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A Study on Emotional Intelligence and its role on Job performance
Abstract
In recent years, a few organizations have experienced rapid changes to globalization and competitiveness. Such organizations should, therefore, hire a new generation of qualified officers to deal with and address the changes and competition. Human Resource Development (HRD), which seeks to organize and improve the tools for fair victory for individuals and organizations, plays a critical role in developing and improving the capacity of the officers. EI is one of the most significant performance indicators for workers. The basis for bonuses, compensation, promotions, employee retirements, and efficiency. From recruitment to resignation, emotional intelligence is closely associated with the company. Therefore, well-managed emotions play a central role in the productivity of employees. Emotional intelligence affects not only the career but also the workplace. Emotionally intelligent work improves the performance of people by encouraging positive relationships, good group performance, and social conditions. This article explores from a theoretical perspective the impact of emotional intelligence on the success of individuals.
Instead of making life easier, globalization, the pace of information, and technology are causing information overload, which puts strain on the workplace and work-life balance. Usually referred to as "soft skills" or "interpersonal or intrapersonal skills" emotional intelligence is a set of abilities that is not strictly measurable. Conventional areas of knowledge are addressed. A crucial component of greater performance in both job and personal life is emotional intelligence, which also helps to reduce stress. In this study, the impact of emotional intelligence on work-life balance is studied. The data collected for this research is collected through a questionnaire method by the employees of IT industry-specific to Ahmedabad. Data was statistically analysed by ANOVA. The research paper aims to know the level of emotional intelligence and work-life balance and secondly, to examine the dependence level of EI and WLB on one another. The study concludes that EI has serious repercussions on employees, so the organisation should make efforts to increase the EI of their employees.
Although the experience of work is saturated with emotion, research has generally neglected the impact of everyday emotions on organizational life. Further, organizational scholars and practitioners frequently appear to assume that emotionality is the antithesis of rationality and, thus, frequently hold a pejorative view of emotion. This has led to four institutionalized mechanisms for regulating the experience and expression of emotion in the workplace: (1) neutralizing, (2) buffering, (3) prescribing, and (4) normalizing emotion. In contrast to this perspective, we argue that emotionality and rationality are interpenetrated, emotions are an integral and inseparable part of organizational life, and emotions are often functional for the organization. This argument is illustrated by applications to motivation, leadership, and group dynamics.
The purpose of this study was to adapt and validate the BarOn Emotional Quotient Inventory: Youth Version (BarOn EQ–i:YV), a measure of emotional intelligence, in the Lebanese context. The scale was translated and adapted into Arabic using a 3-step process involving judgmental, logical, and empirical methods. It was then administered to a representative sample of 433 students in the 10- to 18-year-old age group. Psychometric properties of the Arabic version in terms of internal consistency, test–retest reliabilities, factor structure, and scale intercorrelations was investigated. Gender and age differences were also studied. The reliability of the adapted test, both internal and over time, was satisfactory. Exploring scale factorial validity identified 2 major factors, whereas exploring it by items revealed findings particular to the Lebanese situation. Reported age and gender differences were similar to those on the original test except for gender differences on Intrapersonal and Adaptability scales. Explanations and propose recommendations for future research are provided.
In this paper I argue that the concept of emotional intelligence (EI) is invalid both because it is not a form of intelligence and because it is defined so broadly and inclusively that it has no intelligible meaning. I distinguish the so-called concept of EI from actual intelligence and from rationality. I identify the actual relation between reason and emotion. I reveal the fundamental inadequacy of the concept of EI when applied to leadership. Finally, I suggest some alternatives to the EI concept. Copyright © 2005 John Wiley & Sons, Ltd.
This meta-analysis builds upon a previous meta-analysis by (1) including 65 per cent more studies that have over twice the sample size to estimate the relationships between emotional intelligence (EI) and job performance; (2) using more current meta-analytical studies for estimates of relationships among personality variables and for cognitive ability and job performance; (3) using the three-stream approach for classifying EI research; (4) performing tests for differences among streams of EI research and their relationships with personality and cognitive intelligence; (5) using latest statistical procedures such as dominance analysis; and (6) testing for publication bias. We classified EI studies into three streams: (1) ability-based models that use objective test items; (2) self-report or peer-report measures based on the four-branch model of EI; and (3) “mixed models” of emotional competencies. The three streams have corrected correlations ranging from 0.24 to 0.30 with job performance. The three streams correlated differently with cognitive ability and with neuroticism, extraversion, openness, agreeableness, and conscientiousness. Streams 2 and 3 have the largest incremental validity beyond cognitive ability and the Five Factor Model (FFM). Dominance analysis demonstrated that all three streams of EI exhibited substantial relative importance in the presence of FFM and intelligence when predicting job performance. Publication bias had negligible influence on observed effect sizes. The results support the overall validity of EI. Copyright © 2010 John Wiley & Sons, Ltd.
Note: Correction added on 22 July 2010 after first publication online on 29 June 2010. The affiliations for Ronald H. Humphrey and Thomas H. Hawver have been corrected in this version of the article.
This article presented a research-based model of emotional intelligence and explored the role of emotional intelligence in effective teaching and learning. A growing body of research supporting the value of emotional intelligence to both effective teaching and student achievement was presented. The role and importance of emotional intelligence to transformative learning are discussed. Emotional intelligence skill characteristics of effective teachers are illustrated. To achieve the high goals and expectations of education in the 21st century, the intentional inclusion and development of emotional intelligence skills in teacher preparation programs and student development programs are needed.
Many leaders and other professionals tend to stick to the realm of facts and intellect when it comes to work and managing people. Emotions are considered "leaky." But new thought contends that people who trust their gut feelings and use them effectively can forge better work relationships, become more productive, and motivate others to accomplish more. Based on this Executive EQ: Emotional Intelligence in Leadership & Organizations, co-written with Ayman Sawaf, Cooper lays out a "new science" for tapping into intuition and other processes that are considered emotion-oriented. But, Cooper cautions, it's not enough just to have emotions. You have to know how to acknowledge and value feelings in yourself and others, and how to respond appropriately to them. That's what it means to use emotional intelligence. A firm, Q-Metrics, has developed two instruments for measuring emotional intelligence-which, Cooper says, is learnable at any age. He contends that by using emotional intelligence you can increase you intuition, you capacity to trust and inspire trust, you sense of integrity and authenticity, your appreciation of constructive discontent, and your ability to find innovative solutions. You will also become a more effective leader. Emotional intelligence can help put you in touch with untapped well-springs of personal and professional growth and creativity. Emotional intelligence also offers profitable information. Cooper identifies three EQ-related forces that drive competitive advantage: building relationships of mutual trust, boosting energy and effectiveness, and creating the future. The article includes exercises for forging trust with co-workers.
Contemporary theories place emotions and self-regulation at the centre of a dynamic process of stress. Emotional Intelligence (EQ) is the ability to perceive, understand and reflectively manage one's own emotions and those of others. This study, which was situated within the management population (n = 224) of a large retail organization, investigates the relationship between a measure of EQ, subjective stress, distress, general health, morale, quality of working life and management performance. Significant correlations in the expected direction were found, indicating that managers who scored higher in EQ suffered less subjective stress, experienced better health and well-being, and demonstrated better management performance. Copyright © 2002 John Wiley & Sons, Ltd.
Two studies are reported which compare more and less successful account officers (debt collectors) in terms of their emotional intelligence, measured using the BarOn Emotional Quotient Inventory. The findings support the view that higher levels of emotional intelligence lead to enhanced job performance. Implications for selection are considered in the conclusion.
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