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Proceedings of the 3rd International Conference on Economics and Social Sciences (2020), ISSN 2704-6524, pp. 705-719
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The 3rd International Conference on Economics and Social Sciences
Innovative models to revive the global economy
October 15-16, 2020
Bucharest University of Economic Studies, Romania
The Role of Emotional Intelligence in the Career
Development of Employee in Public Organizations
Milos POLIAK1, Oana Matilda SABIE2*, Elvira NICA3
DOI: 10.2478/9788366675162-070
Abstract
Research background: Emotional intelligence (EI) is the ability of an individual to be
aware of their own emotions, feelings, to identify and manage them in different situations.
Dealing with one’s own feelings implies precisely to distinguish elements or circumstances
in which we lose focus or efficiency. It is important to be confident in your own strengths and
to be able to manage your emotions and moods, so that they lead you to those wise choices
that will bring success for you career. Emotional intelligence and career development are
important psychosocial capacities for a successful adaptation of professional life, including
careers management. Employees who have developed emotional skills have the ability to act
better, and make the right decisions, as compared to other individuals who do not have
developed emotional skills, so they think more clearly, more constructive even when they are
in extreme situations or when working under stress. However, there is a reduced number of
publications on the relationship between emotional intelligence and career development in
public institutions. The purpose of the current research is to study the relation between
emotional intelligence and career development of public employees. The research was
conducted on employees from a Romanian selected public organization. Methods: we used a
questionnaire distributed online to all the employees from the selected public institution.
Data was centralized and processed with EXCEL applications. Findings: the results of the
study show the importance of developing employees' emotional intelligence in order to better
manage their career development. The research contributed new and valuable insights, as
the understanding of developing the association between emotional intelligence and career
development could be helpful to the top management in the development of public
organizations HR practices so as to ensure high achievements of public sector employees’
performance.
Keywords: Emotional Intelligence, career, employee, performance, public sector.
JEL Classification: D91, H11, O15
1 University of Zilina, Zilina, Slovak Republic, milos.poliak@fpedas.uniza.sk.
2 Bucharest University of Economic Studies, Bucharest, Romania, oana.sabie@amp.ase.ro.
* Corresponding author.
3 Bucharest University of Economic Studies, Bucharest, Romania, elvira.nica@ase.ro.
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1. Introduction
Employees are the most valuable resource of a public administrative system,
and financial and material means, although they are important components in the
activity of a system, they are transposed to the background in relation to human
resources. Thus, the impact of emotional intelligence on the professional
development of public sector employees is a new and interesting issue. Emotional
intelligence is embedded in many human resource management activities, such as
recruitment, where certain sets of emotional skills are required for the public sector
employee, such as creative thinking or the ability to communicate with citizens, to
listen to them and empathize with them. Emotional intelligence is the ability of a
person to be aware of its own emotions, feelings, to identify and manage them in
different situations. Managing our emotions means accurately identifying the factors
or situations in which we lose focus or efficiency (Goleman, 2001). This means
knowing your own moods, attitudes, preferences and being able to distinguish certain
non-verbal elements of communication, so that you would always be one step ahead
of others. It is important to be confident in your own strengths and to let your feelings
lead you to those healthy choices that will bring success in your career. According
to studies in the field (Salovey & Mayer, 1990; Jain, 2012; Coetzee & Harry, 2014,
Emmerling & Cherniss, 2003; Farnia et al., 2018), people who have developed their
emotional skills have the ability to act better, and make the right decisions, as
compared to other individuals who do not have developed emotional skills, so they
think more clearly, constructively even when they are in extreme situations or when
working under stress.
2. Problem Statement
2.1. Emotional intelligence
In recent years, the concept of emotional intelligence has become more
widespread and its definition continues to be constantly changing. Initially,
psychologists developed this concept based on cognitive aspects, such as memory or
people's ability to solve problems. In contrast, Locke (2005) proposed redefining the
concept as a personality trait. This strong aspiration to a detailed knowledge of the
concept has led to the elaboration of several reference tests and models (Bar-On,
1997; 2000). In the literature (Higgs, 2004; Woolfolk et al., 2008; Stough, Saklofske,
& Parker, 2009; Schutte et al., 2009) there are numerous studies that address the
concept of emotional intelligence. A representative example is the work of two
American professors and researchers, John D. Mayer and Peter Salovey, who set out
to develop an instrument to measure differences between people in terms of
emotional abilities (Salovey & Mayer, 1990). The results of this study confirmed
that some people are more capable at raising their own emotions, perceiving
emotions as they occur, and paying special attention to those around them. Also,
people with a high level of emotional intelligence have the ability to solve their
personal or work problems much more easily, and so they are seen in the position of
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leaders with high potential or more productive (Sabie et al. 2020). Reuven Bar-On
(2000) analysed the concept emotional intelligence in terms of intrapersonal,
interpersonal appearance, individual adaptability, mood and stress resistance.
Instead, Goleman (1995, 1998) argues that emotional intelligence is about one's own
feelings and ability to motivate oneself, to accomplish things in an inventive way, to
achieve performance, managing relationships effectively.
2.2. Career development
Traditionally, the concept of career was associated with people who held
management positions or well-paid jobs. Gradually, this concept evolved, applying
to the entire staff of the organization and refers to the evolution of a person from one
position to another. In the field of human resources from public administration, the
career reflects the evolution of a civil servant, progressively and in accordance with
the skills, knowledge and performance of the official, but also in accordance with
the needs of the organization (Androniceanu, 2012; Manole & Nica, 2018). In view
of this, the development of an employee's career in the public sector is an equally
shared responsibility between civil servants and the organization. Even though
human potential is the most important resource of any institution, being the one that
leads to performance when proper management is practiced, many employees do not
benefit from this support and do not receive adequate formal guidance. Here comes
the concept of emotional intelligence, managing one's own negative emotions in
discouraging situations. Lee and Kusumah (2020) stated that between two people
with good skills and similar theoretical and practical skills, the difference will be
made by emotional intelligence, the employee will either have self-control over
his/her own emotions and adapt to existing circumstances, or will be overwhelmed
by the situation and will be demoralized.
2.3. Emotional intelligence in career development
Although we are not aware, emotional intelligence plays an important role in
many areas of our lives. Various types of careers focus mainly on those
responsibilities that can be achieved through individual or teamwork, the tasks being
well structured and pre-established. It is about applying technical skills, which are
relatively easy to learn and measure. According to HR professionals, trainers and
recruitment teams, emotional intelligence can make the difference between those
who make optimal career decisions and those who make the wrong choices. Watkin
(2002) states that emotional intelligence leads to successful recruitment decisions.
Goleman (1995) argues that emotional intelligence should be used as a determinant
of hiring decisions based on his assertions about the link between emotional
intelligence and performance. Fox and Spector (2000) also claim that emotional
intelligence is important in the recruitment and selection processes. The authors
argue that the emotional management skills associated with emotional intelligence
contribute to the ability of interviewees to adjust their emotional state during
interviews. Studies have also shown that the positive affectivity of the interviewee
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plays a major role in influencing the employer's decision. Other researches (Isen &
Baron, 1991; Nouri & Mousavi, 2020) demonstrated that employees who have been
able to regulate their mood in an organization, have a significant advantage in
obtaining promotions, respectively in career development. In the case of a civil
servant, the position may require the ability to be empathetic and to understand the
needs of the citizen / client (Nica & Popescu, 2010). People who have a low level of
emotional intelligence don’t have this ability to "read" people, so they will consider
these positions difficult or even unsatisfactory. The association of emotional
intelligence and effective leadership qualities was first suggested by Goleman (1998)
in his book, which examinates the impact of emotional intelligence in the workplace
environment. Other researchers specifically identify emotional intelligence,
considering that it contributes to effective (George, 2000), transformational
(Ashkanasy & Tse, 2000) and emerging (Wolff, Pescosolido, & Druskat, 2002)
leadership. Humphrey (2002, 2005) argues that there is a strong link between
emotions and leadership. He indicates that specific aspects of leadership are
quantified by emotional abilities. Feelings generated at work, such as fear of failure,
anxiety or worries, have critical information about how we feel. For example, if a
superior has higher demands at work, at a level where civil servants feel tense,
they will either mobilize and ignore these fears, or they will be overwhelmed by
worries and fail to resolve the tasks in time. When such worries arise, they can be
used constructively. All feelings at work are extremely important, not just fear or
apprehensions. The feeling of success, for example, is one of satisfaction at work.
Managers who have an increased level of emotional intelligence make the right,
satisfying decisions for the team, using their emotions creatively. In order to perfect
their thinking, they observe things objectively, they control their emotions, even if
they are tempted to let themselves be led by them (Burcea & Sabie, 2020). Also,
employees who have a high level of emotional intelligence, feel and know how to
empathize with others. Thus, emotional intelligence is a key benchmark in working
with people, and the skills of emotionally intelligent people, such as flexibility,
conflict management, persuasion, and social reasoning, are becoming increasingly
important and contribute to career development (Mandell). & Pherwani, 2003).
3. Research Questions/Aims of the research
The aim of the research is to study the impact of emotional intelligence in the
career development of public sector employees, the way in which emotional
intelligence is a key factor in career advancement. The main point from which the
research starts is that there are people who have outstanding professional results, due
to the emotional intelligence skills with which they were born or which they have
developed over time.
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The research hypotheses are:
H 1. There is a positive relationship between emotional intelligence and the career
development of civil servants.
H 2. The career development chances for a civil servant are higher, if his/her
emotional intelligence level is above average.
H 3. Emotional intelligence is the only key factor in the development of civil
servants' careers.
H 4. Employees with a low level of emotional intelligence will not advance more
slowly in their career.
It is hypothesized that people with above-average emotional intelligence will be
able to communicate effectively with citizens, and will get along better with co-
workers, so that they will have better professional results. Also, for the purpose of
the research it is necessary to observe a difference between people with below
average emotional intelligence level and those with above average emotional
intelligence level. Emotional intelligence is a distinctive ability and can lead to
success for an employee in an organization.
4. Research Methods
In order to achieve this goal, we conducted a quantitative study, respectively, a
questionnaire-based survey, allowing us to analyse the relationship between
emotional intelligence and employee’s career development, within the Bucharest
District 2 City Hall. In order to establish the sample size, we worked in the
conditions of the existence of a possibility to guarantee the results in proportion of
95%, with a margin of error of approximately +/- 3%. The questionnaire was
distributed online to the employees of the Bucharest District 2 City Hall due to the
physical restricted contact (COVID-19 pandemic) and was completed between
May and June 2020 by 119 respondents. Following the processing of the database,
98 fully completed questionnaires were validated. The presented results are part of
a larger research project.
5. Findings
In the first section we present demographic data, like: the gender of respondents,
the age of employees, the last form of education completed, experience (tenure) in
public service and the type of position held.
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Table 1. Main characteristics of the sample
Item
Categories
Number
Percent
Gender
Men
25
25,51
Women
73
74,41
Age
Under 30 years old
28
28,56
Between 30 to 40 years old
43
43,88
Between 40 to 50 years old
12
12,24
More than 50 years old
15
15,31
Education
High school and professional
17
17,35
Bachelor degree
51
52,04
Master degree
26
26,53
PhD and post-university
4
4,08
Tenure in organization
Under 5 years
15
15,31
Between 5 to 10 year
41
41,84
Between 10 to 15 years
26
26,53
More than 15 years
16
16,33
Position in organization
Management level
17
17,35
Non-management level
81
82,65
Source: our survey among 98 respondents, conducted in May – June 2020
As it has been shown in Table 1, 26% of the respondents were men and 74% were
women. In terms of age, 29% of respondents were under 30 years, 44% between
30 to 40 years, 12% between 40 to 50 years and 15% more than 50 years. In terms
of tenure in organization, 15% of the respondents had under 5 years, 42% between
5 to 10 years, 27% between 10 to 15 years, 16% more than 15 years. In terms of
education, 17% of the respondents held a high school diploma, 52% held a bachelor
degree and 31% held master's degree and higher.
The second section presents data on a number of factors that can either be a barrier
or a key element in the career development of civil servants.
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Figure 1. Factors that represent barriers in career development of public employee
Source: our survey among 98 respondents, conducted in May – June 2020
In Figure 1 we see a number of factors such as: low self-esteem, lack of empathy
or insufficient experience, factors that are an obstacle to career development or
promotion. We will analyse each factor separately, to see to what extent civil
servants consider these factors as barriers to the development of their careers. By
low self-esteem, we understand the value we give each other and that comes from a
flawed self-image. Most respondents stated that self-esteem is largely (≈73%) a
barrier to career development, while only 10% granted little importance to this
aspect. Lack of empathy, of the way in which we, as individuals, understand what
those around us live, according to the respondents, represents, to a great and very
great extent, a barrier in career development. Regarding the lack of qualification, it
is very important, as over 88% of respondents stated that it is to a large and very
large extent, an obstacle to career development. Self-confidence, along with
charisma, are in the respondents’ opinion important barriers to career development,
but the biggest obstacles are limited experience and access to training.
8,10%
21,00%
26,00%
8,32%
11,02%
18,20%
9,87%
13,00%
9,60%
17,40%
68,93%
48,90%
57,00%
58,26%
47,53%
42,01%
41,98%
42,10%
31,07%
43,00%
9,00%
15,74%
44,15%
46,97%
30,22%
30,63%
0,00% 10,00%20,00%30,00%40,00% 50,00%60,00%70,00%80,00%
Limited access to vocational training
Insufficient experience
Personality
Lack of charisma
Lack of self-confidence
Lack of qualification
Lack of empathy
Low self-esteem
To a very large extent To a large extent To some extent To a small extent
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Figure 2. Key elements in career development of public employee
Source: our survey among 98 respondents, conducted in May – June 2020
In Figure 2 we present which are the factors of a successful career in civil
servants’ opinion. Experience in the public service, along with the level of education,
maintaining an optimistic attitude and channelling emotions towards the result are
key factors that ensure success and contribute greatly to the development of civil
servants’ career.
Next, we present the results regarding the respondents' perception about the role
that emotional intelligence has in managing emotions, relationships between
colleagues, but also whether or not it contributes to career development.
1%
11%
6%
3%
4%
11%
8%
9%
7%
8%
5%
11%
6%
17%
12%
38%
21%
22%
30%
36%
46%
43%
38%
31%
62%
70%
60%
56%
56%
38%
51%
34%
49%
0 0,2 0,4 0,6 0,8
Experience in public service
Level of education
Interpersonal skills
Ability to approach superiors
Maintaining an optimistic attitude
Controlling emotions
Channeling emotions towards the result
Self-confidence
Efficient communication
To a very large extent To a large extent Neither small, nor large
To some extent To a small extent
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Figure 3. Respondents' perception of managing emotions at work
Source: our survey among 98 respondents, conducted in May – June 2020
Figure 3 shows that more than half of Bucharest District 2 City Hall employees
are aware to a large and very large extent of non-verbal messages sent by other
people (55%), 64% of employees realize the feelings of work colleagues just by
looking at them, and the majority of respondent employees (69%) said they can tell
how people feel by listening to the tone of their voice. Less than half of the
respondents (46%) stated that they have the ability to easily overcome a failure, most
of them encountering difficulties.
Figure 4. The extent to which the ability to effectively manage own emotions
influences the career development of civil servants
Source: our survey among 98 respondents, conducted in May – June 2020
11%
2%
18%
13%
18%
9%
22%
21%
16%
22%
14%
43%
39%
35%
37%
12%
25%
34%
9%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
I am aware of the non-verbal messages that
other people send
I recognize the feelings of others just by
looking at them
I can tell how people feel by listening to the
tone of their voice
I manage to gather quickly after a failure
To a very large extent To a large extent Neither small, nor large
To some extent To a small extent
Not at all
3%
To a small
extent
9%
Neither small,
nor large
10%
To a large
extent
37%
To a very large
extent
41%
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Analysing Figure 4 we can observe that 78% of employees consider the ability
to effectively manage their emotions as playing a significant role in career
development. To the question "To what extent do you think the following
statements about managing your own emotions at work suit you?" over 59% of the
respondents answered that they fail to stay calm and relaxed at work, while about
41% manage their emotions at work to a large and very large extent. At the same
time, they are not convinced that they will be able to solve their work tasks when
they face emotional challenges. In general, when employees are in a negative
situation, 31% of respondents said that to a large and very large extent they try to
look for and carry out activities that make them happy, and only 43% listen carefully
to all parties and analyse various aspects of the problem before concluding and
adopting a certain decision or behaviour. The results presented above show that most
respondents fail to effectively manage their emotions at work.
Figure 5. The degree to which employees perceive and manage the emotions of co-workers
Source: our survey among 98 respondents, conducted in May – June 2020
17%
21%
32%
19%
11%
21%
26%
16%
14%
27%
13%
15%
4%
6%
9%
38%
22%
37%
44%
41%
11%
16%
11%
17%
12%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
a) I help others feel
better when they go
through difficult
times
b) When a colleague
tells me about an
important event in
his/ her life, I
empathize with
him/ her
c) I read/
understand the
moods of my co-
workers
d) I am sensitive to
the moods and
emotions of others
e) I have the ability
to perceive and
understand the
emotions of people
around me
To a small extent To some extent Neither small, nor large
To a large extent To a very large extent
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According to the results shown in Figure 5, we can make the following
statements: over 61% of respondents are sensitive to the emotions and moods of
others to a large and very large extent, 53% of employees believe that they have
the ability to perceive and understand the emotions of others, and only 62% of
respondents stated that they empathize with colleagues to a small and very small
extent regarding the events in their lives.
Figure 6. The degree to which the ability to understand the emotions
of others influences career development
Source: our survey among 98 respondents, conducted in May – June 2020
According to Figure 6, in respondents’ opinion, the career development is
influenced to a small extent by the ability to understand the emotions of those around
them. Only 16% of employees said that this ability can greatly and very much
influence their career. To the question “To what extent do you agree with the
following statements regarding the management of emotions in employment
relationships?” employees answered that to a large and very large extent (60%), they
tend to assume their own mistakes at work. At the same time, 30% of employees
stated that they assume their mistakes to some extent, and 10% of them do not admit
when they make mistakes.
In terms of accepting negative or constructive feedback, only 69% of respondents
stated that they accept criticism to a large and very large extent. The rest of the
employees appreciated that this statement suits them to a small extent, as they
hardly accept criticism (23%), and only 8% of the employees accept negative
feedback to some extent. Regarding the capacity for self-control in times of crisis,
22% of respondents consider that they have this capacity to a small extent, while
47% of respondents said that they fit the statement on managing negative moods
to some extent. Of course, the percentage of 31% is represented by employees who
manage, to a large and very large extent, to calm down quickly when they are upset
or nervous.
36%
45%
3%
9% 7%
Not at all
To a small extent
Neither small, nor large
To a large extent
To a very large extent
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6. Conclusions
Following the interpretation of the results, we can conclude that the employees
of the Bucharest District 2 City Hall have an average and slightly above average
level of emotional intelligence, and consider this concept as a basic one in the
development of their career. According to the data presented, we can say that in
addition to the lack of aspects related to emotional intelligence, such as lack of
empathy, charisma, personality, self-confidence, or low self-esteem, which are limits
in their professional development, reduced access to vocational training is, to a much
greater extent, an obstacle to the growth of employees from a professional point of
view. Also, emotional intelligence alone cannot contribute to success, but it must be
accompanied by cognitive intelligence and practical skills. Most respondents stated
that the lack of qualification matters to a great extent when it comes to career
promotion. Other key elements, which respondents considered to be important in
career development, are related to both emotional intelligence and individual
performance arising from professional/practical skills. Therefore, the respondents
consider that, at the base of the career development, in order to be successful within
the organization, a high level of education and a considerable work experience are
needed. There are cases, however, in which employees met these criteria, turning it
into personal goals, but they have not managed to develop their career until after a
lot of effort. On the other hand, there are employees who, although they may not
have a high level of education, have distinguished themselves through effective
communication, maintaining a positive attitude, self-confidence, the ability to
approach superiors and manage crisis situations.
All these aspects listed above are related to what emotional intelligence means
and have in mind a good management of emotions in order to achieve a pre-
established result. Most employees believe that the ability to manage your emotions
at work influences professional activity and career advancement to some extent.
Given the above, we can conclude that there is a relationship between emotional
intelligence and career development of public service employees. Thus, hypothesis
1 according to which there is a positive relationship between IE and the career
development of civil servants was confirmed. The relationship is not significant, as
the training of civil servants and experience prevail.
Hypothesis 2 was confirmed, as most employees have an average and above
average level of emotional intelligence, managing to develop their career also due to
IE skills, not only because of the training and experience gained.
Hypothesis 3 which states that IE is the only key factor in the development of
civil servants' careers has been rejected, because emotional intelligence is just a trait
that helps them advance in their careers. Along with IE, career development of public
employees provides the following requirements: demonstration of the set of
professional skills required by the job, the acquisition of theoretical knowledge and
practical skills necessary for public office, respectively, seniority in the specialty of
studies necessary for public office.
Hypothesis 4 was confirmed by the fact that employees' practical skills and
cognitive intelligence help them advance in their careers at some point, but the
Proceedings of the 3rd International Conference on Economics and Social Sciences (2020), ISSN 2704-6524, pp. 705-719
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factor that differentiates between two competent and well-trained employees is
emotional intelligence, the trait that turns a simple employee into a leader, even
though informal.
The main research limits of this study are related to the respondents’ number,
their mental discomfort created by the external situation caused by the globally
declared pandemic with COVID-19 and the disproportion given by the type of
respondents (man and women).
The present study contributes to previous research, reaffirming the way in
which emotional intelligence increases the confidence of public sector employees in
their own strength to cope with different situations (especially political decisions
and changes). Therefore, we can conclude that emotional intelligence adds value
to human resource professionals, who are constantly looking for ways to advance
their practice.
Acknowledgment
This work was supported by a grant of the Bucharest University of Economic
Studies for institutional projects, project number PI – 2019 – IEIPA –
1838/30.07.2019, project title “Assessing the Impact of Emotional Intelligence on
the Performance of Employees in the Public and Private Sectors/Evaluarea
Impactului Inteligentei Emotionale asupra Performantei Angajatilor din Sectoarele
Public si Privat” (IEIPA).
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