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PRESENTED TO THE DPARTMENT OF BUSINESS

RESEARCH AZRA NAHEED CENTER SUPERIOR.

“Positive impact of Emotional intelligence on the Job Performance

in corporate sector of Pakistan”

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Abstract:

The purpose of this study is to examine the positive impact of emotional intelligence on the job

performance in corporate sector of Pakistan. I will verify that measures such as EI should be

used in conjunction with other sources of information and psychometric tests in the selection and

recruitment of customer service providers in the manufacturing plants of cooling products

manufacturing companies. This research will use Social exchange theory as the base of the

research. A theoretical framework of emotional intelligence and job performance is formed

which will be tested through the research. The research will move using quantitative method. A

sample of 275 employees who has been working in the manufacturing organization is selected

using convenience sampling. Data will be collected through survey method using questionnaires.

The data collected through surveys will be tested using statistical analysis by using SPSS

software as the data is quantitative.

Keywords: Cognitive abilities, Emotional intelligence

Introduction:

This proposed study examines how emotional intelligence and cognitive intelligence are

associated with job performance. We develop and test a compensatory model that posits that the

association between emotional intelligence and job performance becomes more positive as

cognitive intelligence decreases. We report the results of a study in which employees completed

tests of emotional intelligence and cognitive intelligence, and their task performance and

organizational citizenship behavior were assessed by their supervisors. For this purpose we have

decided to choose the cooling industries private limited.

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Problem Identification

Previous findings suggest that as much as 20 percent of emotional intelligence overlaps with

other intelligences and, therefore, over 80 percent of emotional intelligence is separate from

other intelligences. These findings revealed that emotional intelligence meets the correlation

criterion of intelligence. To meet the developmental criterion of intelligence, a construct must

have the potential to improve over time. Empirical evidence accords an important role to

experience and learning in the development of emotional intelligence. Also its impact on overall

performance of employees in the above mentioned industries.

Independent conceptualization of EI:

We want to conceptualize emotional intelligence and cognitive intelligence as separate broad

sets of abilities that are subsumed under general intelligence in the hierarchical model. Emotional

intelligence represents the specialization of general intelligence in the area of emotions in ways

that reflect experience and learning about emotions. This conceptualization is consistent with

Carroll’s (1993) finding, for example, that general intelligence subsumes the psychological

ability, defined as the “ability to judge correctly the feelings, moods, and motivations of

individuals” (Wedeck, 1947: 133). Cognitive intelligence represents the specialization of general

intelligence in the domain of cognition in ways that reflect experience and learning about

cognitive processes such as memory (Schaie, 2001; Brody, 2004). This conceptualization is

consistent with Carroll’s (1993) finding of eight broad sets of cognitive abilities. Emotional

intelligence and cognitive intelligence should be positively associated because they are both

subsumed under general intelligence.

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2- Methods by which EI enhances job performance

Hypothesis:

Hypothesis 1: The association between emotional intelligence and task performance becomes

more positive as cognitive intelligence decreases.

Hypothesis 2: The association between emotional intelligence and organizational citizenship

behavior (OCB) becomes more positive as cognitive intelligence decreases.

PROSPOSAL STATEMENT

In order for the organization to be successful it must be able to employ people who exhibit high

levels of emotional intelligence the business and perform at high levels, research indicates that

employees who are satisfied with the organization are more likely to perform well. So the

implementation of strategies to get best performance from employees is one way that

manufacturing concerns can build self management among employees to enhance performance.

So the purpose of this study will be to study impact of emotional intelligence & cognitive

abilities on job performance in manufacturing organizations of Pakistan using survey method and

the controlling variables will be rewards, growth opportunities and working conditions, there

effect will be seen on satisfaction with job. Than these results will be tested using statistical

analysis.

SIGNIFICANCE OF THIS STUDY

The study is significant in the following ways:

The study will broaden our understanding of employee’s job performance by including

the view of Emotional Intelligence & self motivation along with self awareness.

It will explain how cognitive (emotional) stability, social skills and general mental

capabilities overweigh the effect of IQ on employee’s job performance.

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It will help understand the relationship between emotional intelligence and job

performance regarding manufacturing concerns in Pakistan.

It will be significant for the policy makers to increase the job performance of the

employees, under light of Organizational behavior observed in the engineers of

manufacturing concerns.

It will further strengthen the research findings regarding the antecedents of job

performance.

It will facilitate the decision makers on how to increase the labor productivity of the

employees.

Objectives of Study:

The emphasis of the study will be on the following objectives:

To find the relation of emotional stability on job performance.

To facilitate manufacturing organization for increasing job performance.

To facilitate manufacturing organization for increasing labor productivity in employees.

To strengthen the findings on antecedents of working outputs of the engineers.

To find the effect of good self motivation & management skills that boosts the overall

productivity despite a person’s IQ & academic capabilities.

Research Question and Hypothesis

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2- Methods by which EI enhances job performance

Hypotheses:

Hypothesis 1: The association between emotional intelligence and task performance becomes

more positive as cognitive intelligence decreases.

Hypothesis 2: The association between emotional intelligence and organizational citizenship behavior (OCB) becomes more positive as cognitive intelligence decreases.

In this research the independent variable is emotional intelligence and dependent variable is Job performance these variables will be studied separately. This study will firstly check the impact of emotional (cognitive) abilities with self motivation & management combined with social skills to check the effect of Job satisfaction on the Job performance.

Main Question:

Q: Does cognitive abilities along with the emotional intelligence affect Job performance in the

manufacturing concerns of Pakistan? Does this rule out the possibility of a person being of a high

academic caliber?

Sub Questions:

Q: Does good social cognitive skills give high levels of performance of employees?

Q: Does the factor of emotional abilities of taking on the corporate challenges affect job

performance?

Significance of the study

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Our findings are supposed to address the controversy about the usefulness of emotional

intelligence for organizational research and managerial practice in Pakistan’s manufacturing

firms. Landy (2005) and Zeidner, Matthews, and Roberts (2004) argued against using emotional

intelligence to predict job performance unless it makes an incremental linear contribution to

prediction. Our results will most probably suggest that this arguments overly simplistic.

Predictors of job performance such as emotional intelligence may be important in ways other

than their incremental linear effects (Murphy, 1996; Hough, 2003) in understanding the impact

of emotional intelligence on the job performance. Our results would most probably show that

emotional intelligence is an important predictor of task performance, because of its interactive

effect with cognitive intelligence.

Literature Review

Hypotheses from the model were supported for task performance and organizational citizenship

behavior directed at the organization, but not for organizational citizenship behavior directed at

individuals. We discuss the theoretical implications and managerial ramifications of our model

and findings. • One of the most provocative ideas to emerge from recent discussions of

management concerns the possibility that a new form of intelligence pertaining to emotions is

related to the performance of organization members (Goleman, 1998; Caruso and Salovey,

2004). According to this idea, some organization members may perform effectively because they

have high emotional intelligence. Emotional intelligence is a set of abilities that includes the

abilities to perceive emotions in the self and in others, use emotions to facilitate performance,

understand emotions and emotional knowledge, and regulate emotions in the self and in others

(Mayer and Salovey, 1997). The concept of emotional intelligence has had an unusually

important impact on managerial practice (Ashkanasy and Daus, 2002). Several organizations

have incorporated emotional intelligence into their employee development programs (Fast

Company, 2000), and some business schools have added the training of emotional competencies

to their curriculums (Boyatzis, Stubbs, and Taylor, 2002). The appeal of emotional intelligence

may reflect the idea that success is not simply determined by well-known abilities, such as verbal

and quantitative abilities, but also by abilities pertaining to emotions. Despite the popular

interest, there is a paucity of studies on how emotional intelligence is related to job performance.

As a result, knowledge of whether emotional intelligence is related to job performance and of the

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mechanisms that may underlie such a relation is limited. This uncertainty has contributed, in

part, to criticisms of the scientific status of emotional intelligence in organizational research

(Becker, 2003; Landy, 2005; Locke, 2005). Barrett and his colleagues (2001:1) referred to

emotional intelligence as “the Madison Avenue approach to science and professional practice,”

implying that the popularity of emotional intelligence rests on crafty advertising as opposed to

rigorous scientific evidence. The results of past research on emotional intelligence and job

performance—defined as the degree to which an individual helps the organization reach its goals

(Motowidlo, Borman, and Schmit, 1997)—are mixed. Some studies suggest that emotional

intelligence and job performance are positively related. These studies found that emotional

intelligence predicts the performance of undergraduate students on a single task (Lam and Kirby,

2002), the classroom performance of managers and professionals (Sue-Chan and Latham, 2004),

the collection performance of account officers (Bachman et al., 2000), sales performance (Wong,

Law, and Wong, 2004), and supervisory ratings of job performance (Slaski and Cartwright,

2002; Law, Wong, and Song, 2004). Another study found that the emotional intelligence of

teams of students predicts the performance of these teams at the initial stages of a project (Jordan

et al., 2002).Other studies have suggested that there is no relation or an inconsistent relation

between emotional intelligence and job performance. These studies have found no relation or an

inconsistent relation between emotional intelligence and performance on particular tasks (Austin,

2004; Day and Carroll, 2004), academic performance (Petrides, Frederickson, and Furnham,

2004), and supervisory ratings of job performance (Sosik and Megerian, 1999; Janovics and

Christiansen, 2001). One study found that the emotional intelligence of teams was related to one

of six measures of team performance (Feyerherm and Rice, 2002), and a study of MBA students

found that the emotional intelligence of groups was unrelated to group performance (Rapisarda,

2002). The preceding review reveals a puzzling set of results that may arise from an emphasis on

a potential linear effect of emotional intelligence on job performance. Researchers have built the

case for emotional intelligence, in part, by arguing that it explains variance in job performance

that is not explained by extant constructs such as cognitive intelligence (Mayer and Salovey,

1997; Goleman, 1998; Mayer, Salovey, and Caruso, 2000). This argument proposes, for instance,

that emotional intelligence and cognitive intelligence make independent and complementary

linear contributions to job performance. Linear effect models, however, may be overly simplistic

and incomplete. The large variation across studies led the authors of a meta-analysis of

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emotional intelligence and workplace performance to suggest that moderating variables exist

(Van Rooy and Viswesvaran, 2004). Compensatory effects may explain why emotional

intelligence predicted job performance in some past studies but not in others. If compensatory

effects exist, emotional intelligence should predict job performance only some of the time,

depending on the other abilities that individuals possess. Researchers have not considered

compensatory effects in models of emotional intelligence and job performance. We introduce

compensatory effects to the study of emotional intelligence by developing and testing a

compensatory model of how emotional intelligence and cognitive intelligence are jointly

associated with job performance.

I have decided to propose a compensatory model in which “emotional intelligence” in engineers

of the Pakistan’s cooling products’ manufacturing industries moderates the association between

emotional intelligence and job performance, so that the association becomes more positive as

emotional intelligence decreases. In our model, emotional intelligence is conceptualized as a set

of abilities pertaining to emotions. Emotional intelligence includes: The abilities to perceive

emotions, use emotions to facilitate performance, understand emotions and emotional

knowledge, and regulate emotions. Davies, Stankov, and Roberts (1998) proposed a similar

model, but we focus on Mayer and Salovey’s (1997) model because it was the only model that

was supported by a confirmatory factor analysis (Mayer, Caruso, and Salovey, 2000) and for

which a measure with desirable psychometric properties was available (Mayer, Salovey, and

Caruso, 2002) when we initiated our study. Consistent with Wong and Law’s (2002) reasoning,

we treat emotional intelligence as a latent multidimensional construct (Law, Wong, and Mobley,

1998) and therefore focus on the broad construct of emotional intelligence rather than on each of

its dimensions.

In our compensatory model, emotional intelligence is conceptualized as a type of intelligence.

There is a debate about the use of the term intelligence in emotional intelligence (Roberts,

Zeidner, and Matthews, 2001; Becker, 2003; Brody, 2004). We use the term emotional

intelligence for two reasons.

Reasons specified

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First, the definition of emotional intelligence is consistent with extant definitions of intelligence.

Schmidt and Hunter (2000: 3) defined intelligence as the “ability to grasp and reason correctly

with abstractions (concepts) and solve problems.” After defining intelligence, however, Schmidt

and Hunter (2000) equated the terms intelligence and general intelligence on the basis of

precedent and used the terms interchangeably. Hence, general intelligence is the general ability

to reason correctly with abstractions (concepts) and solve problems. Emotional intelligence can

be conceptualized as the ability to grasp and reason correctly with emotional abstractions

(emotional concepts) and solve emotional problems.

Second, the construct of emotional intelligence meets the conceptual, correlational, and

developmental criteria of an intelligence proposed by Mayer, Caruso, and Salovey (2000), based

on their review of the research on intelligence. To meet the conceptual criterion of intelligence, a

construct must reflect abilities rather than tendencies to act in certain ways (Carroll, 1993). This

criterion is based on an important distinction between abilities and personality traits. Abilities

reflect “the possible variations over individuals in the luminal [threshold] levels of task

difficulty.|.|. At which, on any given occasion in which all conditions appear to be favorable,

individuals perform successfully on a defined class of tasks” (Carroll, 1993: 8).

Conceptualization of EI

Cognitive intelligence represents the specialization of general intelligence in the domain of

cognition in ways that reflect experience and learning about cognitive processes such as memory

(Schaie, 2001; Brody, 2004). This conceptualization is consistent with Carroll’s (1993) finding

of eight broad sets of cognitive abilities. Emotional intelligence and cognitive intelligence should

be positively associated because they are both subsumed under general intelligence. The research

reviewed above reveals that people with high cognitive intelligence tend to have high emotional

intelligence and that people with low cognitive intelligence tend to have low emotional

intelligence. Emotional intelligence and cognitive intelligence are separate constructs, however,

because they represent the specialization of general intelligence in separate content domains.

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Actual findings to be verified:

Agreeableness and extraversion were positively correlated with task performance. Openness to

experiences also supposed to be positively correlated with performance.

Points to be proved: We have to prove by our findings that emotionally intelligent individuals

with low cognitive intelligence may also achieve high job performance because they manage

conflict successfully.

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Theoretical Model

Theoretical Framework:

In our model, emotional intelligence is conceptualized as a set of abilities pertaining to emotions.

Emotional intelligence includes: The abilities to perceive emotions, use emotions to facilitate

performance, understand emotions and emotional knowledge, and regulate emotions. Davies,

Stankov, and Roberts (1998) proposed a similar model, but we focus on Mayer and Salovey’s

(1997) model because it was the only model that was supported by a confirmatory factor analysis

(Mayer, Caruso, and Salovey, 2000) and for which a measure with desirable psychometric

properties was available (Mayer, Salovey, and Caruso, 2002) when we initiated our study.

Consistent with Wong and Law’s (2002) reasoning, we treat emotional intelligence as a latent

multidimensional construct (Law, Wong, and Mobley, 1998) and therefore focus on the broad

construct of emotional intelligence rather than on each of its dimensions.

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Emotional Intelligence

EI

Job

Performance

Self Awareness

Self Motivation

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The present study will utilize concept of Social Exchange Theory (Blau, 1964), norms of

reciprocity (Gouldner, 1960) and expectancy theory which will form the theoretical basis of the

research. The social exchange theory and norms of reciprocity will be used to explain the basis

of employee Outlay (performance). This research will be utilizing the following theories to build

its conceptual framework:

Affect Theory:

Edwin A. Locke’s Range of Affect Theory (1976) is arguably the most famous job performance

model. The main premise of this theory is that good performance is determined by a discrepancy

between what one wants in a job and what one has in a job. Further, the theory states that how

much one values a given facet of work by an employee & the way a person schedules & plan to

accomplish a task tactfully (e.g. the degree of management in a person) moderates how

satisfied/dissatisfied one becomes when expectations are/aren’t met.

Two-Factor Theory (Motivator-Hygiene Theory):

Frederick Herzberg’s two factor theory (also known as Motivator Hygiene Theory) attempts to

explain EI and self motivation in the workplace (J. R. Hackman, G. R. Oldham, 1976). This

theory states that the cognitive intelligence & emotional stability are driven by different factors –

self motivation, commitment & self management respectively. An employee’s emotional

stability & cognitive intelligence to work is continually related to job performance of a

subordinate. Self Motivation can be seen as an inner force that drives individuals to attain

personal and organization goals (Hoskinson, Porter, & Wrench, p.133).

Social Exchange Theory (Blau, 1964):

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Context for this Research: Organization and employees are engaged in an exchange process.

High level of interest in a particular job with outsourcing can contribute to boost an employee’s

EI will result in greater work capability, which in turn, is expected to result in performance of the

employee towards performing of the job resulting in better performance.

Norm of Reciprocity (Goudlner, 1960):

Context for this Research: What the employee aims to deliver to the organization will be

reciprocated by him/her to the organization. High level of performance by the employee will be

reciprocated in the form of better performance.

Expectancy Theory of Job performance (Vroom, 1964):

Context for this Research: Higher performance and experience with more interest in job will

result in high job output or performance, (high instrumentality) and this will result in high work-

outlay triggering the performance of the employee.

Job Characteristics Model:

Hackman & Oldham proposed the Job Characteristics Model, which is widely used as a

framework to study how particular emotional intelligence impact on job outcomes, including job

performance. The model states that there are five core job characteristics (skill variety,

interpreting the task identity, concentrating on task significance, self management, and

socializing & self motivation & competition) which impact three critical psychological states

(experienced meaningfulness, experienced responsibility for outcomes, and knowledge of the

actual results), in turn influencing work outcomes (job performance, work output, etc.).

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Methodology:

Research Design:

This research will use Positivism as the research paradigms as the focus of this research is to test

the relationship between two variables namely emotional intelligence and Job performance.

Quantitative research will be conducted to will determine that what effect does emotional

intelligence has on job performance. In order to carry the research a cross-sectional method will

be used and the data will be collected at the same time. Survey method will be used to conduct

this research.

Sampling technique and Sample:

Employees of the Manufacturing concerns will be the sample of this research who has been

working for at least one year. Sample size will be 100 employees from different manufacturing

organizations will be selected using convenience sampling technique. All the data will be

collected at the same time.

Instrument for data collection:

Self administered questionnaires will be used to collect data from the respondents as they

quicker and unbiased way of collecting data.

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Data collection procedure:

Proper permission from the target organization will be taken with the help of the permission

letter from the university. Also permission from the respondent will be taken and they will be

assured that their data will be kept confidential; this will help in extracting the best out of them.

To get the questionnaire filled, this researcher intends to visit the institutions personally.

We are going to apply standard

1) Descriptive statistics

2) internal reliability coefficients

3) Correlations among the variables that would be calculated.

4) The means and standard deviations for emotional intelligence

5) Cognitive intelligence is going to be calculated close to the normative means

6) Standard deviations of 100 and 15, respectively.

7) chi-square test of the difference in fit

8) Mean.

9) Median.

10) Standard deviation.

11) Regression analysis.

12) T-test.

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Time Schedule:

The study will take one year. The research action will be competed in following time or schedule:

Sr.

No

Research Actions Duration

1. Review of literature 4 months

2. Preparation of questionnaire 1 month

3. Data collection/ questionnaire 1 month

4. Data analysis 2 month

5. Finding conclusion, recommendation 2 month

6. References 2 month

Reliability and Validity

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In order to check the Validity of the scale developed I will use the method of Face

validity in which the scale will be shown to other experienced and experts who will

validate the scale.

In order to check the Reliability of the measurement Test- retest reliability or

successive measurement method will be used.

A test study will be carried to check the validation of instruments

Note: Both emotional intelligence and cognitive intelligence were positively correlated with all three

dimensions of job performance.

Ethical Considerations

The data from the respondent will be kept confidential.

The data will only be used for research purpose.

The participation in the data collection will be completely voluntary and respondents will

not be forced for participating

Research topic will be completely clarified to the respondent.

Research findings will be shared with the participants so they can also benefit.

All possible measures will be taken to assure participants of confidentiality of their

responses

The data will not be kept longer than necessary.

Mutual consent form, permission letter and any other written approval if needed will be dually

signed by both the researcher and the respondent.

Delimitations and Limitations

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Delimitations:

1. This study is restricted to just emotional intelligence and performance of the employees

of manufacturing organizations only.

2. This search is restricted with manufacturing organizations in Lahore region only.

Limitations:

1. Emotional Intelligence is a deep rooted phenomenon which may have more complex

antecedents than reward, growth opportunity and employee development.

2. Performance may be affected by more variables than just EI. This aspect can be further

researched.

3. Sample size is very small as regards the number of manufacturing organizations.

4. The findings cannot be generalized to all sectors except manufacturing.

Conclusion:

Results of the study will be discussed after the analysis of the data collected from different

respondents to check the significance of proposed study. Further the implications of study for

both theoretical and practical purposes will be discussed. Further, scope for future research in

this area will be highlighted.

References

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Guest, D. (2002). Human resource management, corporate performance and employee

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335-358.

Hersey, P., Blanchard, K.H. (1993). Leadership Style: Attitudes and Behaviors,

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Herzberg, F., Mausner, B., & Synderman, B.(1959). The Motivation to Work. New

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