FINAL RESEARCH PROJECT

ON
“EFFECT OF EMOTIONAL INTELLIGENCE
ON EMPLOYEE’S WORK PERFORMANCE”

SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF
MASTER OF BUSINESS ADMINISTRATION
(2020-2022)
SUBMITTED TO: SUBMITTED BY:
DR. RAJESH UPADHYAY SHEETAL GAIROLA
FACULTY OF MANAGEMENT MBA IVTH SEM
GEHU Student Id:20552270

GRAPHIC ERA HILL UNIVERSITY

DEHRADUN
(MAY 2022)

1
 GUIDE CERTIFICATE

This is to certify that the thesis entitled EFFECT OF EMOTIONAL

INTELLIGENCE ON EMPLOYEE’S WORK PERFORMANCE is a record of
research work carried out by SHEETAL GAIROLA during the period of his study under
my guidance and supervision. The Research Project Report has reached the standard of
fulfilling the requirements of the regulation relating to the Masters of Business
Administration (M.B.A.) degree at Graphic Era Hill University.

DATE: DR. RAJESH UPADHYAY

PLACE: Dehradun Faculty of Management

2
 DECLARATION

I hereby declare that the project entitled “EFFECT OF EMOTIONAL

INTELLIGENCE ON EMPLOYEE’S WORK PERFORMANCE” submitted in
partial fulfillment of the requirement for the degree of MBA to Graphic Era Hill
University, at Dehradun is my original work and not submitted for award if any other
degree/ diploma or similar title or prize.

DATE: ..2022 SHEETAL GAIROLA

MBA (2020-2022)

PLACE: Dehradun

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 ACKNOWLEDGEMENT

This report has been made possible with the cooperation of many persons
whom I wish to express my gratitude and appreciation. I am very grateful to the
people who supported me to transform the report in the materialistic form.

I am thankful to DR. RAJESH UPADHYAY faculty management at

GRAPHIC ERA HILL UNIVERSITY, Dehradun for his gratitude during my
project and giving me full co-operation and also valuable information and guidance,
without which it would not be possible for me to complete the manuscript.

I would also like to thanks the librarian and staff members of GRAPHIC
ERA HILL UNIVERSITY, Dehradun for providing me the required books in this
field and my friends who were always there to assist me at odd hours also.

SHEETAL GAIROLA

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 CONTENTS

TITLE

Chapter 1: INTRODUCTION TO TOPIC

Chapter 2: REVIEW OF LITERATURE

Chapter 3: RESEARCH OBJECTIVE AND METHODOLOGY

Chapter 4: DATA ANALYSIS AND INTERPRETATION

Chapter 5: FINDINGS, RECOMMENDATIONS, CONCLUSION

Annexure :

A) Bibliography
B) Annexure

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 CHAPTER-1

INTRODUCTION

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 INTRODUCTION

Emotional intelligence (EI) or emotional quotient (EQ) is the ability of individuals

to recognize their own and other people's emotions, to discriminate between different
feelings and label them appropriately, and to use emotional information to guide
thinking and behavior. The term gained prominence in the 1995 book by that title,
written by the author, psychologist, and science journalist Daniel Goleman. There are
several models of EI. Goleman's own model may now be considered a mixed
model that combines what have subsequently been modelled separately as ability
EI and trait EI. Goleman defined EI as the array of skills and characteristics that drive
leadership performance. The trait model was developed by Konstantin Vasily Petrides
in 2001. It "encompasses behavioral dispositions and self perceived abilities and is
measured through self report". The ability model, developed by Peter
Salovey and John Mayer in 2004, focuses on the individual's ability to process
emotional information and use it to navigate the social environment.

Studies have shown that people with high EI have greater mental health, exemplary
job performance, and more potent leadership skills. For example, Goleman’s research
in his book, Working with Emotional Intelligence, indicated that EI accounted for
67% of the abilities deemed necessary for superior performance in leaders, and
mattered twice as much as technical expertise or IQ. Other research finds that the
effect of EI on leadership and managerial performance is non-significant when ability
and personality are controlled for, and that general intelligence correlates very closely
with leadership. Markers of EI and methods of developing it have become more
widely coveted in the past few decades. In addition, studies have begun to provide
evidence to help characterize the neural mechanisms of emotional intelligence.

Criticisms have centered on whether EI is a real intelligence and whether it

has incremental validity over IQ and the Big Five personality traits. Review finds that,
in most studies, poor research methodology has exaggerated the significance of EI.

Changes in today's world with the globalization of issues, K-workers, K-economic is

demanding the employee to better prepared, open and flexible in managing daily
works. The issue of employee today such as exposed to stress, not creative, less
motivated in their careers cause the organization to be less growing and decrease in

7
the productivity. All of this requires mental, emotional, and physical strength (Alias,
2005).

The Importance of Emotional Intelligence

Ciarrochiet. al., (2006) stated that emotional intelligence is usually used to understand
ourselves and others. Through understanding of the emotional intelligence helps
ourselves about the emotional approach as a signal for us to understand the emotions.
This is because with the theory of emotional intelligence capabilities, people can
identify how emotion serves as a source of important information. The example is,
about the feelings of people in a situation. With the existence of emotional
intelligence, it will provide an important signal about what happened and how people
will interact. Then, it will also help someone to analyzing the situation in certain areas
based on their emotional information to help them make better decisions.

In addition, emotional intelligence is also important because it helps one to improve

self-management. This is because state investigators reported that many people have
many conflicts that arise in the head and their heart when making important decisions.
This is because one cannot choose between head and heart because the head and heart
are not two separate systems and also integrated with each other. Therefore, to solve
these problems, emotional intelligence can be used to solve some of the conflict, to
provide a more complete understanding about the dilemma, and to integrate the best
thinking about the feelings and the thoughts (Ciarrochi et. al., 2006).

Measurement of Emotional Intelligence

There are three aspects of emotional intelligence model are the ability, traits and
combination of the ability and traits, which is also known as mixed model of
emotional intelligence. The ability of the model consists of the ability to monitor
feelings and emotions of ourselves and others, to differentiate between feelings and
the emotions, and also to use this information to guide the thinking and the actions of
a person. Traits model is composed of non-cognitive competencies such as self-
esteem, self actualization, the general mood, and the general welfare. Then, the
combination of model capabilities and the model of characteristics of emotional
intelligence refer to the mixed model of emotional intelligence

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Bar-On theory consists of the key components of effective emotional function and the
social that leads to psychological well being. This theory consists of five components
of the composite, and the fifteen sub-scales. The five components are consisting of
intrapersonal, interpersonal, adaptability, stress management and the general mood.
The intrapersonal is referring to the emotional awareness, self-esteem, assertiveness,
self-actualization, and the independence (Bar-On, 2000) in (Jorfi, et. al., 2010). The
individual's with these characteristics will touch with their feelings and the feel
positive about what they do in life. They also are an independent, can show their
feelings, strong, and then they have confidential in themselves to convey the ideas and
the beliefs.

The interpersonal is based on the characteristics of empathy, interpersonal

relationships, and the social responsibility refers to the interpersonal. Usually people
with these characteristics have good social skills which are they understand, interact,
and have a relation well with the others. In a position that requires interaction with
others and the team work, these people will function well (Bar-On, 2000).

History

The term "emotional intelligence" seems first to have appeared in a 1964 paper by
Michael Beldoch, and in the 1966 paper by B. Leuner entitled Emotional intelligence
and emancipation which appeared in the psychotherapeutic journal: Practice of child
psychology and child psychiatry.

First use of the term "emotional intelligence" has been attributed to Wayne
Payne's doctoral thesis, A Study of Emotion: Developing Emotional Intelligence from
1985.

In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple

Intelligences introduced the idea that traditional types of intelligence, such as IQ, fail
to fully explain cognitive ability. He introduced the idea of multiple
intelligences which included both interpersonal intelligence (the capacity to
understand the intentions, motivations and desires of other people) and intrapersonal
intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and
motivations). The first published use of the term 'EQ' (Emotional Quotient) seems to
have been by Keith Beasley in a 1987 article that appeared in the British Mensa
magazine.

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In 1989 Stanley Greenspan put forward a model to describe EI, followed by another
by Peter Salovey and John Mayer published in the same year.

However, the term became widely known with the publication of Goleman's
book: Emotional Intelligence - Why it can matter more than IQ (1995). It is to this
book's best-selling status that the term can attribute its popularity. Goleman has
followed up with several further popular publications of a similar theme that reinforce
use of the term. To date, tests measuring EI have not replaced IQ tests as a standard
metric of intelligence. Emotional Intelligence has also received criticism on its role in
leadership and business success.

The distinction between trait emotional intelligence and ability emotional intelligence
was introduced in 2000.

Definitions

Emotional intelligence can be defined as the ability to monitor one's own and other
people's emotions, to discriminate between different emotions and label them
appropriately and to use emotional information to guide thinking and
behavior. Emotional intelligence also reflects abilities to join intelligence, empathy
and emotions to enhance thought and understanding of interpersonal
dynamics. However, substantial disagreement exists regarding the definition of EI,
with respect to both terminology and operationalizations. Currently, there are three
main models of EI

1. Ability model
2. Mixed model (usually subsumed under trait EI)
3. Trait model

Different models of EI have led to the development of various instruments for

the assessment of the construct. While some of these measures may overlap, most
researchers agree that they tap different constructs.

Specific ability models address the ways in which emotions facilitate thought and
understanding. For example, emotions may interact with thinking and allow people to
be better decision makers (Lyubomirsky et al. 2005). A person who is more
responsive emotionally to crucial issues will attend to the more crucial aspects of his
or her life.[31] Aspects of emotional facilitation factor is to also know how to include

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or exclude emotions from thought depending on context and situation. This is also
related to emotional reasoning and understanding in response to the people,
environment and circumstances one encounters in his or her day to day life.

Ability model

Salovey and Mayer's conception of EI strives to define EI within the confines of the
standard criteria for a new intelligence. [34][35] Following their continuing research,
their initial definition of EI was revised to "The ability to perceive emotion, integrate
emotion to facilitate thought, understand emotions and to regulate emotions to
promote personal growth." However, after pursuing further research, their definition
of EI evolved into "the capacity to reason about emotions, and of emotions, to
enhance thinking. It includes the abilities to accurately perceive emotions, to access
and generate emotions so as to assist thought, to understand emotions and emotional
knowledge, and to reflectively regulate emotions so as to promote emotional and
intellectual growth."

The ability-based model views emotions as useful sources of information that help
one to make sense of and navigate the social environment. The model proposes that
individuals vary in their ability to process information of an emotional nature and in
their ability to relate emotional processing to a wider cognition. This ability is seen to
manifest itself in certain adaptive behaviors. The model claims that EI includes four
types of abilities:

1. Perceiving emotions – the ability to detect and decipher emotions in faces,

pictures, voices, and cultural artifacts—including the ability to identify one's
own emotions. Perceiving emotions represents a basic aspect of emotional
intelligence, as it makes all other processing of emotional information
possible.
2. Using emotions – the ability to harness emotions to facilitate various cognitive
activities, such as thinking and problem solving. The emotionally intelligent
person can capitalize fully upon his or her changing moods in order to best fit
the task at hand.
3. Understanding emotions – the ability to comprehend emotion language and to
appreciate complicated relationships among emotions. For example,
understanding emotions encompasses the ability to be sensitive to slight

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 variations between emotions, and the ability to recognize and describe how
emotions evolve over time.
4. Managing emotions – the ability to regulate emotions in both ourselves and in
others. Therefore, the emotionally intelligent person can harness emotions,
even negative ones, and manage them to achieve intended goals.

The ability EI model has been criticized in the research for lacking face and predictive
validity in the workplace. However, in terms of construct validity, ability EI tests have
great advantage over self-report scales of EI because they compare individual
maximal performance to standard performance scales and do not rely on individuals'
endorsement of descriptive statements about themselves.

Measurement

The current measure of Mayer and Salovey's model of EI, the Mayer-Salovey-Caruso
Emotional Intelligence Test (MSCEIT) is based on a series of emotion-based
problem-solving items. Consistent with the model's claim of EI as a type of
intelligence, the test is modeled on ability-based IQ tests. By testing a person's
abilities on each of the four branches of emotional intelligence, it generates scores for
each of the branches as well as a total score.

Central to the four-branch model is the idea that EI requires attunement to social
norms. Therefore, the MSCEIT is scored in a consensus fashion, with higher scores
indicating higher overlap between an individual's answers and those provided by a
worldwide sample of respondents. The MSCEIT can also be expert-scored, so that the
amount of overlap is calculated between an individual's answers and those provided
by a group of 21 emotion researchers.

Although promoted as an ability test, the MSCEIT is unlike standard IQ tests in that
its items do not have objectively correct responses. Among other challenges, the
consensus scoring criterion means that it is impossible to create items (questions) that
only a minority of respondents can solve, because, by definition, responses are
deemed emotionally "intelligent" only if the majority of the sample has endorsed
them. This and other similar problems have led some cognitive ability experts to
question the definition of EI as a genuine intelligence.

In a study by Føllesdal, the MSCEIT test results of 111 business leaders were
compared with how their employees described their leader. It was found that there

12
were no correlations between a leader's test results and how he or she was rated by the
employees, with regard to empathy, ability to motivate, and leader effectiveness.
Føllesdal also criticized the Canadian company Multi-Health Systems, which
administers the MSCEIT test. The test contains 141 questions but it was found after
publishing the test that 19 of these did not give the expected answers. This has led
Multi-Health Systems to remove answers to these 19 questions before scoring but
without stating this officially.

Other measurements

Various other specific measures have also been used to assess ability in emotional
intelligence. These measures include:

1. Diagnostic Analysis of Non-verbal Accuracy - The Adult Facial version

includes 24 photographs of equal amount of happy, sad, angry, and fearful
facial expressions of both high and low intensities which are balanced by
gender. The tasks of the participants is to answer which of the four emotions
is present in the given stimuli.
2. Japanese and Caucasian Brief Affect Recognition test - Participants try to
identify 56 faces of Caucasian and Japanese individuals expressing seven
emotions such happiness, contempt, disgust, sadness, anger, surprise, and
fear, which may also trail off for 0.2 seconds to a different emotion.
3. Levels of Emotional Awareness Scale - Participants reads 26 social scenes and
answers their anticipated feelings and continuum of low to high emotional
awareness.

Mixed model

The model introduced by Daniel Goleman focuses on EI as a wide array of

competencies and skills that drive leadership performance. Goleman's model outlines
five main EI constructs (for more details see "What Makes A Leader" by Daniel
Goleman, best of Harvard Business Review 1998):

1. Self-awareness – the ability to know one's emotions, strengths, weaknesses,

drives, values and goals and recognize their impact on others while using gut
feelings to guide decisions.

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 2. Self-regulation – involves controlling or redirecting one's disruptive emotions
and impulses and adapting to changing circumstances.
3. Social skill – managing relationships to move people in the desired direction
4. Empathy - considering other people's feelings especially when making
decision
5. Motivation - being driven to achieve for the sake of achievement.

Goleman includes a set of emotional competencies within each construct of EI.

Emotional competencies are not innate talents, but rather learned capabilities that
must be worked on and can be developed to achieve outstanding performance.
Goleman posits that individuals are born with a general emotional intelligence that
determines their potential for learning emotional competencies. Goleman's model of
EI has been criticized in the research literature as mere "pop psychology" (Mayer,
Roberts, & Barsade, 2008).

Measurement

Two measurement tools are based on the Goleman model:

1. The Emotional Competency Inventory (ECI), which was created in 1999, and
the Emotional and Social Competency Inventory (ESCI), a newer edition of
the ECI was developed in 2007. The Emotional and Social Competency -
University Edition (ESCI-U) is also available. These tools developed by
Goleman and Boyatzis provide a behavioral measure of the Emotional and
Social competencies.
2. The Emotional Intelligence Appraisal, which was created in 2001 and which
can be taken as a self-report or 360-degree assessment.

Trait model

Konstantinos Vasilis Petrides ("K. V. Petrides") proposed a conceptual distinction

between the ability based model and a trait based model of EI and has been
developing the latter over many years in numerous publications. Trait EI is "a
constellation of emotional self-perceptions located at the lower levels of
personality." In lay terms, trait EI refers to an individual's self-perceptions of their
emotional abilities. This definition of EI encompasses behavioral dispositions and
self-perceived abilities and is measured byself report, as opposed to the ability based

14
model which refers to actual abilities, which have proven highly resistant to scientific
measurement. Trait EI should be investigated within a personality framework. An
alternative label for the same construct is trait emotional self-efficacy.

The trait EI model is general and subsumes the Goleman model discussed above. The
conceptualization of EI as a personality trait leads to a construct that lies outside
the taxonomy of human cognitive ability. This is an important distinction in as much
as it bears directly on the operationalization of the construct and the theories and
hypotheses that are formulated about it.

Measurement

There are many self-report measures of EI, including the EQ-i, the Swinburne
University Emotional Intelligence Test (SUEIT), and the Schutte EI model. None of
these assess intelligence, abilities, or skills (as their authors often claim), but rather,
they are limited measures of trait emotional intelligence. One of the more
comprehensive and widely researched measures of this construct is the Trait
Emotional Intelligence Questionnaire (TEIQue), which was specifically designed to
measure the construct comprehensively and is available in many languages.

The TEIQue provides an operationalization for the model of Petrides and colleagues,
that conceptualizes EI in terms of personality. The test encompasses 15 subscales
organized under four factors: well-being, self-control, emotionality, and sociability.
The psychometric properties of the TEIQue were investigated in a study on a French-
speaking population, where it was reported that TEIQue scores were
globally normally distributed and reliable.

The researchers also found TEIQue scores were unrelated to nonverbal reasoning
(Raven's matrices), which they interpreted as support for the personality trait view of
EI (as opposed to a form of intelligence). As expected, TEIQue scores were positively
related to some of the Big Five personality traits (extraversion, agreeableness
, openness , conscientiousness ) as well as inversely related to others
(alexithymia, neuroticism). A number of quantitative genetic studies have been
carried out within the trait EI model, which have revealed significant genetic effects
and heritabilities for all trait EI scores. Two recent studies (one a meta-analysis)
involving direct comparisons of multiple EI tests yielded very favorable results for the
TEIQue.

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 CHAPTER-2

LITERATURE REVIEW

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 LITERATURE REVIEW

Emotional intelligence is a part of social intelligence that involves the ability to

control emotions and feeling of own self and others, to distinguish between these
emotions, and use that information to guide the thinking and actions of a person,
Saloveyet. al. (2007). Employees of any organisation are much more affected by the
working environment of their orgnisation. Comfort environment motivates them to
perform their task efficiently and vice versa.

As cited in Salim (2010), Girdano (1979) highlighted that individuals will not be able
to function effectively and productively if they are under stress. Feeling depressed
make someone does not rational, anxious, tense, and unable to focus and give
attention on the work and failed to enjoy feeling happy or satisfied with the work
done. These things will prevent to create a positive character, although tolerance and
love. In addition, according to Millier (1999) in (YengKeat, 2009), they will not be
able to adapt to the changes occurring in the business environment, organizational
culture, processes and technology. From both of researcher, this can conclude that
emotions will give adverse effects on an individual and their performance if the
emotions are not being managed properly.

Similarly, as cited in Salim (2010), Beehr & Newman (1978) in Rohany (2003) stated
that the signs that show someone face the pressures of work can be divided into three.
There are physical reactions, psychological reactions and behavioral reactions. Thus,
this can be concludes that the emergence of pressure and ability to deal with that
pressure are linked to emotional intelligence.

In the organization, emotional intelligence is the one of important measurement for a

successful life to someone and eventually will lead to success of organization (Vinai
& Satita, 2001; Dulewicz & Higgs, 2000) in (YengKeat, 2009).

Then, Singh (2001) said that the application of emotional intelligence can give
support to manager and employee to use the emotional intelligence to manage their
self, the relationship between others and to recognize and understand about emotions.
In addition, according Kedri (2001), emotional intelligence will also help a person
become more balance in terms of intellectual, emotional, physical and spiritual.

17
In the organization, the application of emotional intelligence is in the areas like the
personnel of selection, employee’s development, teams and the organization. To
developing employees interpersonal skills and perform effectively on the job with
other employees in the organization, the organizations must coach them (Bar-On et al,
2007) as noted in (Gryn, 2010).

Besides, Bob Wall (2008) has concluded that other than technical skills, the
employees need to increase their emotional intelligence skills, which in turn will
enhance their productivity on the job. It will help in developing interpersonal skills of
the team members if there have a management of emotional intelligence of the team
members. To become a successful organization, organization must develop
employee’s emotional intelligence skills so that it can help the employee work more
efficient in the organization.

In the field of employment, when discussing about the appearance of pressure and
ability to deal with the pressures of work, surely this directly related to the dimensions
of the emotional intelligence. This is because the emotional symptoms caused by
stress such as anxiety, agitation, irritability, depression, changing feelings, not feeling
safe, simple, sensitive, aggressive behavior or hostility, emotionally exhausted and
running out of energy will have an impact on the entire life of individuals and
organizations involved (Salim, 2010).

Moreover, emotions have an impact on everything that people do. This is because
emotions can lead to an increased morale amongst employees, but it also can be
otherwise. Bagshaw (2000) in Hayward (2005) said that individual leads to the
absenteeism and apathy is caused by negative emotions such as fear, anxiety, anger
and hostility, use up much of the individual’s energy, and lower morale.

However, as cited in Hayward (2005), a research by Cooper (1997)shows that

emotions, if managed properly, can and do have successful outcomes. Besides, if the
emotions are managed carefully, it can drive trust, loyalty and commitment an also
can increase the productivity, innovation and accomplishment in the individual, team
and organizational environment.

Therefore, emotions must be managed properly to avoid adverse impact on a person

or their performance. Emotional intelligence can leads to success in life and the

18
workplace is believed by members of the general public, academia, and the business
community (Goleman, 2004).

The researchers above stated the emotions can give many impacts on individual
performances. However, if the emotion is managed properly, it can have successful
outcome. Then, when talk about the emotions this directly related to the level of
emotional intelligence. So, this study is to investigate the impact of emotional
intelligence on employee performance. A high level of emotional intelligence among
employee may be lead to the increase of their performances. A lack level of emotional
intelligence among employee may be lead to the decrease of their performances.

Based on Kedri (2001), someone who has a high level of emotional intelligence is a
person who can control their own actions, having resilience to achieve their goal in
life, which can manage their negative feelings and build friendship with others.
Conversely, a person who has a low level of emotional intelligence is a person acting
accordance to their feeling, without thinking about consequences, are not clear about
their goal in life, less skills to manage negative feelings, and also has less skills to
build friendship with other people.

The researcher reported that emotional intelligence plays an important role in the kind
of work an employee produces, and the relationship they enjoys in the organization,
besides, the emotional intelligence also can improve the individual and organizational
performance (Goleman et. al., 1997).

In this study, the four factors of emotional intelligence are proposed by theory of
emotional intelligence which is Self-Emotion Appraisal (SEA), Others-Emotion
Appraisal (OEA), Use of Emotions (UOE), and Regulation of Emotion (ROE) as
independent variables. The dependent variable is employee performances. These
factors are underlined by theory of Mayer and Salovey. Then, these factors are used to
investigate the relationship between emotional intelligence and employees
performances.

According to this model, Zain (2010) explain each individual is different in the skills
of emotional intelligence and this difference which will lead to individual differences
in family, school, work, social relationships.

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This conceptual paper proposes a theoretical framework showing the link between
emotional intelligence well known as EI and employee performance. In the sections
below, emotional intelligence, employee performance, and the link between them will
be highlighted.

EMOTIONAL INTELLIGENCE

Emotional intelligence plays an important role in ensuring success in the workplace

and it's should be nurtured and practiced by all parties in facing the challenges of
globalization and competitive business. Emotional intelligence is the ability of an
individual's internal that exists to manage and control their emotions as well as others.
Then, it is also a positive encouragement to create human relationship that can lead to
the achievement of common goals and organizational effectiveness (YengKeat ,
2009).

So, to guide the study about the impact of emotional intelligence on employee
performance, the review articles about the emotional intelligence is created and will
be discussedin more detail in this section. The sections below are about the definition
of emotional intelligence, the importance of emotional intelligence and the
measurement of emotional intelligence.

According to Bar-On (2000) in Jorfi, etc. al., (2010), emotional intelligence refers to
an effective understanding of ourselves and others, have a good relationship with
other people, and to adapt and cope with their environment to become more
successful in dealing with environmental demands. Furthermore, the ability to
understand and explain emotions also refers to the emotional intelligence. However,
another side, emotional intelligence is to increase thinking (Mayer & Caruso, 2002).

Moreover, Salim and Nasir (2010) stated the emotional intelligence refers to the
ability or capability as shown and owned by an individual in facing any situation.

Therefore, individuals who are able or capable to use the dimension of feeling that
have in their self and others are those that can be said as people who have high
emotional intelligence.

But, it is different with Fletcher (2007) who stated that emotional intelligence refers to
the ability of individuals in handling relationships with others (Interpersonal) and

20
controlling their emotions (intrapersonal). Emotional intelligence is a set of
competencies that refer to an understanding and control of emotions in our self and
others. Usually, the emotional competence is the ability to learn based on emotional
intelligence which leads to the performance of superior.

Emotional intelligence is the intelligence dimension which is responsible on the

ability of someone such as ability to manage their own self, the relationships with
others and also the skills that drive their internal world and their response to the
outside world (Lynn, update).

According to Hee Kim (2010), emotional intelligence is the efficiency to know the
own emotions and manage them, understanding the emotions of others, and keeping a
good personal relationships with others. Then, emotional intelligence also defined as a
set of capability that owned by someone that related to the managing of emotions
(Wonga & Law, 2002).

Emotional intelligence is the ability to manage feelings, ability to perceive the

situation, acting according to the perception, and ability to empathy and others
(Winarno, 2008). The ability to manage the relationship and also our own self
effectively also refers to emotional intelligence (Goleman, 2002). Based on Mackin
(2006) stated the emotional intelligence as a one of the product from many
communications that exist between the rational and the centers of the emotional brain.

Emotional intelligence is the ability to determine emotions in ourselves and to become

sensitive to what was perceived from the environment and the circle of people who
interact with ourselves. It is also possible that emotional intelligence is the use of
emotional knowledge to handle the situation and make plans and decisions based on
emotions that felt (Khokhar& Kush, 2009).

As pointed by Muyia (2008), Bar-On (2001) stated that emotional intelligence is the
ability of someone to successful in face of environmental demands and pressures are
influenced by the combination of noncognitive capabilities, competencies and skills.
The researcher also stated to success in life, the emotional and social intelligence is
more important rather than intelligence quotient.

In addition, Mayer et. al., (2000) defined the emotional intelligence is the ability to
understand emotions and this understanding will help the individual to solve problem

21
in their life that fully with emotions. Then, emotional intelligence is also seen as the
ability of someone to feeling and show the emotions, understand and purpose with
that emotion, assimilate emotions in thought and manage self-emotion and others.

As cited in Colston (2008), Mayer &Salovey (2004) has concluded that the emotional
intelligence is a series of cognitive ability and more than the model of capabilities.
The researcher also described the emotional intelligence into four parts. The first part
is the ability to accurately understand, evaluate, and express emotions, the second is
the ability to access or produce feelings while they easier to think, third is understand
the emotions and knowledge of the emotional and the fourth is the ability to control
emotions to enhance the emotional and the intellectual growth.

Emotional intelligence is a dynamic construct influenced by diverse biological,

psychological, and social factors. A good deal of research has been conducted on
emotional intelligence and it was found to be appearing as an important factor in the
prediction of personal, academic and career success. Studies on emotional intelligence
with respect to various psychosocial correlates have been found in a variety of fields.
Empirical studies investigating the relationship of emotional intelligence with
numerous psychological and psychosocial factors were reported by several
researchers and simultaneously revealing the significance of emotional intelligence
and its beneficial aspects with remarkable contribution in the field of interpersonal
relationships, success in work and personal life, health psychology, managing
occupational stress, academic field, improving personality, enhancing performance
and many more positive behavior pattern. Review of literature on emotional
intelligence regarding different demographic and psychological correlates is presented
below.

The older children displayed greater emotional competence than their younger
counterparts. It has been found that emotional intelligence increases with age or
grade. It has been also reported that emotional maturity was positively related with
physiological maturity. Salovey and Mayer, 1990) have shown that the EI developed
with increasing age and experience. Goleman (1995) found that the signs of EI appear
among very young children.

Goleman (1996) have also stated that emotional intelligence increases with age
and it can be learned, cultivated and increased in adulthood. In a series of longitudinal
22
studies, it was shown that people can change their EI competencies over two to five
years (Boyatzis, 2000).

Mayer et al. (2000) also showed with a series of studies that emotional
intelligence increased with age and experience which qualifies it as an ability rather
than a personality trait. Wong and Law (2002) working with different samples have
found that, age is positively correlated with emotional intelligence across different job
situations.

Similarly, Kafetsios (2004) had reported in his study among 239 adults aged
between 19-66 years, that older participants scored higher on three out of four
branches of EI i.e. facilitation, understanding and management. This study supports
the view that emotional intelligence develops with age.

Srivastava and Bharamanaikar (2004) concluded from their study among the
sample of 291 Indian army officers regarding the relationship between EI and their
age, that EI had increased with age.

To measure the emotional intelligence and its relation with age among
secondary school teachers, Tyagi (2004) have conducted a study and found that the
level of emotional intelligence is low and independent of age.

Another study examining the long term stability (32 months) of emotional
intelligence- related abilities over the course of a major life transition (The transition
from high school to university) was reported by Parker, Saklofske, Wood, Eastabrook
et al. (2005). During the first week of full time study, a large group of undergraduates
completed the EQ-i: short; 32 months later a random subset of these student (N=238),
who had started their postsecondary education within 24 months of graduating from
high school, completed the measure for a second time. The study found EI scores to
be relatively stable over the 32 month time period. EI scores were also found to be
significantly higher at time 2; the overall pattern of change in EI- levels was more
than can be attributed to the increased age of the participants.

Van Rooy, Alonso and Viswesvaran (2005) have made a study in which a
common measure of emotional intelligence was administered to 275 participants. (216
female) to examine how different groups score on a test of EI differences were

23
compared for age. Results indicated that emotional intelligence scores tended to
increase with age.

Chapman and Hayslip (2006) have made a cross sectional analysis in order to
measure emotional intelligence in young and middle adulthood. Differentiation of the
construct of emotional intelligence was investigated in young and middle-aged adults.
Mid life adults reported significantly greater use of optimism (a component of
emotional intelligence) as a mood regulation strategy than was reported by young
adults.

Another study on relationship between emotional intelligence and age reported

by Gowdhaman and Murugan (2009) among B.Ed. teacher trainees

(N= 300) have revealed a significant effect of age on emotional intelligence.

Contradictory to this finding, Jacques (2009) had reported that age did not predicted
emotional intelligence among a sample of 221 college students

Thingujam and Ram (2000) in their attempt of Indian adaptation of Emotional

Intelligence Scale (Schutte et al, 1998) had developed Indian norms (N=811) for
males and females separately and found that women were significantly scoring higher
than men. Similarly, Mohanty and Devi. L (2010) have revealed in their study on
gender differences among EI (N=60) that girls are more optimistic and well aware of
their feelings in comparison to boys. Girls are more aware and understand their own
feelings (Components of EI) than boys.

Similarly Ciarrochi, chan and Bajgar (2001) found that EI was reliable
measured in adolescents and was higher for females than males.

The relationship between emotional intelligence and sex differences among

134 adolescents involved in a six week training camp run by the military was
investigated by Charbonneau and Nicol (2002). Results revealed that girls scored
somewhat but not significantly higher than the boys on emotional intelligence.

Mishra and Ranjan (2008) have also been studied whether the gender
difference affects emotional intelligence of adolescents (N=80, 40 male, 40 female).
The results showed that adolescent boys and girls differ significantly on emotional
intelligence and boys were found to be significantly higher on emotional intelligence

24
than the girls. The higher scores of adolescent boys indicate that they are better on
interpersonal, intrapersonal, adaptability and stress management skills and their
overall general mood (happiness and optimism) are of higher order than the
adolescent girls.

To observe emotional intelligence levels of undergraduate male and female

college students (N=200) (100 males and 100 female) 17-20 years, Nasar and Nasar
(2008) have made an attempt and the results ensures the presence of higher emotional
intelligence in the adolescent girls students in comparison to the boys. Brackett,
Mayer and Warner (2004) have also been reported in their study among 330 college
students that women scored significantly higher in emotional intelligence than men.
Lower emotional intelligence in males shows principally the inability to perceive
emotions and to use emotion to facilitate thought was associated with negative
outcomes including illegal drug and alcohol use, deviant behaviour and poor relations
with friends.

In the study reported by Uma Devi and Rayal (2004) based on gender
differences among EI (N=224) it was revealed that seventy six percent of girls have
scored EI above average. Whereas, eighty one percent of boys have scored their EI
above average. This concluded that boys have scored slightly higher on their
emotional intelligence as compared to their counterparts.

Hunt and Evans (2004) have reported in their study on individuals [N=414
(181 male and 233 female)] having traumatic experiences and simultaneously studied
on their emotional intelligence level, and the results showed that males have higher EI
than females.

However, Kafetsios (2004) had reported gender differences in emotional

intelligence from a sample of 239 adults aged between 19 to 66 years who completed
the Mayer, Salovey and Caruso emotional intelligence test (MSCEIT V2.0) in which
females scored higher than males on emotion perception and experimental area.

Moving ahead to next review on sex differences in emotional intelligences.

Study reported by Pandey and Tripathi (2004) on a sample of 100 individuals (50
males and 50 females) completing the measure of EI, consisting of identification of
emotion, perception and recognition of emotion with probing, perception and

25
recognition of emotion-without probing, understanding emotional meaning and
emotion intensity rating. Results revealed that females scored significantly higher
than male and were more proficient in managing and handling their own emotions as
well as of others.

Pant and Prakash (2004) have studied gender differences in emotional

intelligence for Indian participants (N=60). 30 male and 30 female subject/
individuals were approached for the study from personnel and human resources
departments of both government and non-governments organizations; as well as
students with an educational level of post graduation. Multifactor emotional
intelligence scale was used for assessment process. Results showed no substantial
gender differences on the various EI dimensions. More specifically indicating that
both males and females do not differ significantly on the two sub- tasks of 'managing
emotions'. Whereas, 'Managing others' (sub tasks) has the males (M=0.28, S.D. =
0.08) scoring higher than the females (M=0.26, S.D.=0.08) on the sub-task of
'managing self', both the males and females have the same mean (m=0.25). However,
women scored higher, though not significantly than men on total EI (M women =
5.13, M men=4.86).

Petrides, Furnham and Martin (2004) examined participant's estimates of own

and parental psychometric intelligence (IQ) and emotional intelligence (EI). About
224 participants (82 male, 138 female and 4 who did not reported their gender) were
asked to estimate their own and their parent's IQ and EI scores on a normal
distribution ranging from 55 to 145 points. The results confirmed the hypothesis
supporting the view that people perceive psychometric intelligence as a primarily
masculine attribute in contrast with emotional intelligence, which they perceive as a
primarily feminine attribute. But this result has been altered when the participants had
estimated their scores on a range of specific EI facets instead of overall self estimate.

In order to measure the relationship between emotional intelligence and

gender, Tyagi (2004) have conducted a study among secondary teacher. The results
revealed that emotional intelligence is independent of gender.

Mathur, Malhotra and Dube (2005) have evaluated the gender differences in
the selection variables of emotional intelligence, which were attribution, taking

26
responsibility and scholastic achievement in high school students (N= 83, M=36,
F=47) with an age group of 13 to 15 years. The study does not revealed any
significant gender-differences on the dimensions of emotional intelligence. So, the
study concluded that there is no significant difference among boys and girls on the
selected components of EQ.

Assessing on an ability measure of EI, Brackett, Warner and Bosco (2005) find
out in their study on 86 heterosexual couples that, female partners were significantly
higher on their emotional intelligence scores than male partners and that EI scores
were uncorrelated within couples.

VanRooy, Alonso and Viswesvaran (2005) in their study examined gender

differences on emotional intelligence by administrating a common measure of
emotional intelligence on 275 participants (216 female). Results indicated that
females scored slightly higher than males.

Similarly, Austin, Evans, Gold water and Potter (2006) studied among a group
of 156 first year medical students who have been completed measures of emotional
intelligence and physician empathy, and a scale assessing their feelings about a
communications skills course component. Results showed that females scored
significantly higher than males on EI.

Depape, Hakim-Larson, Voelker, page et al. (2006) has examined the gender
as the predictor of emotional intelligence, in a diverse sample of 126 undergraduate
participants (42 male, 84 female) and reported that gender was not a significant
predictor of emotional intelligence, as contrary to their expectation.

Miville, Carlozzi, Gushue and Schara (2006) examined culturally relevant

variables including, universal-diverse orientation (UDO - an attitude characterized by
awareness and acceptance of similarities and differences between self and others, and
emotional intelligence. 211 counseling graduate students completed measures of these
variables as well as demographic sheets. Hierarchical regression analysis indicated
that UDO and emotional intelligence along with gender, significantly explained
variance in empathy.

27
 Contrary to this, Hunt and Evans (2004) have reported in their study on
individuals [N=414 (181 male and 233 female)] having traumatic experiences and
simultaneously studied on their emotional intelligence level, and the results showed
that males have higher EI than females.

Study done by Saranya and Velayudhan (2008) among 30 male and 30 female,
university students regarding gender differences in emotional intelligence revealed
that there exists no significant difference in self awareness, self regulation, social
awareness and social skills among day scholars boys and girls. There exists a
significant difference in the dimension of motivation. Girls are better motivated than
boys, this is because girls have a better driving and pulling forces which result in
persistent behaviour directed towards certain goals.
Another study made by Singh Chaudhary and Asthana (2008) on impact of
gender on emotional intelligence of adolescents, among a sample of 400 adolescents
(200 male and 200 female) from various schools and colleges. The results revealed
that male and female adolescents exhibit some emotional intelligence, concluding that
both male and female adolescents are caring, giving, supportive and enriching.

Carr (2009) have studied sex differences in emotional intelligence among a

student sample of medical schools (N= 177). Results indicated that male candidates
had higher emotional intelligence scores than females.

However, Gowdhaman and Murugan (2009) have been reported a significant

effect of gender on emotional intelligence, in their study among 300 B.Ed teacher
trainees.

Jadhav and Havalappanavar (2009) investigated the level of emotional

intelligence among male and female police constable trainees (N=200). Results
revealed that women police constable (WPC) trainees have scored significantly high
on emotional intelligence than their counterparts. It may be because of the fact that
men spend most of their time with peers and home, whereas, women spend most of
their time from the childhood in the home, with family members and even in their
later life at house. Hence they learn how to behave with others and how to control
their emotions. Women are keener in every aspect and they utilize opportunities
properly etc. Furthermore, the results also revealed that the women police constable

28
trainees (WPC) scored higher on self motivation, emotional stability, commitment,
altruism empathy and self awareness factors of emotional intelligence in comparison
of male candidates.

Tatawadi (2009) have studied the differences in emotional maturity among

male and female students studying in a management school. The results revealed that
the females are emotionally stronger than the males. The girls score higher with
regard to empathy, social responsibilities and interpersonal relationships than boys.
They are more sensitive towards their relationships with parents, friends and siblings.
All these traits help them to acquire more emotional intelligence as compared to boys.

Studies on emotional intelligence in relation with socio-economic status are

reviewed as under.

An exploratory study of the relationship between emotional intelligence and

socio economic status was done by Holmes (2007) in which emotional intelligence
was considered as criterion variable and SES as predictor, and measured by household
income, parent education and occupation. Bivariate and multivariate correlational
analysis revealed significant positve relationship except mother's occupation and
household income. Further Namdar, Sahebihagh, Ebrahimi and Rahmani (2008) have
found a significant relationship between emotional intelligence score and the student's
satisfaction of their family socioeconomic status among nursing students.

In order to find out the effect of monthly income on the level of emotional
intelligence among B.Ed. teacher trainees (N=300) Gowdhaman and Murugan (2009)
have executed on empirical study and results showed that the socio economic status or
monthly income do not cause any significant effect on the emotional intelligence.

The relationship between emotional intelligence and socio economic status was
studied by Jacques (2009) among 221 college students and the study reported that
socio economic status did not predicted emotional intelligence.

Mohanty and Devi, L. (2010) in their study, revealed that good education and
occupation of parents in positively and significantly effects the interpersonal
relationship (EI) of the adolescents. It means that parents having good occupation

29
have adolescents having the ability in establishing and maintaining mutually
satisfying relationship characterized by emotional closeness and intimacy.
Mayer and Salovey (1997) have suggested that individuals from different sub-
cultures approach emotions differently. According to Sibia, Srivastava and Misra
(2003) EI, differ across cultures.

Study locating the discourse on emotions in the context of culture and human
development by Sharma and Sharma (2004) was explored the notion of emotional
competence among a sample of adolescents (N=70) aged 12-18 years included boys
and girls studying in class VI to class XII in a one senior secondary school in a rural
zone of New Delhi. The children lived their sharing of common ecology, facilitative
of greater interaction among each other and were much less exposed to the spaces and
lives outside. On the basis of open ended interview and classroom-based enactments
as well as written exercises accompanied by group discussions it was concluded that
the developing awareness of emotions in children as means of describing oneself is
revealing of the interplay of developmental aspects of thought and feeling. The study
enabled to discern the varied understanding and use of emotion in children's everyday
lives.
To delineate the human ecological factors affecting emotional intelligence
skills of school teachers (N=60) a study was made by Duhan and Chhikara (2007).
Study revealed a significant association between the developmental facilities
(ecosystem variables), provided in community surrounding and emotional intelligence
skills of teachers. The results also revealed that most of the high category respondents
(16.7%) were having more developmental facilities (i.e. hospital, bank, park, club,
market etc.) in their surroundings, whereas near about 19% (out of 28%) of low
category respondents were having less number of development facilities. Carr (2009)
have found in her study that Asian students demonstrated higher emotional
intelligence total and branch scores than white students. The highest and lowest
emotional intelligence scores were obtained for the branches understanding emotions
(mean= 110, SD= 19.0) and perceiving emotions (mean=94, S.D.=15.6) respectively.

30
 CHAPTER-3

RESEARCH METHODOLOGY

31
 RESEARCH METHODOLOGY

In common parlance, research is the systematic gathering, recording and analyzing of

data about problems relating to the marketing of goods and services.” Research
Methodology is a way to systematically solve the research problem. Research
methodology constitute of research method. For this project the steps which are taken
are as follows:

RESEARCH OBJECTIVE:

The objectives are as follows:

1. To identify whether emotional intelligence have a relationship with employee

performance.
2. To identify whether interpersonal skills have a relationship with employee
performance.
3. To study the moderating effect of organizational commitment towards the
relationship between interpersonal skills and emotional intelligence on
employee performance.
TYPES OF RESEARCH

 Descriptive
 Exploratory
DATA COLLECTION

Data collection has been done through:

Primary Data, which includes:

1. Questionnaire
2. Interviews
2. Secondary Data:

1. Books related to Recruitment and Selection

2. Internet
3. Journals

32
RESEARCH DESIGN:

The research is descriptive and exploratory in nature as it focus upon facts findings
through observations from primary and secondary sources of data. The main reason
for choosing this is to describe things, such as the emotional intelligence and its
impact on employee with respect to their performances.

SAMPLING TECHNIQE

Stratified sampling followed by Convenience Sampling is used as it attempts to

obtain a sample of convenient elements and respondents are selected because they
happen to be in the right place at the right time.

SAMPLE SIZE:

Sample size of my research will be 150.

LIMITATION OF STUDY

Though the research will be conducted properly, the probability of errors & biases
kept is minimum; still some errors occurred because of certain limitation.

These may be as follows:-

1. A very short span of time for research.

2. This is time-consuming research method & the respondents did not have sufficient
time for giving information for such type of research.

3. People may be reluctant to give responses for such type of research

4. People may not give proper response for Questionnaire & interview, because of
short

5. Study is restricted to only Dehradun city.

33
 CHAPTER-5

DATA ANALYSIS AND

INTERPRETATION

34
 DATA ANALYSIS AND INTERPRETATION

1. Emotional intelligence and better decision making: The relationship

between Emotional Intelligence and better decision making has been
shown in the following
Figure:5.1

strongly disagree

13.30%
disagree

40% 13.30%
neither agree nor
disagree
8%
agree

25.30% strongly agree

Figure:5.1 Emotional intelligence and faster decision making

Table5.1.Emotional intelligence helps in Enabling better and faster decision making

Frequency Percent Valid Percent Cumulative
Percent
Strongly Disagree 20 13.3 13.3 13.3
Disagree 20 13.3 13.3 26.7
Neither Agree nor 12 8.0 8.0 34.7
Valid Disagree
Agree 38 25.3 25.3 60.0
Strongly Agree 60 40.0 40.0 100.0
Total 150 100.0 100.0

INTERPERTATION
Out of 150 Employees,65%Employees strongly agree that Emotional intelligence
helps employees to enabling faster decision making and 26.6%employees are
strongly disagree that Emotional intelligence helps in faster decision making.

35
 2. Emotional intelligence helps in making relevant information and
resources: Figure: 2 and table: 2 has been shown that Emotional
intelligence helps in making it easy to find relevant information and
resources
Figure:5.2

15%

5% strongly disagree

45% disagree
7%
neither agree nor disagree
agree
strongly agree

28%

Figure5.2: Emotional intelligence making easy find relevant

information resources

Table:5.2 Emotional intelligence helps in Making it easy to find relevant information and resources

Frequency Percent Valid Percent Cumulative

Percent
Strongly Disagree 22 14.7 14.7 14.7
Disagree 8 5.3 5.3 20.0
Neither Agree nor Disagree 10 6.7 6.7 26.7
Valid
Agree 42 28.0 28.0 54.7
Strongly Agree 68 45.3 45.3 100.0
Total 150 100.0 100.0

INTERPERTATION
Out of the 150 Employees 68% employees are strongly agree that emotional
intelligence helps in making it easy to find relevant information and resources and
22% employees are strongly disagree that emotional intelligence helps in making it
easy to find relevant information and resource.

36
 3. Emotional intelligence helps in reusing ideas, documents and
expertise this has been shown in

Figure5.3

strongly disagree
18%

disagree

12% neither agree nor

51% disagree
agree
3%
strongly agree
16%

Figure:5.3 Emotional intelligence helps in reusing ideas,documents

Table:5.3 Emotional intelligence helps in Reusing ideas, documents, and expertise

Frequency Percent Valid Percent Cumulative
Percent
Strongly Disagree 27 18.0 18.0 18.0
Disagree 18 12.0 12.0 30.0
Neither Agree nor Disagree 5 3.3 3.3 33.3
Valid
Agree 24 16.0 16.0 49.3
Strongly Agree 76 50.7 50.7 100.0
Total 150 100.0 100.0

INTERPERTATION
Out of the 150 employees there are 76%of the employees are strongly agree that
Emotional intelligence helps in reusing ideas, documents and there are 27%
employees are strongly disagree that emotional intelligence helps in reusing ideas
document

37
 4. In this figure:4 and table:4 it is has been shown that Emotional
intelligence helps in avoiding redundant effort
Figure:5.4

1%
strongly disagree
11% 3%
disagree

44%
neither agree nor
disagree
agree
41%
strongly agree

Figure:5.4 Emotional intelligence helps in avoding redundant effort.

Table:5.4Emotional intelligence helps in Avoiding redundant effort

Frequency Percent Valid Percent Cumulative

Percent
Strongly Disagree 2 1.3 1.3 1.3
Disagree 16 10.7 10.7 12.0
Neither Agree nor Disagree 5 3.3 3.3 15.3
Valid Agree 62 41.3 41.3 56.7
Strongly Agree 65 43.3 43.3 100.0
Total 150 100.0 100.0

INTERPERTATION

Out of the total employee of 150 most of the 65% employees are strongly agree that
Emotional intelligence helps in avoiding redundant effort and the out of 150 only 2%
employees are strongly disagree that Emotional intelligence helps in avoiding
redundant efforts.
Alternate H1: Is proved that there is significance impact of Emotional intelligence on
interpersonalskill among employees.

38
 5. In this figure: 5 and table: 5 have been shown that Is that Emotional
intelligence helps in avoiding making the same mistake twice.
Figure:5.5

strongly disagree
3%
17% disagree
47% 10%
neither agree nor
disagree
23%
agree

strongly agree

Figure:5.5 Emotional intelligenc helps in avoiding same mistake twice.

Table:5.5 Emotional intelligence helps in Avoiding making the same mistakes twice
Frequency Percent Valid Percent Cumulative
Percent
Strongly Disagree 5 3.3 3.3 3.3
Disagree 25 16.7 16.7 20.0
Neither Agree nor Disagree 15 10.0 10.0 30.0
Valid Agree 35 23.3 23.3 53.3
Strongly Agree 70 46.7 46.7 100.0

Total 150 100.0 100.0

INTERPERTATION

Out of the 150 Employees there are 70% employees are strongly agree that emotional
intelligence helps employees in avoiding making the same mistake twice, and 35%
employees are agree and 25% employees are disagree and 5% employees are 5%
employees are strongly disagree that emotional intelligence helps in avoiding making
the same mistake twice

39
 6. In this figure:6 and table:6 It is has been shown that Is Emotional
intelligence helps in Taking advantage of existing expertise and
experience
Figure:5.6

3% 7%
17% strongly disagree
50%
disagree
neither agree nor disagree
23% agree
strongly agree

Figure :5.6 Emotional intelligence helps in taking advantages of existing

expertise and experiences
Table:5.6 Emotional intelligence helps in Taking advantage of existing expertise and experience
Frequency Percent Valid Percent Cumulative
Percent
Strongly Disagree 5 3.3 3.3 3.3
Disagree 10 6.7 6.7 10.0
Neither Agree nor Disagree 25 16.7 16.7 26.7
Valid Agree 35 23.3 23.3 50.0
Strongly Agree 75 50.0 50.0 100.0
Total 150 100.0 100.0

INTERPERTATION
Most of the 75% of employees are strongly agree that Emotional intelligence helps
them in taking advantage of existing expertise and experiences and 35% are agree
with this fact and 10% employees are disagree and 5% of employees are strongly
disagree and 25% are neutral that Emotional intelligence helps them in taking
advantage of existing expertise and experience

40
 7. Emotional intelligence helps in Communicating important information
widely and quickly this has been shown in figure:7 and table:7
Figure:5.7

strongly disagree
10% 3%

disagree
10%
neither agree nor
disagree
54%
agree
23%

strongly agree

Figure :5.7 Emotional intelligence helps in communicating information widely

and quickly

Table:5.7 Emotional intelligence helps in Communicating important information widely and quickly
Frequency Percent Valid Percent Cumulative
Percent
Strongly Disagree 15 10.0 10.0 10.0
Disagree 5 3.3 3.3 13.3
Neither Agree nor Disagree 15 10.0 10.0 23.3
Valid
Agree 35 23.3 23.3 46.7
Strongly Agree 80 53.3 53.3 100.0
Total 150 100.0 100.0

INTERPETATION
The study concluded that out of 150 respondents around 80% employees said that
emotional intelligence helps in communication important information widely and
quickly. 35% respondent agreed upon the same and 15% employee are strongly
disagree with this fact and 5% are also disagree with this fact and 15% are neutral
,with this fact H1: It is proved that there is significancse impact of emotional
intelligence on interpersonal relationship among employees.

41
 8. In this figure:8 and table:8 it has been shown that Is Emotional
intelligence helps in Promoting standard, repeatable processes and
procedures
Figure:5.8

2% strongly disagree
0% 1%
disagree
23%

neither agree nor

74% disagree
agree

strongly agree

Figure:5. 8 Emotional intelligence helps in promoting standard repeatable

process and procedures

Table:5.8 Emotional intelligence helps in Promoting standard, repeatable processes and procedures
Frequency Percent Valid Percent Cumulative
Percent
Disagree 3 2.0 2.0 2.0
Neither Agree nor Disagree 2 1.3 1.3 3.3
Valid Agree 35 23.3 23.3 26.7
Strongly Agree 110 73.3 73.3 100.0
Total 150 100.0 100.0

INTERPERTATION

It is concluded that out of 150 respondent 110 employees strongly agreed that
emotional intelligence helps in promoting standard processes and procedures, and
35% are agreed the same and 3% are strongly disagree with this fact that Emotional
intelligence helps in promoting standard repeatable process and procedures,and 2%
are neutral ,once again H1: it is proved that there is significance impact of Emotional
intelligence on interpersonal relationship among employees.

42
 9. In this figure:9 and table:9 it has been shown that Is Emotional
intelligence helps employee in Providing methods, tools, templates,
techniques
Figure:5.9

7%

23%
13%
strongly disagree
disagree
7%
neither agree nor disagree
agree
strongly agree

50%

Figure: 5.9 Emotional intelligence helps in providing methods tools, templets

technique

Table:5.9 Emotional intelligence helps in providing methods tools,templets,technique

Frequency Percent Valid Percent Cumulative

Percent
Strongly Disagree 10 6.7 6.7 6.7
Disagree 20 13.3 13.3 20.0
Neither Agree nor Disagree 10 6.7 6.7 26.7
Valid Agree 75 50.0 50.0 76.7
Strongly Agree 35 23.3 23.3 100.0
Total 150 100.0 100.0

INTERPERTATION
Out of the 150 employees there are 35% employees are strongly agree that Emotional
intelligence helps in providing methods ,tools, technique and 75% are agreed the same
and 10% are strongly disagree with this fact and 20% are disagree and 10% are
neutral that Emotional intelligence helps in providing methods ,tools ,templates and
technique

43
 10. in this figure: 10 and table: 10 it has been shown that Is Emotional
intelligence helps in making scarce expertise widely available
Figure:5.10

strongly disagree disagree

neither agree nor disagree agree
strongly agree

28% 28%

10%
23% 11%

Figure:5.10 Emotional intelligence helps in making scarce expertise

available

Table:5.10Emotional intelligence helps in Making scarce expertise widely available

Frequency Percent Valid Percent Cumulative
Percent
Strongly Disagree 41 27.3 27.3 27.3
Disagree 15 10.0 10.0 37.3
Neither Agree nor Disagree 17 11.3 11.3 48.7
Valid Agree 35 23.3 23.3 72.0
Strongly Agree 42 28.0 28.0 100.0
Total 150 100.0 100.0

INTERPERTATION

Out of the 150 Employees 42% employees are strongly agree that Emotional
intelligence helps in making scarce expertise widely available and 35% are agreed the
same fact and 41% are strongly disagree and 15% are disagree that Emotional
intelligence helps in making scarce expertise widely available and 17% are neutral
with this fact

44
11. Emotional intelligence relationship between customers helps in
showing customers how knowledge is used for their benefit it has been
shown in figure: 11 and table:11

Figure:5.11

strongly disagree disagree

neither agree nor disagree agree
strongly agree

3%

32% 25%

17%
23%

Figure:5.11 Emotional intelligence shows customer how knowledge is used for

their benefit
Table:5.11 Emotional intelligence helps in Showing customers how knowledge is used for their benefit
Frequency Percent Valid Percent Cumulative
Percent
Strongly Disagree 5 3.3 3.3 3.3
Disagree 38 25.3 25.3 28.7
Neither Agree nor Disagree 25 16.7 16.7 45.3
Valid Agree 35 23.3 23.3 68.7
Strongly Agree 47 31.3 31.3 100.0
Total 150 100.0 100.0

INTERPERTATION
It is observed that 47% of the respondent strongly agreed, 35% agreed, 25%
respondents are not sure about the question asked, they neither agree nor disagree and
5% of respondent strongly disagreed, and 38% are disagree that Emotional
intelligence helps in showing customers how knowledge is used for their benefit

45
 12.Emotional intelligence and delivery to customers it has been shown in
figure: 12 and table:12 that Is Emotional intelligence helps in customer in
Accelerating delivery to customers

Figure:5.12

strongly disagree disagree neither agree nor disagree agree stongly agree

27%
37%

3%

10%

23%

Figure:5.12 Emotional intelligence helps in Acelerating delivery to customers

Table:5.12 Emotional intelligence helps in Accelerating delivery to customers

Frequency Percent Valid Percent Cumulative
Percent
Strongly Disagree 40 26.7 26.7 26.7
Disagree 5 3.3 3.3 30.0
Neither Agree nor Disagree 15 10.0 10.0 40.0
Valid Agree 35 23.3 23.3 63.3
Strongly Agree 55 36.7 36.7 100.0
Total 150 100.0 100.0

INTERPERTATION
With the help of above study it is observed that around 55% of the respondent
strongly agreed that emotional intelligence helps in accelerating delivery to
customers,35% are agree ,40% are strongly disagree 5% are disagree and 15% are
neutral with this fact

46
 13.In this figure:13 and table:13 it has been shown that is Emotional
intelligence helps in enabling the organization to leverage its size

Figure:5.13

disagree neither agree nr disagree agree strongly agree

18%
1%

58% 23%

Figure:5.13 Emotional intelligence helps in Enabling the organization leverage its

size

Table:5.13 Emotional intelligence helps in Enabling the organization to leverage its size
Frequency Percent Valid Percent Cumulative
Percent
Disagree 27 18.0 18.0 18.0
Neither Agree nor Disagree 2 1.3 1.3 19.3
Valid Agree 35 23.3 23.3 42.7
Strongly Agree 86 57.3 57.3 100.0
Total 150 100.0 100.0

INTERPERTATION
From the above study it is concluded that more than half of the respondent strongly
agree that emotional intelligence helps in enabling the organization to leverage its size
35% are agree 27% are disagree and 2% are neutral with this fact that emotional
intelligence helps in enabling the organization to leverage its size.

47
 14. Emotional intelligence helps in Making the organization's best
problem-solving experiences reusable it has been shown in figure:14
and table:14

Figure:5.14

strongly disagre

8% disagree
35% 13%
7%
neither agre nor
disagree
37%
agree

strongly agree

Figure:5.14 Emotional intelligence helps in making organization best problem

solving experiences reusable.

Table:14 Emotional intelligence helps in Making the organization's best problem-solving experiences
reusable
Frequency Percent Valid Percent Cumulative
Percent
Strongly Disagree 10 6.7 6.7 6.7
Disagree 20 13.3 13.3 20.0
Neither Agree nor Disagree 10 6.7 6.7 26.7
Valid Agree 56 37.3 37.3 64.0
Strongly Agree 54 36.0 36.0 100.0
Total 150 100.0 100.0

INTERPERTATION
From the above study it is concluded that 54% of the respondne strongly agreed that
emotional intelligence helps in making the organisation best problem solving
experience reusable56% are agree ,10% are strongly disagree 20% are disagree and
rest of all are neutral with this fact.

48
15. Emotional intelligence helps in Stimulating innovation and growth: In
this figure:15 and table:15 it has been shown that that Is Emotional
intelligence helps in stimulating innovation and growth.

Figure:5.15

strongly
disagree
stongly agree 27%
41%
disagree
10%
neither agree
no disagree
18%

agree
4%

Figure :5.15 Emotional intelligence helps in stimulating innovation and growth

Table:5.15 Emotional intelligence helps in Stimulating innovation and growth

Frequenc Percent Valid Cumulative
y Percent Percent
Strongly Disagree 41 27.3 27.3 27.3
Disagree 15 10.0 10.0 37.3
Neither Agree nor 27 18.0 18.0 55.3
Valid Disagree
Agree 6 4.0 4.0 59.3
Strongly Agree 61 40.7 40.7 100.0
Total 150 100.0 100.0

INTERPERTATION
From the study done it is concluded that 61 % of the respondent said that yes we
strongly agree that emotional intelligence helps in stimulating innovation and growth
6% are agree 41% are strongly disagree 15% are disagree that emotional intelligence
helps in stimulating innovation and growth.

49
 CHAPTER-5
FINDINGS, SUGGESTION ,CONCLUSION

50
 MAIN FINDINGS

Since the number of majority of employees out of the total population 150 work in
favor of positive attribute of emotional intelligence and reluctant about the absence of
emotional intelligence and that has been proved with the help of charts n in all the
above 15 questions. Hence the study expresses the following statement of domain,
Alternate – There is significance impact of emotional intelligence on interpersonal
relationship among employees.

The population size of my study is 150 which includes the hotels of dehradun.the
population consumption of male and female employees , the main focus of the study
was to indentify whether emotional intelligence have a relations with employee
performance or identify whether interpersonal skill have relationship with employee
performance.

1. From the above study I found that emotional intelligence helps employees to
make their decision faster and easier in their workplace or organization
2. From the above analysis it is observed that emotional intelligence helps
employee to avoid mistakes twice and again
3. From the above study i observed that 80% of the employee are agree that
emotional intelligence helps in communicating important information widely
and quickly
4. From the above study i found that 75% of the employees are strongly agree
that emotional intelligence helps in taking advantage of existing expertise and
experience.

51
 SUGGESTIONS

1. EI is the capacity to be aware of control and express one’s emotions

and handle to interpersonal relationship so organization should care
about its people so that they can do their work positively.
2. Organization should take action to improve the self awareness of
employee.
3. Organization should improve the social skill in the work place, if
having good social skill in work place people work in a team it they
can maintain their relationship with their college and managers.
4. Organization should respect the employee emotion so that they can
work effectively.
5. With the help of E.I Organization should motivate their employee so
that they can improve their performance.
6. Emotionally intelligent people are receptive to hearing and
considering others' feedback.
7. Organization should reduce the stress full situation so that employee
can work effectively.

52
 CONCLUSION
The conclusion of my study is that there is that I found that there is impact of
Emotional Intelligence and its interpersonal relationship among employees, In my
whole research I found that most of the employee are in favor of that Emotional
intelligence have a great significance of interpersonal skill among
employees.Goleman(1995) indicates that Emotional intelligence increase with age
and maturity, therefore ,a difference was expected based on tenure in the
organization.Ashkanasy (2003)found while completing his research that those with
higher EI, were more likely to participating in the voluntary activity activity evolving
EI tranning.since the area of hotel industry require employee and managers to interact
with external as well as internal customer .Langhor (2004) found EI leads to high
customer satisfaction a well as team satisfaction

The purpose of the study was to find that the Emotional intelligence and its impact on
interpersonal relationship among employees ,and with the hole research and study it is
found that there is significance impact of Emotional Intelligence on Interpersonal
relationship among employees.

53
BIBLOGRAPHY

54
 BIBLIOGRAPHY

BOOKS REFERRED:

 Aswathappa, Human Resource Management, Mc Graw Hill, Himalaya

Publishing House Sixth edition (2007)
 P Subba Rao, Essentials of Human Resource Management & Industrial
Relations, Himalaya Publishing House, Third edition (2010)
 P Subba Rao, Personnel and Human Resource Management, Himalaya
Publishing House, Second edition (2010)
 Ashwathappa, k., Human resource and Personnel Management, Tata Mc Graw
hill publishing company., New Delhi, 2005, pp, 132-150
 K. Prasad Strategic Human Resource Management: 2008,pp,67-72
 Kothari, C.R., Research Methodology, Wishwa Prakashan., New Delhi, 1994,
pp, 44-45, 69-70, 72-82, 117-125
 P.C.Triparthi , Human Resource Development: New Delhi, 2003,pp,85-
90,103-111
 V.S.P.Rao Human Resource Management: Chennai,2012, pp, 115-117,313-
317

WEBSITES:
 https://en.wikipedia.org/wiki/Emotional_intelligence
 https://www.psychologytoday.com/basics/emotional-intelligence
 http://www.danielgoleman.info/topics/emotional-intelligence/
 https://www.mindtools.com/pages/article/newCDV_59.htm
 http://www.ihhp.com/meaning-of-emotional-intelligence

JOURNALS:
Alam, M.M. 2009. The Relationships Between the Emotional Intelligence andJob
Satisfaction: Emprical Findings From Higher Education Institution in
Malaysia. Journal of Management and Social Sciences. 5(2):124-139.
Alhusna .2001. A Handbook for Measuring Employee Performance: Aligning
Employee Performance Plans with Organizational Goals.

55
Barchard, K.A. and Christensen, M.M .2007. Dimensionality and higher-order factor
structure of self-reported emotional intelligence. Personality and Individual
Differences.42: 971–985.

Bar-On, R., Tranel, D., Denburg N. L., and Bechara, A. 2003. Exploring the
neurological substrate of emotional and social intelligence. Advanced access
publication.126:1790-1800.

Bar-On, R. 2005.The Bar-On model of emotional-social intelligence.In P. Fernández-

Berrocal and N. Extremera (Guest Editors), Special Issue on Emotional
Intelligence.Psicothema, 17.

Bar-On, R. Handley, R. and Fund, S. (2006). The impact of emotional intelligence on

performance.Lawrence Erlbaum Associates, Inc., Publisher.
Beavers, M.M.2005.Emotional intelligence, school leaders and high performing high
poverty middle schools in the state of Virginia.Ph.D. Thesis. Virginia
Commonwealth University Richmond, Virginia.

Bechara, A., Damasio, A. R., and Bar-On, R. 2007. Educating people to be

emotionally intelligence. Heinemman Publisher.

Boyd, M.A., 2005. The emotional intelligence of teachers and students’ perceptions
of their teacher’ behavior. Ph.D. Thesis. Indiana University of Pennsylvania.

Ciarrochi, J., Forgas, J. P. and Mayer, J.D. 2006. Emotional intelligence in everyday
life. Second edition.

Chi-Sum W. and Kenneth S. L. 2002. The effects of leader and follower emotional
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Leadership Quarterly. 13:243–274.

56
CHAPTER-8

ANNEXTURE

57
 Questionnaire

1=strongly disagree, 2= disagree, 3= neutral, 4= agree, 5= strongly agree

S.No. 1 2 3 4 5

1. Emotional intelligence helps in Enabling better and faster decision

making

2. Emotional intelligence helps in Making it easy to find relevant

information and resources

3. Emotional intelligence helps in Reusing ideas, documents, and

expertise

4. Emotional intelligence helps in Avoiding redundant effort

5. Emotional intelligence helps in Avoiding making the same mistakes

twice

6. Emotional intelligence helps in Taking advantage of existing

expertise and experience

7. Emotional intelligence helps in Communicating important

information widely and quickly

8. Emotional intelligence helps in Promoting standard, repeatable

processes and procedures

9. Emotional intelligence helps in Providing methods, tools, templates,

techniques, and examples

10. Emotional intelligence helps in Making scarce expertise widely

available

11. Emotional intelligence helps in Showing customers how knowledge is

used for their benefit

12. Emotional intelligence helps in Accelerating delivery to customers

13. Emotional intelligence helps in Enabling the organization to leverage

its size

58
14. Emotional intelligence helps in Making the organization's best
problem-solving experiences reusable

15. Emotional intelligence helps in Stimulating innovation and growth

59