistan through questionnaires while employing stratified sampling technique.
To analyse the measurement and structure model, confirmatory factor analysis
(CFA) and partial least square method to structure equation modelling
(PLS-SEM) have been utilised. The findings infer that emotional intelligence is
positively associated with Knowledge sharing behaviour. Furthermore, job
satisfaction and organisational commitment mediates the relation between
emotional intelligence and knowledge sharing behaviour. The study suggests
that management must induce such human resource management programs that
develop positive employees’ job attitudes and behaviour and devise selection
tool to identify employees’ emotional intelligence. The limitations are
demarcated implying future research directions.
Keywords: emotional intelligence; knowledge sharing behaviour; job
satisfaction; organisational commitment.

Linking emotional intelligence to knowledge sharing behaviou
r
319
Reference to this paper should be made as follows: Naz, S., Li, C., Nisar, Q.A.
and Rafiq, M. (2019) ‘Linking emotional intelligence to knowledge sharing
behaviour: mediating role of job satisfaction and organisational commitment’,
Middle East J. Management, Vol. 6, No. 3, pp.318–340.
Biographical notes: Shumaila Naz is a PhD Scholar at School of Management,
Jiangsu University, China. She is an Assistant Professor at Hajvery University
in Pakistan. She has more than 10 years teaching, administrative and
research experience. Her areas of interests include human resource
management, organisational behaviour, principles of management,
entrepreneurship, quantitative techniques in business and business research
methods. She has, to her credit, over 15 publications in wide spectrum of
journals including research papers, and case studies. She has experience of
supervising thesis of graduate and post graduate students.
Cai Li is a Professor at School of Management, Jiangsu University, China. She
has done her PhD from Peking University, China. Her research areas are
strategic planning and management, self-organised entrepreneurial behaviour.
She has got excellent Research Experience and number of publications. She has
hosted different projects in the last five years, China National Social Science
Foundation, Jiangsu Province Social Science Foundation Project, the National
Statistics’ Bureau research project, the project of Jiangsu provincial philosophy
and social science of colleges and universities. etc. She is a committee member
of international society science, economics and development (ICSSED).
Qasim Ali Nisar is a PhD scholar at Universiti Utara Malaysia, Malaysia. He
has over 45 publications in renowned journals. He has organised multiple
workshops on research software and data analysis at local and multinational
platform. He has 7 years teaching and research experience. He has expertise in
the subjects of advance research methods, research methodology, applied
business research, entrepreneurship, sales and promotions, international
marketing and advertising management. He has been supervisor of graduate
and post graduate students.
Muhammad Rafiq is an Assistant Professor and consultant in Superior
University. He is doing his PhD in Enterprise Management at North china
electric power university at China. He has studied at university of Cumbria,
UK. He has eight years working experience at UK and Pakistan. His expertise
lies in the subjects of human resource management, organisational behaviour,
principles of management, entrepreneurship with many research publications.
1 Introduction
Emotional intelligence (EI) has gained the significant consideration from industry experts
and intellectuals equally during last recent years. This personality related factor has been
largely argued by educationist in the domain of behaviour and management sciences
(Pradhan and Nath, 2012; Shapiro, 1997; Weisinger, 1998). EI has emerged as an
influential personal trait from both academic and business research perspective (Brackett
et al., 2011; O’Boyle et al., 2011; Schlaerth et al., 2013). Emotional intelligence is
described as introspecting self and others’ expression of emotional state while realising
the differences among these two and considering these differences to regulate their own

320 S. Naz et al.
behaviours and cognitions (Salovey and Mayer, 1990). Emotions and feelings are the
inherent aspect of organisation but limited research is conducted on the emotions at
workplace (Bande et al., 2015).
Even with the emerging importance of EI, fewer studies are available that examine EI
as an antecedent of both individual related outcomes (Maini et al., 2012; Meisler, 2013)
and organisation related outcomes (Jordan and Troth, 2011; Law et al., 2008).
Furthermore, earlier scholars paid attention to measure the association of EI and job
related outcomes directly; neglecting the underlying pathways (mediators) through which
EI effect behaviour (Law et al., 2004; Day and Carroll, 2004; Mikolajczak et al.,
2007).Studies cited that there is considerable influence of Emotional intelligence on
various individual level job related attitudes and behaviours including satisfaction with
job, job performance, intentions to leave, organisational commitment, organisational
citizenship behaviour (Jung and Yoon, 2012; Meisler and Vigoda-Gadot, 2014; Naderi
Anari, 2012).
In the similar vein, less scholarly work is found on positive contribution of EI, job
satisfaction and organisational commitment in producing knowledge sharing behaviour of
individuals (Oshagbemi, 2000; Arabshahi et al., 2013) and is decisive in the context of
call centre employees particularly. Since call centres’ employees are more exposed to
interaction with customers consequently their job demands high level of EI and
expression of positive behaviours such as KSB. In the knowledge intensive era,
knowledge management is evolved as an integral and dominant factor to attain
competitive advantage. Organisational learning is an integral factor of service
innovativeness to enhance organisational success (Tajeddini et al., 2017) and knowledge
sharing will foster organisational learning. Thus, the current study fills this research gap
by examining relation between EI-KSB with mediating variables (job satisfaction,
organisational commitment) in the context of call Centre employees located at Lahore in
Pakistan. By doing so, it responds to the call of Tamta and Rao (2017) which commends
that future studies should discuss Job satisfaction (JS) and organisational commitment
(OC) as mediators between emotional intelligence and knowledge sharing behaviour.
The next sections of the present paper are disclosed as follows. Section 2 presents a
review on dominant literature related to EI, JS, OC, and KSB, afterwards, the conceptual
model is offered. Later, research methodology and design are described followed by the
results and findings of the research. Lastly, discussions, research implications,
conclusion, limitations and future research avenues are stated.
2 Review of literature
2.1 Emotional intelligence (EI)
Salovey and Mayer (1990) study is the pioneer in the area of EI in which EI has been
explained as one’s capacity of understanding emotional state of affairs and articulating
these emotions functionally to raise cognitive as well as poignant growth. In accordance
with, Petrides and Furnham (2000) and Van Rooy et al. (2005) two idiosyncratic
models appears to operationalise the construct of EI in the previous literature namely,
ability model of emotional intelligence (Mayer, 1997) and mixed model of emotional
intelligence (Goleman, 1995, 2001).

Linking emotional intelligence to knowledge sharing behaviou
r
321
The mixed model of emotional intelligence acknowledges that EI is related to
individual’s motives, personal characteristic, and emotions that determine to a large
extent that how he or she will meet the workplace while the ability model of emotional
intelligence connects EI with emotion management process whereby individual gather,
monitor, control and drive emotions to endorse emotional and intellectual development
(Day and Carroll, 2004). The ability model of EI has been widely cited by academic
scholars of behaviour research primarily due to three explanations namely
• this has laid strong theoretical lens
• this model has used valid measurement design relative to other methodological
design
• this encompasses pragmatism paradigm to reduce demerits of other paradigms
(Zeidner et al., 2002).
Additionally, mixed model of EI has been subject to in consensus due to its generic
approach (Ashkanasy and Daus, 2005; Daus and Ashkanasy, 2005). Based on above
rationale, this study employs ability model of EI to test proposed research model.
However, criticism of mixed model does not infer the superiority of one to another
because other scholars have viewed that these both ability and mixed looms of emotional
intelligence are significantly applicable in variety of scholarly research (Van Rooy and
Viswesvaran, 2004; Van Rooy et al., 2005).
2.2 Knowledge sharing behaviour (KSB)
Knowledge sharing (KS) is emerged as phenomenon to collective mode of knowledge
dissemination (van den Hooff and de Ridder, 2004). According to Cummings (2004), KS
paves the way to receive internal and external knowledge via reciprocal relation. This
supports collective effort endeavored for particular goal (Boland and Tenkasi, 1995). KS
implies to disseminate accurate data, opinions/ideas, abilities, skills with organisational
members. KS activities are inevitable to transfer individual knowledge to company
knowledge because knowledge unless shared remains one’s own intellect (Van Beveren,
2002). KS is an additive course that enforces to shift knowledge to other people which
resultant in a renewed form of knowledge (Usoro, Sharratt, Tsui, and Shekhar, 2007).
Knowledge has been studies in varied contexts and understandings. Knowledge embrace
set of parameters and cognitions which are exploited by higher management during
decision-making process to attain desired outcomes. Firms should inculcate change
driven attitude to support innovative capabilities for boosting their performance
(Tajeddini, 2016) and Knowledge sharing may drive innovative skills of employees.
Knowledge if distributed with concerned parties at right moment increases company’s
opportunities to get performance excellence (O’Dell and Jackson Grayson, 1999) and
sustain competitive advantage. According to Khwanrutai Boonlert 2017, knowledge
creation and management promotes organisational performance and facilitate learning
process. KS is the combination of consistent relationship, mutual support and functional
communication between people and organisation.

322 S. Naz et al.
2.3 Emotional intelligence and knowledge sharing behaviour
The construct of EI has engrossed the attention of many psychologists and practitioners
as well. Previously, it is found that people with greater level of EI are positively related to
individual and organisational factors namely decision-making, leadership abilities,
motivation, personality, organisational environment, application of technology in
organisational communication, level of knowledge, and organisational culture that
encourage sharing of knowledge (Lin, 2007; Olapegba et al., 2013; Tohidinia and
Mosakhani, 2010; Han and Anantatmula, 2007). Despite the attention of scholars on
phenomenon of knowledge sharing, there exist fewer studies that give deep
understanding into relationship of emotions and feelings in persuading KSB in
organisation (van den Hooff et al., 2012; Arabshahi et al., 2013; Arakelian et al., n.d.;
Goh and Lim, 2014; Tuan, 2016; Obermayer-Kovács et al., 2015). For instance,
van den Hooff et al. (2012) augments that pride and empathy which are sub scales of EI
are positively linked with readiness and willingness towards knowledge sharing.
Likewise, Arakelian et al. (n.d.) proclaims that social awareness, relationship
management and self-awareness, are positively related to KS. Furthermore, Arabshahi
et al. (2013) demonstrate that interpersonal skills, coping with pressure and creativity
(components of emotional intelligence) have a significant positive relation with teachers’
KSB. These studies stimulate other researches such as study by Goh and Lim (2014)
which measures the impact of EI (grounded on the ability model) on KS and narrates that
people possessing greater levels of emotional intelligence are more likely to participate in
knowledge gathering and disseminating projects. In similar vein, Tuan (2016) and
Obermayer-Kovács et al. (2015) also suggest that EI and KS are positively and
significantly related with each other.
EI is significantly proved as predictor of many job attitudes and behaviours, for
instances; job satisfaction (JS), organisational commitment (OC) and organisational
citizen behaviours (OCB) (Jung and Yoon, 2012; Naderi Anari, 2012); consequently,
these attitudes determine KSB with others (Teh and Sun, 2012). Additionally, according
to Matthews et al. (2004) there is positive relation between knowledge sharing and
emotions management. Similarly, Dogan and Vecchio (2001) has elucidated that
relationship between EI and KS passes through four stages imbedded into a circular flow;
examples of these stages include individual recognition, strategy formation, reactive
analysis and feedback. Organisational culture determines managers’ decision-making
styles such as participative and consultative decision-making styles (Naz et al., 2015).
These communication and suggestion among people postulate knowledge sharing. Tacit
knowledge which is one kind of knowledge has been studies with EI (Othman and
Abdullah, 2010). EI basically constitutes individual capacity to comprehend the strength
and perceive emotions and guiding these emotions to nurture relations (Karkoulian et al.,
2010). This infers that higher decision-making authorities should primarily attempt to
realise their own emotions and feelings. Afterwards, they need to appreciate others’
emotions, and understanding of both parties’ emotions will enforce the creation of KSB
(Mubeen et al., 2016; Ahmad-Mughal et al., 2017; Nisar et al., 2014, 2017; Butt et al.,
2017; Shahzadi et al., 2017).
In fact, highly emotional intelligent individuals have more thinking ability to handle
variety of dilemmas. Such people are multitasking, capable of dealing with fluctuations,
easily change decisions, adaptive towards varied situations, retort to emotional signals
occasioned from inside or outside factors (Sharma, 2011). In the similar way, Mayer and

Linking emotional intelligence to knowledge sharing behaviou
r
323
Salovey (1997) highlights that employees with high EI are more prone to inner self
emotional acknowledgements and thus are likely to better identify and transfer such nods.
Additionally, Sharma (2011) postulates that EI refers to positive frame of mind,
sympathy, openness, and the strength to instigate and promote others. Such abilities
instill highly emotional people to increase involvement with social circle and
consequently share knowledge with people around them.
Keeping in view, the previous findings of positive relation between EI and KSB
(Carmeli, 2003; Turnipseed and Vandewaa, 2012), this study offers that individual’s EI
will impact KSB in a positive manner and formulate the following hypothesis;
H1: Emotional intelligence is positively associated with knowledge sharing
behaviour.
2.4 Mediating role of job satisfaction (JS) between EI and KSB
JS is described as articulation of feelings and behaviour to an occupation that outcomes
from one’s appraisal of job accomplishment, office condition and professional life.
(Golbasi, et al., 2008). Earlier research which are endeavored in emotions domain have
investigated combine effect of Job satisfaction and work performance on Emotional
Intelligence (Thomas et al., 2006). Principles of emotional intelligence states that
employees with high level of emotional intelligence feels relatively more satisfaction
with facets of job than employees with low level of emotional intelligence. Another study
on food service employees revealed that managers with higher EI are more positively
correlated with JS than those with low levels of EI (Sy et al., 2006). Individuals with
strong EI display increased levels of job satisfaction since these individuals have more
ability to appreciate and adapt their own emotions and others feelings than others with
low level of EI. Furthermore, highly emotional intelligent people can better sense and
understand the symptoms and reasons for stress and burnout and are more likely to
manage and apply political tactics to undermine stress. Such people may cope-up with
stressful situations because they strive consistently to face and solve detrimental
outcomes of stress and are highly satisfied (Cooper and Sawaf, 1997). On the contrary,
individuals with low levels of EI are less cognizant of their emotions and feelings.
Inability to comprehend emotional experiences in problematic scenario intensifies their
level of stress and thereby limiting job satisfaction. Ability to understand and channelise
efforts accordingly is important especially in team work where people deploy their EI to
stimulate functional social relations and exchanges. This in turn, yields their own and
others confidence and foster healthy outcome of job satisfaction (Shimazu et al., 2004).
According to Kafetsios et al. (2007), emotion regulation which is a factor of emotional
intelligence have strong power to explain variance in job satisfaction. In fact, the
dimensions of EI influence interpersonal relationship and assessment of job aspects
dramatically in positive manner. Consistent possession of positive emotions drives people
to adopt optimistic view of the workplace and company. Similarly, emotional intelligence
is strongly related to job satisfaction (Sy et al.,2006; Lopes et al., 2006; Ghoreishi et al.,
2014; Trivellas et al., 2013; Anari, 2012). Thus, emotional intelligence is widely
explained as significant antecedent of job satisfaction (Platsidou and Salman, 2012).
Fewer studies are available that empirically examine the role of job satisfaction in
developing KSB. Job satisfaction has already been extensively discussed with job
performance, turnover intentions and absenteeism. Further examination into the

324 S. Naz et al.
relationship between JS and KSB is required which is a neglected area in organisational
behaviour (Oshagbemi, 2000). Liao et al. (2004) emphasise the role of interpersonal
relationship in influencing knowledge sharing on Taiwan financial companies. Their
findings reflect that the relationship among employees and relationship of supervisors
with their subordinates have impact on KS practices and behaviours. Since, highly
emotionally intelligent people are likely to develop good relationships and such positive
interactions will produce KS culture. Nevertheless, Bektaş and Soylu (2008) study on
Turkey hotel employees and promulgate that there is not considerable effect of
satisfaction on knowledge creation and sharing. On the other hand, Liao et al. (2004)
suggest that knowledge sharing conducive environment at workplace is result of
technological resources as well as behaviour related components.
Aforementioned literature has given the notion that people who can regulate their
emotions are more satisfied with job so are more likely to exhibit positive behaviour and
attitude (Ahmad et al., 2017) such as knowledge sharing behaviour. This study responds
to the call of study by Tamta and Rao (2017) that acclaims that future studies should
discuss the mediating role of Job satisfaction between emotional intelligence and
knowledge sharing behaviour.
Following above rationale, it is expected that job satisfaction will act as mediator
between EI-KSB relation. Therefore, the following hypothesis are proposed:
H2. Emotional intelligence is positively associated with Job satisfaction.
H3. Job satisfaction is positively associated with knowledge sharing behaviour.
H4. Job satisfaction mediates the relation between emotional intelligence and
knowledge sharing behaviour.
2.5 Mediating role of organisational commitment (OC) between EI and KSB
Organisational commitment encompasses three factors including affective, continuance
and normative commitment (Meyer and Allen, 1991). According to Meyer and Allen
(1991), employees’ continuous commitment indulge themselves in cost and benefit
analysis associated with employment. These employees continue doing their job due to
cost associated with leaving the job and to gain future payoff expected in return of their
past services and time rendered. Consequently, their continuous commitment increases
with duration of employment. Thus, in the similar vein, investigations suggest that
organisational commitment has negative significant relation with job performance and
organisational citizenship behaviour (OCB) (Meyer and Allen, 1991; Meyer et al., 1989;
Shore and Wayne, 1993). Additionally, individuals occupying high degree of
organisational commitment are less likely to be engaged in OCB. Individuals’ OCB is
positively linked to knowledge sharing and negative OCB which is an outcome of
continuous commitment hinders one’s knowledge sharing behaviour. On the contrary,
Affective commitment has positive link with gathering and disseminating knowledge.
Affective commitment explains the emotions, feelings and involvement of employee with
the workplace. Employees with high affective commitment are more susceptible to
perform OCB (Meyer and Allen, 1997). If employee believes that his knowledge is
transferable, appraised and advantageous for others then he feels committed to share
knowledge (Hall, 2001). Similarly, employees’ commitment and trust in supervisor and
colleagues implies knowledge sharing behaviour (Hinds et al., 2003). Thus, one’s

Linking emotional intelligence to knowledge sharing behaviou
r
325
commitment considerably determines his involvement in knowledge sharing (Smith et al.,
2003). Divergent findings necessitate further examination into commitment and KSB
relationship.
Emotional intelligence is powerful predictor of organisational commitment
(Abraham, 2000; Naderi Anari, 2012).In the same way, Güleryüz et al. (2008) results
infers that self-emotional appraisal and regulation of emotion (factors of EI) are linked
with organisational commitment. Emotional intelligence influence the way employees
observe and govern his emotions functionally in order to needle positive work output
(Mayer et al., 2008) such as organisational commitment. According to Naderi Anari
(2012) people who score high on EI scale possess higher level of OC as well. Likewise,
individuals who; are competent in realising and exhibiting emotion, have ability to
regulate one’s and others emotions and feelings, can handle both positive and negative
experiences of emotions, and who are intelligent enough to tactfully devise stress coping
strategies are more likely to be committed to the job and organisation comparative to
those individuals who have limited ability to manage with these elements of EI
(Abraham, 2000). It has been accepted largely that highly emotionally intelligent people
can establish healthy relationship with colleagues and people at higher levels of
management. (Abraham, 2000) argues that highly emotionally intelligent people consider
their relationship with the organisation as an extended form of the relationship which
they have with colleagues and people at higher levels of management. In accordance with
Baron and Kenny(1986), “[.. .] a given variable may be said to function as a mediator to
the extent it accounts for the relation between the predictor and the criterion”. Provided
that earlier work has affirmed that OC significantly accounts in the relationships between
the exogeneous variables of EI and endogenous variable of KSB, OC may act as a
mediator in the current study.
On conclusion, employee with higher EI feels more committed to the job and
subsequently, demonstrate positive behaviours such as KSB. Tamta and Rao (2017)
endorses that mediating role of organisational commitment between EI-KSB relation
might be discussed in future studies. For these reasons the study promulgates that OC
may mediates the positive relationship between emotional intelligence and knowledge
sharing behaviour. Thus, based on aforesaid assertions, the following hypothesis have
been formulated:
H5. Emotional intelligence is positively related to organisational commitment.
H6. Organisational commitment is positively related to employees’ knowledge
sharing behaviour.
H7. Organisational commitment mediates the relation between emotional intelligence
and knowledge sharing behaviour.
3 Theoretical framework
The conceptual framework proliferates that individual’s EI will affect KS behaviour in a
positive manner. The model also offers that JS and OC are mediators between the
positive EI-KS relation. The following proposed research model is underpinned on the
basis of an ability model of EI (J.D. Mayer and Salovey, 1997) and affective events
theory (Weiss and Cropanzano, 1996) and all relationships hypothesised are significant

326 S. Naz et al.
theoretically and empirically. According to ability model of EI (Mayer and Salovey,
1997), emotionally intelligent people have intelligence to notice, measure, evaluate, and
demonstrate their emotions and feelings accordingly, thereby, these individuals are
cognitively developed. The current model takes insight from ability model that
employees with high emotional intelligence are reckoned to support others in their job
activities as they have competence to understand others feelings. Their cooperative
interaction with other organisational members may lead to knowledge sharing behaviour
with others. Affective event theory (Weiss and Cropanzano, 1996), has laid solid basis
for empirical investigation on behaviours and emotions regulations at organisation. Thus,
widely used in current researches of emotions at workplace (Cole et al., 2008; Walter and
Bruch, 2009). According to Affective events theory (Weiss and Cropanzano, 1996)
workplace emotional experiences have substantial contribution in identifying employees’
behaviours and attitudes in short and long run. Events and experiences that occur in an
organisational setting has an influence on individual’s emotions which in turn support in
formation of positive work attitudes for instances, organisational commitment and job
satisfaction and positive behaviours (Ashkanasy et al., 2002). Job satisfaction persuade
employees’ emotional intelligence to show positive social behaviour for example,
organisational citizenship behaviour, voluntarily sharing knowledge with other
colleagues and peers (Bateman and Organ, 1983). The hypothesised relationships are
presented in Figure 1.
Figure 1 Research model
4 Methodology
The purpose of this study is to examine the role of emotional intelligence towards
knowledge sharing behaviour while concentrating on the mediating role of job
satisfaction and organisational commitment at call centres of Pakistan.
4.1 Sample and data collection procedure
Study is descriptive and quantitative in nature. Survey questionnaire method has been
used and data have been collected from 340 employees of call centres by applying
stratified sampling technique because the population is heterogeneous and contains
several different groups, therefore study focused only specific groups to collect data.
Moreover, the core reason to select the stratified random sampling is that it also reduces

Linking emotional intelligence to knowledge sharing behaviou
r
327
selection bias. As stratifying the entire population before applying random sampling
methods helps ensure a sample that accurately reflects the population being studied in
terms of the criteria used for stratification. Meanwhile it can be used accurately because it
ensures each subgroup within the population receives proper representation within the
sample. It also ensures a high degree of representativeness of all the strata or layers in the
population. Target population included the employees who has direct interaction with
clients and the core reason to select these groups is that they need to manage their
emotions appropriately while interacting on phone calls. Population has been divided into
four strata. List of employees has been obtained by head offices of selected call centres.
Respondents have been selected randomly from each stratum. Questionnaires were
distributed among participants and collected back after one week.
4.2 Measures
EI was assessed by using one of the frequently cited scale mentioned as the Wong and
Law Emotional Intelligence Scale (WLEIS; Wong and Law, 2002). This encompasses 16
items; few example items are:
• “I have a good sense of why I have certain feelings most of the time”
• “I always know my friends’ emotions from their behaviour”
• “I always set goals for myself and then try my best to achieve them”
• “I am able to control my temper so that I can handle difficulties rationally”.
KSB had been measured on a 5-item Likert scale which is adapted from Lee (2001). One
item of which is; ‘We and our service provider share business proposals and reports with
each other”. Response for Organisational commitment was taken on a 5-item scale
adapted from version of Cook and Wall (1980). This scale was comprised of nine items
and sample item is “I feel myself to be a part of this organisation”. Job satisfaction was
measured using three-item job satisfaction questionnaire by Cammann et al.’s (1983). An
item from this comprises of “In general, I like my job”.
4.3 Findings
Convergent validity is used to ensure that the measurement items assumed to actually
measure each latent variable and not another latent variable. In line with Hair et al.’s
(2010) suggestion, the factor loadings, composite reliability and average variance
extracted are used to assess convergent validity. Convergent validity is confirmed if all
the measures that declare to reflect a particular variable are indeed related. As a
convention, respective loadings and cross-loadings are first to be assessed for detection of
problems with any particular items as criteria for establishing convergent validity.
Table 1 presents the loadings of indicators in the respective constructs of this study. The
validity of a particular measurement scale is said to be convergent when indicators/items
load highly (i.e., >0.50) on their associated constructs (Hair et al., 2010) and that no item
loads more highly on another construct than the one it intends to measure.

328 S. Naz et al.
Table 1 Confirmatory factor analysis
Constructs Loadings Alpha CR AVE
Emotional intelligence EI1 0.80 0.938 0.945 0.522
EI2 0.824
EI3 0.79
EI4 0.77
EI5 0.77
EI6 0.784
EI7 0.727
EI8 0.693
EI9 0.672
EI10 0.68
EI11 0.656
EI12 0.66
EI13 0.69
EI14 0.733
EI15 0.63
EI16 0.638
Job satisfaction JS1 0.891 0.855 0.912 0.776
JS2 0.903
JS3 0.847
Knowledge sharing behaviour KSB1 0.742 0.874 0.903 0.571
KSB2 0.798
KSB3 0.757
KSB4 0.801
KSB5 0.785
KSB6 0.73
KSB7 0.666
Organisational commitment OC1 0.84 0.881 0.905 0.527
OC2 0.846
OC3 0.783
OC4 0.844
OC5 0.783
OC6 0.808
OC7 0.561
OC8 0.425
OC9 0.485

Linking emotional intelligence to knowledge sharing behaviou
r
329
Table 1 includes the ‘factor loadings’, ‘composite reliability’ (CR) and ‘average variance
extract’ (AVE), used to check the ‘convergent validity’ of constructs. The validity of
‘measurement scale’ is considered as convergent when items loading high (i.e., >0.50) on
their related variables (Hair , 2011). As shown in Table 1 and Figure 2, all the items were
above the acceptable range. Convergent validity of variable is calculated by considering
AVE value and CR value. The rule is that the value of AVE should be 0.50 or above is
considered acceptable (Barclay et al., 1995). The AVE value for all variables is above
0.50, and CR is above 0.8, representing that ‘convergent validity’ of variables has been
established.
Figure 2 Factor loadings
With the results of the convergent validity that demonstrated satisfactory item loadings,
satisfactory AVE coefficients and composite reliability for the individual items, it was
evidently enough to confirm that the items represent distinct latent constructs, and hence
establishing their convergent validity.
4.4 Discriminant validity
Discriminant validity is the degree to which the measurement items are not a reflection of
other variables. Discriminant validity relates to whether measures that should not be
related are in reality not related. Discriminant validity assessment has become a generally
accepted prerequisite for analysing relationships between latent variables. For variance-
based structural equation modelling, such as partial least squares, the Fornell-Larcker
criterion and the examination of cross-loadings are the dominant approaches for
evaluating discriminant. ‘Fornell-Larcker criterion’ and the examination of ‘cross-
loadings’ were the main approaches for assessing discriminant validity (Henseler et al.,
2015). The latest studies explained that ‘Fornell-Larcker approach’ did not reliably
identify the discriminant validity in research situations. Consequently, this study
anticipated an alternative approach, “multitrait-multimethod matrix”, to evaluate

330 S. Naz et al.
discriminant validity: “heterotrait-monotrait ratio” of correlations (Henseler et al., 2015).
Table 2 explained the HTMT ratio that is to access the discriminant validity. Kline (2011)
stated that ‘Heterotrait-Monotrait ratio’ should be ‘less than 0.85’ to assure discriminant
validity. According to this criterion, all the values are less than 0.85 and ensured that
there is no issue of discriminant validity.
Table 2 Discriminant validity
EI JS KSB OC
Emotional intelligence
Job satisfaction 0.46
Knowledge sharing behaviour 0.655 0.396
Organisational commitment 0.75 0.428 0.686
4.5 Structure equation modelling (SEM)
Path coefficients
Figure 3 showed SEM path modelling by reflecting t and beta values. Results (Table 3)
concluded a significant positive effect of emotional intelligence on job satisfaction
(β = 0.422; t = 8.10; LL = 0.341, UL = 0.506) and organisational commitment (β = 0.708;
t = 21.53; LL = 0.646, UL = 0.754), thus supports H2 and H5. Moreover, findings
divulged that emotional intelligence is significantly and positively related to knowledge
sharing behaviours (β = 0.311; t = 3.722; LL = 0.179, UL = 0.446) and supported to H1.
Similarly results of Table 3 signified that there is insignificant relationship between job
satisfaction and knowledge sharing behaviour (β = 0.074; t = 1.55; LL = –0.005,
UL = 0.153), thus H3 is not supported. Lastly, hypothesis 6 proposed the relationship
between organisational commitment and knowledge sharing behaviour and results
purported that organisational commitment is positively related to knowledge sharing
behaviour (β = 0.364; t = 5.24; LL = 0.238, UL = 0.464).
Figure 3 SEM path modelling

Linking emotional intelligence to knowledge sharing behaviou
r
331
Table 3 Path coefficients
Hypothesis Relationships
Std.
beta
Std.
error t value P values LL UL R2 f2 Q2 VIF
H1 EI → KSB 0.311 0.082 3.772 P < 0.01 0.179 0.446 0.436 0.081 0.228 2.101
H2 EI → JS 0.422 0.052 8.103 P < 0.01 0.341 0.506 0.178 0.216 0.128 1
H3 JS → KSB 0.074 0.048 1.557 0.06 –0.005 0.153 0.008 1.247
H5 EI → OC 0.708 0.033 21.538 P < 0.01 0.646 0.754 0.501 1.005 0.244 1
H6 OC → KSB 0.364 0.069 5.243 P < 0.01 0.238 0.464 0.114 2.056
Indirect effect
Findings (Table 4) revealed that job satisfaction significantly mediates the relationship
between emotional intelligence and knowledge sharing behaviours (β = 0.131; t = 6.23;
LL = 0.01, UL = 0.07) and supported to H4. Moreover, organisational commitment also
significantly mediates the association of emotional intelligence and knowledge sharing
behaviours (β = 0.258; t = 4.80; LL = 0.156, UL = 0.33) and supported to H7.
Table 4 Specific indirect effect
Hypothesis Relationships Std. Beta Std error t value P values LL UL
H4 EI → JS → KSB 0.131 0.021 6.23 0.048 0.01 0.071
H7 EI → OC → KSB 0.258 0.054 4.807 P < 0.01 0.156 0.337
5 Discussion
The purpose of the current paper is to promulgate research on EI, KSB, JS and OC of the
call Centre employees from the service sector in Pakistan. This study describes the
significant interplay of emotional intelligence in forming the employees’ attitudes such as
job satisfaction, organisational commitment and behaviours such as knowledge sharing
behaviour. The conformity factor analysis and structure equation modelling are deployed
to confirm or reject the role of individuals’ emotional intelligence on one’s Knowledge
sharing behaviour. According to findings of this study, all seven hypotheses are accepted.
First, Results shows that emotional intelligence has positive association with knowledge
sharing behaviour (H1).This result is supported by the earlier findings (Matthews et al.,
2004; Arabshahi et al., 2013; Othman and Abdullah, 2010). Secondly, emotional
intelligence is positively related to Job satisfaction (H2).This has been also confirmed by
scholars (Sy et al., 2006; Lopes et al., 2006; Golbasi, et al., 2008; Platsidou and Salman,
2012; Kafetsios et al., 2007; Ghoreishi et al., 2014; Trivellas et al., 2013; Anari 2012).
The present study infers that job satisfaction has insignificant relation with KSB (H3).
The results of this study are inconsistent with previous researchers by Liao et al. (2004);
and Suliman and Al-Hosani (2014). On the other hand, this study’s findings are parallel
to Bektaş and Soylu (2008) finding; which reveals that there is no significant relation
between job satisfaction and knowledge sharing. Possible explanation for the diverging
response is due to contextual and cultural settings (western vs. Asian) in which research
has been conducted. This leads us to believe that further investigation is needed into

332 S. Naz et al.
satisfaction-KSB relation. Additionally, the study reports that Job satisfaction mediates
between emotional intelligence and KSB (H4). This implies that call centre employees
with high emotional quotients who demonstrate higher degree of satisfaction are
relatively more inclined to share their information with others. Since, job satisfaction
enables people with high emotional intelligence to voluntarily assist in information
sharing with their colleagues at workplace by regulating their emotions. This can be
articulated in line with the social exchange theory that states norm of reciprocity.
Emotionally intelligent employees exhibit positive behaviour of knowledge sharing in
order to reciprocate the job satisfaction attained at workplace. This paper declares that EI
is positively associated with OC (H5).The results of this study are aligned with the
findings of earlier researches Abraham (2000), Naderi Anari (2012) and Güleryüz et al.
(2008). This study confirms that Organisational commitment has positive relation with
KSB (H6) and Organisational commitment mediates between emotional intelligence and
KSB (H7). Which indicates that committed staff is more likely to help others by
disseminating either explicit or implicit knowledge. The results of this study are similar
to Lin (2007). This has shown the positive link between OC-KSB relation. People with
high emotional intelligence consider it worthy to take care of others by sharing
knowledge. Their commitment urges them to display positive behaviour and act
constructively with coworkers. This also due to the fact that call centre employees are
trained and accustomed to share their product and service knowledge with customers and
team members. The nature of their job instills them to propagate knowledge to
information seekers. Their career growth plans are also aligned with the criteria of
commitment and how accurately they are able to share knowledge.
The present study purported that high level of emotional intelligence plays drastic
role in developing knowledge sharing behaviour. This also highlights the significant
mediating role of JS and OC in the relation between EI and KSB.
6 Implications
6.1 Theoretical implications
The present study has significant contribution in terms of both theory as well as practice.
Firstly, as far as theory perspective is concerned, the research model is underpinned with
ability model of Emotional intelligence (Mayer and Salovey, 1997) and affective events
theory (Weiss and Cropanzano 1996). By doing so it gives practical insight on
application of these two theories to acknowledge the proposed model. Secondly, this
research adds to current available literature on individual’s emotional intelligence and
knowledge sharing behaviour. Many studies cited that relation between emotional
intelligence-knowledge sharing behaviour is neglected area particularly underlying
mechanism of this relation is yet to be explored. To the best of limited research and
knowledge, no study has been found that discusses mediating role of OC and JS between
emotional intelligence and knowledge sharing behaviour relationship. In this vein, this
study has bridged the gap in the extant literature of EI and knowledge sharing behaviour.

Linking emotional intelligence to knowledge sharing behaviou
r
333
6.2 Practical implications
The success of any sector is dependent on its employee’s attitude and KSB in the
knowledge intensive era. That’s why, the current research will be worth noting for
industrial practitioners since the under-study variables may be deployed in order to
evaluate the individual’s job attitudes and linking those job attitudes to individual’s EI
and knowledge sharing behaviours. This research model can be used as practical
assessment tool to determine which job attitude encompasses as a supportive mechanism
in yielding KSB. Henceforth, management must appreciate the role of human resource
management programs (i.e., Training and development and appraisals) to evaluate and
develop employees’ job attitudes, employee well-being (Naz and Khaliq, 2011) and EI
levels of call centre employees. Career growth can be introduced which is limited in
context of call centre employees in Pakistan. Job design can be redesigned such as work
schedules. Frequent changes in work schedules is detrimental to one’s work life balance
which is common practice with call centre employees in Pakistan. So, this must be
avoided to develop positive job attitudes (JS and OC). Such initiatives will enhance
employees job satisfaction and commitment. That will in turn result in sharing knowledge
to produce desirable output and achieving set goals by them. According to norms of
reciprocity, the feelings that organisation takes care of their well-being will lead to the
decision of KSB on their part. Since, this study proclaims that EI plays strong role in
predicting KSB so human resource managers should devise such mechanism which can
measure the levels of EI before hiring human resources. Knowledge sharing is an
informal process which suggests that employees can engage in knowledge disseminating
activities if they are provided sufficient time at workplace (Siemsen et al., 2008). This
infers that organisations should develop knowledge sharing conducive environment, for
instance, flexible work hours, empowerment in adjusting work schedules etc.
7 Conclusion, limitations and future research avenues
The study empirically measures the influence of EI and job attitude such as JS and OC on
KSB. It infers that EI, and OC are predictors and positively associated with KSB. JS and
OC mediate the relation between emotional intelligence and knowledge sharing
behaviour. Like other studies, current research is also subject to research limitations.
Actually, acknowledgement of limitations creates the venue for further research. First,
this study has adopted cross-sectional design to test the relationships between variables. It
would be worth noting to perform longitudinal study in future research so that model can
be empirically tested in long run. Second, present model does not include moderating
variable while testing the relation between EI-KSB. Future research may incorporate the
moderators such as individual or situational factors to test variety of path ways between
EI and knowledge sharing behaviour. Trait EI can also be used as predictor of job
attitudes knowledge sharing behaviour. Third, results of this study are solely based on
call centre respondents in Pakistan. Thus, replication of the same proposed model in other
sector or country is recommended. In this way, generalisability of the results may
increase.
Despite of aforesaid limitations, it has endeavoured to add in the limited extant
studies on EI and KSB. This study amplifies the contribution of job attitudes and
individual emotional intelligence in determining the proclivity to share knowledge.

334 S. Naz et al.
Acknowledgement
Self-organised cluster entrepreneurship behaviour reform, evolution, and promotion
strategies study (No. 16BGL028), China National Social Science Foundation; (2) Study
on Bottleneck and Innovation of Postindustrial Intellectual capital development in
Jiangsu Province (No. 14JD009), Jiangsu Province Social Science Foundation Project.
(3) Interactive effect between Self-Organised Innovation and Industrial cluster, Jiangsu
Province Graduate Scientific Research Innovation Project (KYCX17-1746).
References
Abraham, R. (2000) ‘The role of job control as a moderator of emotional dissonance and emotional
intelligence–Outcome relationships’, The Journal of Psychology, Vol. 134, No. 2, pp.169–184.
Ahmad, S., Nisar, Q.A., Othman, N. and Kamil, B.A.M. (2017) ‘JURNAL PENGURUSAN. Jurnal
Pengurusan (UKM Journal of Management) (Vol. 51), Penerbit Universiti Kebangsaan
Malaysia. Retrieved from http://ejournal.ukm.my/pengurusan/article/view/14463
Arabshahi, M., Lagzian, M., Rahimnia, F. and Kafashpour, A. (2013) ‘The impact of emotional
intelligence on faculty members’ knowledge sharing behaviors’, Management Science Letters,
Vol. 3, pp.2963–2970.
Arakelian, A., et al. (n.d.) Study of the Relationship between Emotional Intelligence (EI) and
Knowledge Sharing (KS), Academia. Edu, http://www.academia.edu/download/32789001/
Study_of_the_relationship_between_Emotional_Intelligenc.pdf
Ashkanasy, N.M. and Daus, C.S. (2005) ‘Rumors of the death of emotional intelligence in
organizational behavior are vastly exaggerated’, Journal of Organizational Behavior, Vol. 26,
No. 4, pp.441–452.
Ashkanasy, N.M., Härtel, C.E. J. and Daus, C.S. (2002) ‘Diversity and emotion: the new frontiers
in organizational behavior research’, Journal of Management, Vol. 26, No. 3, pp.307–338.
Bande, B., Fernández-Ferrín, P., Varela, J.A. and Jaramillo, F. (2015) ‘Emotions and salesperson
propensity to leave: the effects of emotional intelligence and resilience’, Industrial Marketing
Management, Vol. 26, pp.142–153.
Barclay, D., Higgins, C. and Thompson, R. (1995) ‘The partial least squares (PLS) approach to
casual modeling: personal computer adoption and use as an illustration’, Technology Studies,
Hypothesis Testing, Google Scholar, Vol. 2, pp.285–309.
Baron, R.D. K. (1986) ‘The moderator–mediator variable distinction in social psychological
research: conceptual, strategic and statistical considerations’, Journal of Personality, Vol. 26,
No. 6, pp.1173–1182.
Bateman, T.S. and Organ, D.W. (1983) ‘Job satisfaction and the good soldier: the relationship
between affect and employee’Citizenship’, Academy of Management Journal, Vol. 26, No. 4,
pp.587–595.
Bektaş, Ç. and Soylu, A. (2008) What is Level of Relationship between Knowledge Management
and Job Satisfaction? Evidence from a Five-Star Hotel from Antalya Region in Turkey
Mehmet Ali Köseoğlu Menderes EDAS, Muğla, Turkey, Gjana, Vol. 1, p.333.
Boland R.J. and Tenkasi, R.V. (1995) ‘Perspective making and perspective taking in communities
of knowing’, Organization Science, Vol. 6, No. 4, pp.350–372.
Brackett, M.A., Rivers, S.E. and Salovey, P. (2011) ‘Emotional intelligence: implications for
personal, social, academic and workplace success’, Social and Personality Psychology
Compass, Vol. 5, No. 1, pp.88–103.
Carmeli, A. (2003) ‘The relationship between emotional intelligence and work attitudes, behavior
and outcomes’, Journal of Managerial Psychology, Vol. 26, No. 8, pp.788–813.

Linking emotional intelligence to knowledge sharing behaviou
r
335
Cole, M.S., Walter, F. and Bruch, H. (2008) ‘Affective mechanisms linking dysfunctional behavior
to performance in work teams: a moderated mediation study’, Journal of Applied Psychology,
Vol.93, No. 5, p.945.
Cook, J. and Wall, T. (1980) ‘New work attitude measures of trust, organizational commitment and
personal need non‐fulfilment’, Journal of Occupational Psychology, Vol. 26, No. 1, pp.39–52.
Cummings, J.N. (2004) ‘Work groups, structural diversity and knowledge sharing in a global
organization’, Management Science, Vol. 26, No. 3, pp.352–364.
Daus, C.S. and Ashkanasy, N.M. (2005) ‘The case for the ability-based model of emotional
intelligence in organizational behavior’, Journal of Organizational Behavior, Vol. 26, No. 4,
pp.453–466.
Day, A.L. and Carroll, S.A. (2004) ‘Using an ability-based measure of emotional intelligence to
predict individual performance, group performance and group citizenship behaviours’,
Personality and Individual Differences, Vol. 26, No. 6, pp.1443–1458.
Dogan, K. and Vecchio, R.P. (2001) ‘Managing envy and jealousy in the workplace’,
Compensation and Benefits Review, Vol. 26, No. 2, pp.57–64.
Ghoreishi, F.S., Zahirrodine, A.R., Assarian, F., Moosavi, S.G.A. and Zare Zadeh Mehrizi, M.
(2014) ‘Evaluation of emotional intelligence and job satisfaction in employees of kashan
hospitals’, Nursing and Midwifery Studies, Vol. 3, No. 1, p.e11977.
Goh, S-K. and Lim, K-Y. (2014) ‘Perceived creativity: the role of emotional intelligence and
knowledge sharing behaviour’, Journal of Information and Knowledge Management, Vol. 26,
No. 4, p.1450037.
Golbasi, Z., Kelleci, M. and Dogan, S. (n.d.) Relationships Between Coping Strategies, Individual
Characteristics and Job Satisfaction in a Sample of Hospital Nurses: Cross-Sectional
Questionnaire Survey, https://doi:org/10.1016/j.ijnurstu.2008.06.009
Goleman, D. (2001) ‘Emotional intelligence: issues in paradigm building’, The Emotionally
Intelligent Workplace, Vol. 13, p.26.
Goleman, D.P. (1995) Emotional Intelligence: Why It can Matter more than IQ for Character,
Health and Lifelong Achievement.
Goleman, D. (n.d.) Working with Emotional Intelligence.
Güleryüz, G., Güney, S., Aydın, E.M. and Aşan, Ö. (2008) ‘The mediating effect of job satisfaction
between emotional intelligence and organisational commitment of nurses: a questionnaire
survey’, International Journal of Nursing Studies, Vol. 26, No. 11, pp.1625–1635.
Hair, J.F., Ringle, C.M. and Sarstedt, M. (2011) ‘PLS-SEM: indeed a silver bullet’, The Journal of
Marketing Theory and Practice, Vol. 26, No. 2, pp.139–152.
Hall, H. (2001) ‘Input-friendliness: motivating knowledge sharing across intranets’, Journal of
Information Science, Vol. 26, No. 3, pp.139–146.
Han, B.M. and Anantatmula, V.S. (2007) ‘Knowledge sharing in large IT organizations: a case
study’, VINE, Vol. 26, No. 4, pp.421–439.
Henseler, J., Ringle, C.M. and Sarstedt, M. (2015) ‘A new criterion for assessing discriminant
validity in variance-based structural equation modeling’, Journal of the Academy of Marketing
Science, Vol. 26, No. 1, pp.115–135.
Hinds, P., et al. (n.d.) Why Organizations Don’t ‘Know What They Know’: Cognitive and
Motivational Factors Affecting The Transfer of Expertise, Books.google.com, Retrieved from
https://books.google.com/books?hl=en&lr=&id=M8hDpBWOFQMC&oi=fnd&pg=PA3&dq=
Hinds,+P.,+%26 + Pfeffer,+J.+(2003)+ ‘Why + organizations + don’t+’know + what + they +
know’:+Cognitive + and + motivational + factors + affecting + the + transfer + of +
expertise.+In + M.+Ackerman,+V.+Pipek+%26 + V.+Wulf+(Eds.):+Beyond + knowledge +
management:+Sharing + expertise.+Cambrid&ots=ZYdt58RBrr&sig=YCer3kH1BoPCLzU-
wN2qveIeY2E
Jordan, P.J. and Troth, A. (2011) ‘Emotional intelligence and leader member exchange’,
Leadership and Organization Development Journal, Vol. 26, No. 3, pp.260–280.

336 S. Naz et al.
Jung, H.S. and Yoon, H.H. (2012) ‘The effects of emotional intelligence on counterproductive
work behaviors and organizational citizen behaviors among food and beverage employees
in a deluxe hotel’, International Journal of Hospitality Management, Vol. 26, No. 2,
pp.369–378.
Kafetsios, K. and Loumakou, M. (2007) ‘A comparative evaluation of the effects of trait emotional
intelligence and emotion regulation on affect at work and job satisfaction’, International
Journal of Work Organisation and Emotion, Vol. 2, No. 1, p.71.
Karkoulian, S., Harake, N.A. and Messarra, L.C. (2010) ‘Correlates of organizational commitment
and knowledge sharing via emotional intelligence: an empirical investigation’, The Business
Review, Cambridge, Vol. 15, No. 1, pp.89–96.
Kline, R. (2011) Convergence of Structural Equation Modeling and Multilevel Modeling, Retrieved
from https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=kline + 2011 + structural
+ equation + modeling&btnG=&oq=Kline+%282011%29.
Law, K.S., Wong, C-S. and Song, L.J. (2004) ‘The construct and criterion validity of emotional
intelligence and its potential utility for management studies’, Journal of Applied Psychology,
Vol. 26, No. 3, pp.483–496.
Law, K.S., Wong, C-S., Huang, G-H. and Li, X. (2008) ‘The effects of emotional intelligence on
job performance and life satisfaction for the research and development scientists in China’,
Asia Pacific Journal of Management, Vol. 26, No. 1, pp.51–69.
Lee, J.N. (2001) ‘The impact of knowledge sharing, organizational capability and partnership
quality on IS outsourcing success’, Information and Management, Vol. 26, No. 5, pp.323–335.
Liao, S.H., Chang, J.C., Cheng, S.C. and Kuo, C.M. (2004) ‘Employee relationship and knowledge
sharing: a case study of a Taiwanese finance and securities firm’, Knowledge Management
Research & Practice, Vol. 2, No. 1, pp.24–34.
Lin, H. (2007) ‘Knowledge sharing and firm innovation capability: an empirical study’,
International Journal of Manpower, Vol. 26, Nos. 3–4, pp.315–332.
Lopes, P.N., Cote, S., Grewal, D., Kadis, J., Gall, M. and Salovey, P. (2006) ‘Evidence that
emotional intelligence is related to job performance, interpersonal facilitation, affect and
attitudes at work and leadership potential’, Psicothema, Vol. 26, No. 2, pp.132–138.
Maini, J.J., Singh, B. and Kaur, P. (2012) ‘The relationship among emotional intelligence and
outcome variables: a study of Indian employees’, Vision: The Journal of Business Perspective,
Vol. 26, No. 3, pp.187–199.
Matthews, G., Roberts, R.D. and Zeidner, M. (2004) ‘Seven myths about emotional intelligence’,
Psychological Inquiry, Vol. 26, No. 3, pp.179–196.
Mayer, J.D. (1997) ‘What is emotional intelligence?’, in Salovey, P. and Sluyter, D. (Eds.):
Emotional Development and Emotional Intelligence: Implications for Educators, pp.3–31.
Mayer, J.D., Salovey, P. and Caruso, D.R. (2008) ‘Emotional intelligence: new ability or eclectic
traits?’, American Psychologist, Vol. 26, No. 6, pp.503–517.
Meisler, G. (2013) ‘Empirical exploration of the relationship between emotional intelligence,
perceived organizational justice and turnover intentions’, Employee Relations, Vol. 26, No. 4,
pp.441–455.
Meisler, G. and Vigoda-Gadot, E. (2014) ‘Perceived organizational politics, emotional intelligence
and work outcomes’, Personnel Review, Vol. 26, No. 1, pp.116–135.
Meyer, J. and Allen, N. (1997) Commitment in the Workplace: Theory, Research and Application.
Meyer, J.P. and Allen, N.J. (1991) ‘A three-component conceptualization of organizational
commitment’, Human Resource Management Review, Vol. 1, No. 1, pp.61–89.
Meyer, J.P., Paunonen, S.V., Gellatly, I.R., Goffin, R.D. and Jackson, D.N. (1989) ‘Organizational
commitment and job performance: it’s the nature of the commitment that counts’, Journal of
Applied Psychology, Vol. 26, No. 1, pp.152–156.

Linking emotional intelligence to knowledge sharing behaviou
r
337
Mikolajczak, M., Menil, C. and Luminet, O. (2007) ‘Explaining the protective effect of trait
emotional intelligence regarding occupational stress: exploration of emotional labour
processes’, Journal of Research in Personality, Vol. 26, No. 5, pp.1107–1117.
Naderi Anari, N. (2012) ‘Teachers: Emotional intelligence, job satisfaction and organizational
commitment’, Journal of Workplace Learning, Vol. 26, No. 4, pp.256–269.
Naz, S. and Khaliq, C.A. (2011) ‘Effect of HR practices on employee wellbeing: a case of telecom
sector of Pakistan’, International Journal of Management Research and Emerging Sciences,
Vol. 1, No. 1, pp.37–59.
Naz, S., Ilyas, M. and Rehman, C. (2015) ‘Impact of organizational culture on decision making
style (empirical findings of textile industry in Pakistan)’, Science International, Vol. 27,
No. 1.
O’Boyle, E.H., Humphrey, R.H., Pollack, J.M., Hawver, T.H. and Story, P.A. (2011) ‘The relation
between emotional intelligence and job performance: a meta-analysis’, Journal of
Organizational Behavior, Vol. 26, No. 5, pp.788–818.
O’Dell, C. and Jackson Grayson, C. (1999) ‘Knowledge transfer: discover your value proposition’,
Strategy and Leadership, Vol. 26, No. 2, pp.10–15.
Obermayer-Kovács, N., Komlósi, E., Szenteleki, C. and Tóth, E.V. (2015) ‘Exploring emotional
intelligence trait enablers for knowledge sharing: an empirical study’, International Journal of
Synergy and Research, Vol. 4, No. 1, p.7.
Olapegba, P.O., Balogun, A.G. and Idemudia, E.S. (2013) ‘Examining the influence personality
factors on knowledge sharing intention among employees of two selected banks’, Journal of
Psychology, Vol. 4, No. 1, pp.33–38.
Oshagbemi, T. (2000) ‘Satisfaction with co‐workers’ behaviour’, Employee Relations, Vol. 26,
No. 1, pp.88–106.
Othman, A.K. and Abdullah, H.S. (2010) ‘The influence of emotional intelligence on tacit
knowledge sharing in service organizations’, Knowledge Management in Emerging
Economies: Social, Organizational and Cultural Implementation, pp.171–185.
Petrides, K.V. and Furnham, A. (2000) ‘On the dimensional structure of emotional intelligence’,
Personality and Individual Differences, Vol. 26, No. 2, pp.313–320.
Platsidou, M. and Salman, L. (2012) ‘The role of emotional intelligence in predicting burnout and
job satisfaction of greek lawyers’, International Journal of Law, Psychology and Human Life,
Vol. 1, No. 1, pp.13–22.
Pradhan, R.K. and Nath, P. (2012) ‘Perception of entrepreneurial orientation and emotional
intelligence: a study on India’s future techno-managers’, Global Business Review, Vol. 26,
No. 1, pp.89–108.
Salovey, P. and Mayer, J.D. (1990) ‘Emotional intelligence’, Imagination, Cognition and
Personality, Vol. 9, No. 3, pp.185–211.
Schlaerth, A., Ensari, N. and Christian, J. (2013) ‘A meta-analytical review of the relationship
between emotional intelligence and leaders’ constructive conflict management’, Group
Processes and Intergroup Relations, Vol. 26, No. 1, pp.126–136.
Shapiro, L.E. (1997) How to Raise a Child with a High EQ: A Parent’s Guide To Emotional
Intelligence, HarperCollins Publishers.
Sharma, R.R. (2011) ‘An empirical investigation into the role of EQ/Emotional intelligence
competencies in mental well-being’, Vision: The Journal of Business Perspective, Vol. 26,
No. 2, pp.177–191.
Shimazu, A., Shimazu, M. and Odahara, T. (2004) ‘Job control and social support as coping
resources in job satisfaction’, Psychological Reports, Vol. 26, No. 2, pp.449–456.
Shore, L.M. and Wayne, S.J. (1993) ‘Commitment and employee behavior: comparison of affective
commitment and continuance commitment with perceived organizational support’, Journal of
Applied Psychology, Vol. 26, No. 5, pp.774–780.

338 S. Naz et al.
Siemsen, E., Roth, A.V. and Balasubramanian, S. (2008) ‘How motivation, opportunity and ability
drive knowledge sharing: the constraining-factor model’, Journal of Operations Management,
Vol. 26, No. 3, pp.426–445.
Smith, H., et al. (2003) Instilling A Knowledge-Sharing Culture, Warwick.ac.uk, Retrieved from
http://www.warwick.ac.uk/fac/soc/wbs/conf/olkc/archive/oklc3/papers/id25.pdf
Suliman, A. and Al-Hosani, A.A. (2014) ‘’Job satisfaction and knowledge sharing: the case of the
UAE. Issues in Business Management and Economics, Vol. 2, No. 2, pp.24–33.
Sy, T., Tram, S. and O’Hara, L.A. (2006) ‘Relation of employee and manager emotional
intelligence to job satisfaction and performance’, Journal of Vocational Behavior, Vol. 26,
No. 3, pp.461–473.
Tajeddini, K. (2016) ‘Financial orientation, product innovation and firm performance – an
empirical study in the Japanese SMEs’, International Journal of Innovation and Technology
Management, Vol. 26, No. 3, p.1640005.
Tajeddini, K., Altinay, L. and Ratten, V. (2017) ‘Service innovativeness and the structuring of
organizations: the moderating roles of learning orientation and inter-functional coordination’,
International Journal of Hospitality Management, Vol. 26, August, pp.100–114.
Tamta, V. and Rao, M.K. (2017) ‘Linking emotional intelligence to knowledge sharing behaviour:
organizational justice and work engagement as mediators’, Global Business Review, Vol. 26,
No. 6, pp.1580–1596.
Teh, P. and Sun, H. (2012) ‘Knowledge sharing, job attitudes and organisational citizenship
behaviour’, Industrial Management and Data Systems, Vol. 112, No. 1, pp.64–82.
Tohidinia, Z. and Mosakhani, M. (2010) ‘Knowledge sharing behaviour and its predictors’,
Industrial Management and Data Systems, Vol. 110, No. 4, pp.611–631.
Trivellas, P., Gerogiannis, V. and Svarna, S. (2013) ‘Exploring workplace implications of
emotional intelligence (WLEIS) ‘in hospitals: job satisfaction and turnover intentions’,
Procedia–Social and Behavioral Sciences, Vol. 26, pp.701–709.
Tuan, L.T. (2016) ‘The chain effect from human resource-based clinical governance through
emotional intelligence and CSR to knowledge sharing’, Knowledge Management Research
and Practice, Vol. 26, No. 1, pp.126–143.
Turnipseed, D.L. and Vandewaa, E.A. (2012) ‘Relationship between emotional intelligence and
organizational citizenship behavior’, Psychological Reports, Vol. 110, No. 3, pp.899–914.
Usoro, A., Sharratt, M.W., Tsui, E. and Shekhar, S. (2007) ‘Trust as an antecedent to knowledge
sharing in virtual communities of practice’, Knowledge Management Research and Practice,
Vol. 5, No. 3, pp.199–212.
Van Beveren, J. (2002) ‘A model of knowledge acquisition that refocuses knowledge
management’, Journal of Knowledge Management, Vol. 6, No. 1, pp.18–22.
van den Hooff, B. and de Ridder, J.A. (2004) ‘Knowledge sharing in context: the influence of
organizational commitment, communication climate and CMC use on knowledge sharing’,
Journal of Knowledge Management, Vol. 8, No. 6, pp.117–130.
van den Hooff, B., Schouten, A.P. and Simonovski, S. (2012) ‘What one feels and what one knows:
the influence of emotions on attitudes and intentions towards knowledge sharing’, Journal of
Knowledge Management, Vol. 26, No. 1, pp.148–158.
Van Rooy, D.L. and Viswesvaran, C. (2004) ‘Emotional intelligence: a meta-analytic investigation
of predictive validity and nomological net’, Journal of Vocational Behavior, Vol. 26, No. 1,
pp.71–95.
Van Rooy, D.L., Viswesvaran, C. and Pluta, P. (2005) ‘An evaluation of construct validity: what is
this thing called emotional intelligence?’, Human Performance, Vol. 26, No. 4, pp.445–462.
Walter, F. and Bruch, H. (2009) ‘An affective events model of charismatic leadership behavior:
a review, theoretical integration, and research agenda’, Journal of Management, Vol. 35,
No. 6, pp.1428–1452.

Linking emotional intelligence to knowledge sharing behaviou
r
339
Weisinger, H. (1998) Emotional Intelligence at Work: The Untapped Edge for Success,
Jossey-Bass, San Francisco, CA.
Weiss, H. and Cropanzano, R. (1996) Affective Events Theory: A Theoretical Discussion of the
Structure, Causes and Consequences of Affective Experiences at Work, A Annual Series, US:
Elsevier Science/JAI Press.
Wong, C-S. and Law, K.S. (2002) ‘The effects of leader and follower emotional intelligence on
performance and attitude: an exploratory study’, The Leadership Quarterly, Vol. 26, No. 3,
pp.243–274.
Zeidner, M., Roberts, R.D. and Matthews, G. (2002) ‘Can emotional intelligence be schooled? a
critical review’, Educational Psychologist, Vol. 26, No. 4, pp.215–231.
Questionnaire
S. No. Statements
Scale
1
SDA
2
DA
3
N
4
A
5
SA
a Emotional intelligence
1 I have a good sense of why I have certain feelings most of
the time
2 I have good understanding of my own emotions
3 I really understand what I feel
4 I always know whether or not I am happy
5 I always know my friends’ emotions from their behaviour
6 I am a good observer of others’ emotions
7 I am sensitive to the feelings and emotions of others
8 I have good understanding of the emotions of people around
me
9 I always set goals for myself and then try my best to achieve
them
10 I always tell myself I am a competent person
11 I am a self-motivated person
12 I would always encourage myself to try my best
13 I am able to control my temper and handle difficulties
rationally
14 I am quite capable of controlling my own emotions
15 I can always calm down quickly when I am very angry
16 I have good control of my own emotions
b Job satisfaction
1 In general, I like my job
2 All in all, I’m satisfied with my job
3 In general, I like working here

340 S. Naz et al.
Questionnaire (continued)
S. No. Statements
Scale
1
SDA
2
DA
3
N
4
A
5
SA
c Knowledge sharing behaviour
1 We and our service provider share business proposals and
reports with each other
2 We and our service provider share business manuals,
models, and methodologies with each other
3 We and our service provider share each other’s success and
failure stories
4 We and our service provider share business knowledge
obtained from newspapers, magazines, journals, and
television
5 We and our service provider share know-how from work
experience with each other
6 We and our service provider share each other’s know-where
and know-whom
7 We and our service provider share expertise obtained from
education and training
d Organisational commitment
1 I feel myself to be a part of this organisation
2 I am quite proud to be able to tell people the company
3 The offer of a little more money with another company
would not seriously make me think of changing jobs
4 I would recommend a close friend to join this company
5 To know that my own work has made a contribution to the
good of the organisation would please me
6 In my work, I like to feel that I am making some
contribution, not for myself but for the organisation as well
7 I sometimes feel like leaving this company for good
8 I am not willing to do more than my job description requires
just to help the organisation
9 Even if the company were not doing well financially,
I would be reluctant to change to another company