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PRESENTED TO THE DPARTMENT OF BUSINESS

PRESENTED TO THE DPARTMENT OF BUSINESS

RESEARCH AZRA NAHEED CENTER SUPERIOR.

RESEARCH AZRA NAHEED CENTER SUPERIOR.

“Positive impact of Emotional intelligence on the

“Positive impact of Emotional intelligence on the Job Performance

Job Performance

in corporate sector of Pakistan”

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Abstract:

Abstract:

The purpose of this study is to examine the positive impact of emotional intelligence on the job 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  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 used in conjunction with other sources of information and psychometric tests in the selection and rec

recruiruitmetment nt of of cuscustomtomer er serservicvice e proprovidviders ers in in the the manmanufaufactucturiring ng plaplants nts of of coolcooling ing proproducductsts manufacturing companies. This research will use Social exchange theory as the base of the 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 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 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 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. using convenience sampling. Data will be collected through survey method using questionnaires. The

The datdata a colcolleclected ted thrthrough ough sursurveyveys s wilwill l be be testested ted usiusing ng stastatististitical cal analanalysiysis s by by usiusing ng SPSPSSSS software as the data is quantitative.

software as the data is quantitative.

Keywords: Cognitive abilities, Emotional intelligence Keywords: Cognitive abilities, Emotional intelligence

Introduction:

Introduction:

Thi

This s proproposposed ed stustudy dy exaexaminmines es how how emoemotiotional nal intintellelligeigence nce and and cogncognitiitive ve intintellelligeigence nce areare associated with job performance. We develop and test a compensatory model that posits that the associated with job performance. We develop and test a compensatory model that posits that the ass

associociatiation on betbetweeween n emoemotitional onal intintellelligeigence nce and and job job perperforformanmance ce becbecomeomes s mormore e posposititive ive asas cognitive intelligence decreases. We report the results of a study in which employees completed cognitive intelligence decreases. We report the results of a study in which employees completed tes

tests ts of of emoemotiotional nal intintellelligeigence nce and and cogcognitnitive ive intintellelligeigence, nce, and and thetheir ir tastask k perperforformanmance ce andand organizational citizenship behavior were assessed by their supervisors. For this purpose we have organizational citizenship behavior were assessed by their supervisors. For this purpose we have decided to choose the

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Problem

Problem Identificat

Identification

ion

Previous findings suggest that as much as 20 percent of emotional intelligence overlaps with 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 and, therefore, over 80 percent of emotional intelligence is separate from other intelligences. These findings revealed that emotional intelligence meets the correlation other intelligences. These findings revealed that emotional intelligence meets the correlation criterion of intelligence. To meet the developmental criterion of intelligence, a construct must criterion of intelligence. To meet the developmental criterion of intelligence, a construct must hav

have e the potentthe potential ial to to impimprovrove e oveover r timtime. e. EmpEmpirirical evideical evidence nce accaccordords s an an impimportortant ant rolrole e toto experience and learning in the development of emoti

experience and learning in the development of emotional intelligence. onal intelligence. Also its imAlso its impact on overallpact on overall  performance of employees in the above mentioned industries.

 performance of employees in the above mentioned industries.

Independent conceptualization of EI:

Independent conceptualization of EI:

We want to conceptualize emotional intelligence and cognitive intelligence as separate broad We want to conceptualize emotional intelligence and cognitive intelligence as separate broad sets of abilities that are subsumed under general intelligence in

sets of abilities that are subsumed under general intelligence in the hierarchical model. Emotionalthe hierarchical model. Emotional intelligence represents the specialization of general intelligence in the area of emotions in ways 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 that reflect experience and learning about emotions. This conceptualization is consistent with Carro

Carroll’s (1993) ll’s (1993) findifinding, ng, for for examplexample, e, that that generageneral l intelintelligenligence ce subssubsumes umes the the psychpsychologiologicalcal abi

abilitlity, y, defdefineined d as as the the “ab“abilility ity to to judjudge ge corcorrecrectly tly the the feefeelilingsngs, , moomoods, ds, and and motmotivaivatiotions ns of of  individuals” (Wedeck, 1947: 133). Cognitive intelligence represents the specialization of general individuals” (Wedeck, 1947: 133). Cognitive intelligence represents the specialization of general int

intellelligeigence nce in in the the domdomain ain of of cogcognitnition ion in in wayways s thathat t refrefleclect t expexperierience ence and and lealearnirning ng abouaboutt cognitive processes such as memory (Schaie, 2001; Brody, 2004). This conceptualization is 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 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 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

2- Methods by which EI enhances job performance

Hypothesis:

Hypothesis:

Hypothesis 1

Hypothesis 1

:: The The assassociociatiation on betbetween ween emoemotiotional nal intintellelligeigence nce and and tastask k perperforformanmancece  becomes more positive as cognitive intelligence

 becomes more positive as cognitive intelligence decreases.decreases.

Hypothesis 2:

Hypothesis 2:

The association between emotional intelligence and organizational citizenshipThe association between emotional intelligence and organizational citizenship  behavior (OCB) becomes more positive as cognitive

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

PROSPOSAL STATEMENT PROSPOSAL STATEMENT

In order for the organization to be successful it must be able to employ people who exhibit high 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 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 employees who are satisfied with the organization are more likely to perform well. So the im

implplemeementntatatioion n of of ststraratetegigies es to to geget t besbest t peperfrforormamancnce e frfrom om ememplployoyees ees is is onone e way way ththatat manufacturing concerns can build self management among employees to enhance performance. 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 So the purpose of this study will be to study impact of emotional intelligence & cognitive abilities on job performance in manufacturing organizations of Pakistan

abilities on job performance in manufacturing organizations of Pakistan using survey method andusing survey method and the controlling variables will be rewards, growth opportunities and working conditions, there 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 effect will be seen on satisfaction with job. Than these results will be tested using statistical analysis.

analysis.

SIGNIFICANCE OF THIS STUDY  SIGNIFICANCE OF THIS STUDY 

The study is significant in the following ways: The study is significant in the following ways:

• The study will broaden our understanding of employee’s job performance by includingThe study will broaden our understanding of employee’s job performance by including the view of Emotional Intelligence & self motivation along

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

• It It wilwill l expexplailain n how how cogcognitnitive ive (em(emotiotionaonal) l) stastabilbilityity, , socsocial ial skiskills lls and and genegeneral ral menmentaltal capabilities overweigh the effect of IQ on employee’s job performance.

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• It It wiwill ll hehelp lp unundedersrstatand nd ththe e rerelalatitiononshship ip bebetwtweeeen n ememototioionanal l inintetelllligigenence ce anand d jojobb  performance regarding manufacturing concerns in Pakistan.

 performance regarding manufacturing concerns in Pakistan.

• It It wilwill l be be sigsignifnificaicant nt for the for the polpolicy makericy makers s to to incincrearease se the job the job perperforformanmance ce of of thethe em

emplployoyeeees, s, ununder der lilight ght of of OrOrganganizizatatioionanal l bebehahavivior or obobseservrved ed in in ththe e enengigineneerers s of of  manufacturing concerns.

manufacturing concerns.

• It It wiwill ll fufurtrtheher r ststrerengtngthehen n ththe e rereseseararch ch fifindndinings gs reregagardrdining g ththe e anantetececededents nts of of jojobb  performance.

 performance.

• It will facilitate the decision makers on how to increase the labor productivity of theIt will facilitate the decision makers on how to increase the labor productivity of the employees.

employees.

Objectives of Study:

Objectives of Study:

The emphasis of the study will be on

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

• To find the relation of emotional stability on job performance.To find the relation of emotional stability on job performance.

• To facilitate manufacturing organization for increasing job performance.To facilitate manufacturing organization for increasing job performance.

• To facilitate manufacturing organization for increasing labor productivity in employees.To facilitate manufacturing organization for increasing labor productivity in employees. •

• To strengthen the findings on antecedenTo strengthen the findings on antecedents of working outputs of the engineers.ts of working outputs of the engineers. •

• To find the effect of good self motivation & management skills that boosts the overallTo find the effect of good self motivation & management skills that boosts the overall  productivity despite a person’s IQ & academic capabilities.

 productivity despite a person’s IQ & academic capabilities.

Research Question and Hypothesis

Research Question and Hypothesis

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2- Methods by which EI enhances job performance

2- Methods by which EI enhances job performance

Hypotheses:

Hypotheses:

Hypothesis 1:

Hypothesis 1:

The association between emotional intelligence and task performance becomesThe association between emotional intelligence and task performance becomes more positive as cognitive intelligence

more positive as cognitive intelligence decreases.decreases.

Hypothesis 2:

Hypothesis 2:

The association between emotional intelligence and organizational citizenshipThe association between emotional intelligence and organizational citizenship  behavior (OCB) becomes more positive as cognitive

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

In this research the independent variable is emotional intelligence and dependent variable is Job In this research the independent variable is emotional intelligence and dependent variable is Job  performance these variables will be studied

 performance these variables will be studied separately. This study will firstly check the impact of separately. This study will firstly check the impact of  emotional (cognitive) abilities with self motivation & management

emotional (cognitive) abilities with self motivation & management combined with social skills tocombined with social skills to check the effect of Job satisfaction on

check the effect of Job satisfaction on the Job performance.the Job performance.

Main Question:

Main Question:

Q:

Q: Does cognitive abilities along with the emotional intelligence affect Job performance in theDoes cognitive abilities along with the emotional intelligence affect Job performance in the manufacturing concerns of Pakistan? Does this rule out the

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

academic caliber?

Sub Questions:

Sub Questions:

Q:

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

Q:

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

 performance?

Significance of the study

Significance of the study

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Our

Our finfindindings gs are are supsupposposed ed to to addraddress ess the the concontrotroverversy sy abouabout t the the useusefulfulnesness s of of emoemotitionalonal intel

intelligencligence e for for organiorganizatiozational nal researesearch rch and and managemanagerial practice rial practice in in PakisPakistan’s manufacttan’s manufacturinguring firms. Landy (2005) and Zeidner, Matthews, and Roberts (2004) argued against using emotional 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 intelligence to predict job performance unless it makes an incremental linear contribution to   pr

  prediedictiction. on. Our Our resresultults s wilwill l mosmost t proprobablbably y sugsuggesgest t thathat t thithis s argargumeuments nts oveoverly rly simsimpliplististic.c. Predictors of job performance such as emotional intelligence may be important in ways other  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 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 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 emotional intelligence is an important predictor of task performance, because of its interactive effect with cognitive intelligence.

effect with cognitive intelligence.

Literature Review

Literature Review

Hypotheses from the model were supported for task performance and organizational citizenship 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  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 individuals. We discuss the theoretical implications and managerial ramifications of our model an

and d fifindindingsngs. . • • OnOne e of of ththe e momost st prprovovocaocatitive ve idideaeas s to to ememererge ge frfrom om rerececent nt didiscscusussisionons s of of  management concerns the possibility that a new form of intelligence pertaining to emotions is 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, 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 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 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, abilities to perceive emotions in the self and in others, use emotions to facilitate performance, unders

understand emotions and emotional knowledgetand emotions and emotional knowledge, , and regulate emotions in and regulate emotions in the self the self and in and in otherotherss (Ma

(Mayer yer and and SalSaloveyovey, , 19971997). ). The The concconcept ept of of emoemotiotional nal intintellelligeigence nce has has had had an an unusunusualuallyly important impact on managerial practice (Ashkanasy and Daus, 2002). Several organizations important impact on managerial practice (Ashkanasy and Daus, 2002). Several organizations hav

have e incincorporporaorated ted emoemotiotional nal intintellelligeigence nce intinto o thetheir ir empemployloyee ee devdeveloelopmepment nt proprogragrams ms (F(Fastast Company, 2000), and some business schools have added the training of emotional competencies 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 to their curriculums (Boyatzis, Stubbs, and Taylor, 2002). The appeal of emotional intelligence may reflect the idea that success

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

and quaquantintitattative ive abiabilitlitiesies, , but but alsalso o by by abiabililitieties s perpertaitaininning g to to emoemotiotions. ns. DesDespitpite e the the poppopulaular r  interest, there is a paucity of studies on how emotional intelligence is related to job performance. 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 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 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  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 (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,” emotional intelligence as “the Madison Avenue approach to science and professional practice,” impl

implying that ying that the popularitthe popularity y of emotional intelliof emotional intelligence rests on gence rests on craftcrafty y advertadvertisinising g as as opposeopposed d toto rig

rigoroorous us scisciententifific ic evievidendence. ce. The The resresultults s of of paspast t resresearearch ch on on emoemotiotional nal intintellelligenigence ce and and jobjob  performance—defined as the degree to which an individual helps the organization reach its goals  performance—defined as the degree to which an individual helps the organization reach its goals

(Mo

(Motowtowidlidlo, o, BorBormanman, , and and SchSchmitmit, , 19971997)—a)—are re mixmixed. ed. SomSome e stustudiedies s sugsuggesgest t thathat t emoemotitionalonal intelligence and job performance are positively related. These studies found 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, 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), 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, 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, 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  2002; Law, Wong, and Song, 2004). Another study found that the emotional intelligence of  teams of students predicts the performance o

teams of students predicts the performance of these teams at the initial stages of these teams at the initial stages of a project (Jordanf a project (Jordan et al., 2002).Other studies have suggested that there is no relation or an inconsistent relation 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  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, inconsistent relation between emotional intelligence and performance on particular tasks (Austin, 2004; Day and Carroll, 2004), academic performance (Petrides, Frederickson, and Furnham, 2004; Day and Carroll, 2004), academic performance (Petrides, Frederickson, and Furnham, 2004), and supervisory ratings of job performance (Sosik and Megerian, 1999; Janovics and 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 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 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, 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 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 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 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, that is not explained by extant constructs such as cognitive intelligence (Mayer and Salovey, 1997; Goleman, 1998; Mayer, Salovey, and

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

that emotional intelligence gence and and cognitcognitive ive intelintelligenligence ce make make indepeindependent and ndent and complcomplementementaryary linear contributions to job performance. Linear effect models, however, may be overly simplistic linear contributions to job performance. Linear effect models, however, may be overly simplistic and

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emotional intelligence and workplace performance to suggest that moderating variables exist emotional intelligence and workplace performance to suggest that moderating variables exist (Va

(Van n Rooy Rooy and and VisVisweswesvarvaran, an, 20042004). ). ComCompenpensatsatory ory effeffectects s may may expexplailain n why why emoemotiotionalnal intelligence predicted job performance in some past studies but not in others. If compensatory 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, effects exist, emotional intelligence should predict job performance only some of the time, dep

dependiending ng on on the the othother er abiabilitlities ies thathat t indindiviividualduals s posspossessess. . ResResearearchechers rs havhave e not not consconsideideredred compensatory effects in models of emotional intelligence and job performance. We introduce compensatory effects in models of emotional intelligence and job performance. We introduce com

compenpensatsatory ory effeffectects s to to the the stustudy dy of of emoemotitional onal intintellelligeigence nce by by devedeveloploping ing and and testestiting ng aa com

compenpensatsatory ory modmodel el of of how how emoemotiotional nal intintellelligeigence nce and and cogcognitnitive ive intintellelligeigence nce are are joijointlntlyy associated with job performance.

associated with job performance.

I have decided to propose a compensatory model in which “emotional intelligence” in engineers 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 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 and job performance, so that the association becomes more positive as emotional intelligence decreases. In our model, emotional intelligence is conceptualized as a set 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 of abilities pertaining to emotions. Emotional intelligence includes: The abilities to perceive em

emototioionsns, , ususe e ememototioions ns to to fafacicililitatate te peperfrforormamancnce, e, ununderderststanand d ememototioions ns and and ememototioionanall knowledge, and regulate emotions. Davies, Stankov, and Roberts (1998) proposed a similar  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 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  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 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, 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, 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  1998) and therefore focus on the broad construct of emotional intelligence rather than on each of  its dimensions.

its dimensions.

In our compensatory model, emotional intelligence is conceptualized as a type of intelligence. 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, There is a debate about the use of the term intelligence in emotional intelligence (Roberts, Ze

Zeididnerner, , anand d MaMatttthewhews, s, 202001; 01; BeBeckckerer, , 2002003; 3; BrBrodody, y, 2002004)4). . We We ususe e ththe e teterm rm ememototioionalnal intelligence for two reasons.

intelligence for two reasons. Reasons specified

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

Schmidt dt and Hunter (2000: 3) and Hunter (2000: 3) definedefined d intelintelligencligence e as the as the “abil“ability to ity to grasp and grasp and reasoreason n correcorrectlyctly with abstractions (concepts) and solve problems.” After defining intelligence, however, Schmidt with abstractions (concepts) and solve problems.” After defining intelligence, however, Schmidt and

and HunHunter ter (20(2000) equate00) equated d the the terterms ms intintellelligeigence nce and and genegeneral ral intintellelligeigence nce on on the the basbasis is of of   precedent and used the terms interchangeably. Hence, general intelligence is the general ability  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 to reason correctly with abstractions (concepts) and solve problems. Emotional intelligence can   be

  be concconcepteptualiualized zed as as the the abiabilility ty to to gragrasp sp and and reareason son corcorrecrectly tly witwith h emoemotitional onal absabstratractictionsons (emotional concepts) and solve emotional problems.

(emotional concepts) and solve emotional problems. Sec

Second, ond, the the consconstrutruct ct of of emoemotitional onal intintellelligeigence nce meemeets ts the the conconcepceptuatual, l, corcorrelrelatiationalonal, , andand developmental criteria of an intelligence proposed by Mayer, Caruso, and Salovey (2000), based 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 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 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 criterion is based on an important distinction between abilities and personality traits. Abilities ref

refleclect t “th“the e pospossibsible le varvariatiationions s over over indindiviividualduals s in in the the lumluminainal l [th[thresresholhold] d] levlevels els of of tastask k  difficulty.|.|. At which, on any given occasion in which all conditions appear to be favorable, 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).

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

Conceptualization of EI

Conceptualization of EI

Cognit

Cognitive ive intelintelligenligence ce reprerepresents the sents the specispecializatalization ion of of generageneral l inteintelligelligence nce in the in the domaidomain n of of  cognition in ways that reflect experience and learning about cognitive processes such as memory 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 (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 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  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 reviewed above reveals that people with high cognitive intelligence tend to have high emotional int

intellelligeigence nce and and thathat t peoppeople le witwith h low low cogncognitiitive ve intintellelligeigence nce tentend d to to havhave e low low emoemotiotionalnal intelligence. Emotional intelligence and cognitive intelligence are separate constructs, however, intelligence. Emotional intelligence and cognitive intelligence are separate constructs, however,  because they represent the specialization of general

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Actual findings to be verified:

Actual findings to be verified:

Agreeableness and extraversion were positively correlated with task performance. Openness to Agreeableness and extraversion were positively correlated with task performance. Openness to experiences also supposed to be

experiences also supposed to be positively correlated with performance.positively correlated with performance.

Points to be proved: We have to prove by our findings that emotionally intelligent individuals 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 with low cognitive intelligence may also achieve high job performance because they manage conflict successfully.

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Theoretical Model Theoretical Model

Theoretical

Theoretical Framework

Framework::

In our model, emotional intelligence is conceptualized as a set of abilities pertaining to emotions. 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 Emotional intelligence includes: The abilities to perceive emotions, use emotions to facilitate  performance, understand emotions and emotional knowledge, and regulate emotions. Davies,  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 Stankov, and Roberts (1998) proposed a similar model, but we focus on Mayer and Salovey’s (1997) model because it

(1997) model because it was the only model that was was the only model that was supported by a confirmatory factor analysissupported by a confirmatory factor analysis (Mayer, Caruso, and Salovey, 2000) and for which a measure with desirable psychometric (Mayer, Caruso, and Salovey, 2000) and for which a measure with desirable psychometric  pr

 properopertieties s was was avaavailailable ble (Ma(Mayeryer, , SalSaloveovey, y, and and CarCarusouso, , 20022002) ) whewhen n we we iniinitiatiated ted our our stustudy.dy. Consistent with Wong and Law’s (2002) reasoning, we treat emotional intelligence as a latent 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 multidimensional construct (Law, Wong, and Mobley, 1998) and therefore focus on the broad construct of emotional intelligence rather than on each of its dimensions.

construct of emotional intelligence rather than on each of its dimensions. Emotional Emotional Intelligence Intelligence EI EI  Job  Job Performanc Performanc e e Self Awareness Self Awareness Self  Self  Motivation Motivation

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The

The prepresensent t stustudy dy wilwill l utiutilizlize e concconcept ept of of SocSocial ial ExcExchanghange e TheTheory ory (Bl(Blau, au, 19641964), ), nornorms ms of of  reciprocity (Gouldner, 1960) and expectancy theory which will form the theoretical basis of the reciprocity (Gouldner, 1960) and expectancy theory which will form the theoretical basis of the resea

research. The rch. The sociasocial l exchangexchange e theortheory and y and norms of reciprocinorms of reciprocity will be ty will be used to used to explaiexplain n the basisthe basis of employee Outlay (performance). This research will be utilizing the following theories to build of employee Outlay (performance). This research will be utilizing the following theories to build its conceptual framework:

its conceptual framework:

Affect Theory:

Affect Theory:

Edwin A. Locke’s Range of Affect Theory (1976) is arguably the most famous job performance 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 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  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 much one values a given facet of work by an employee & the way a person schedules & plan to ac

accocompmplilish sh a a tatask sk tatactctfufulllly y (e(e.g.g. . ththe e dedegrgree ee of of mamanagnagemement ent in in a a perpersoson) n) momoderderatates es howhow satisfied/dissatis

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

Two-Factor Theory (Motivator-Hygiene Theory):

Two-Factor Theory (Motivator-Hygiene Theory):

Frederick Herzberg

Frederick Herzberg’s’s two factor theorytwo factor theory (als(also o known as known as MotiMotivator Hygiene Theory) attemptvator Hygiene Theory) attempts s toto explai

explain EI n EI and self motivatand self motivation in ion in the workplathe workplace (J. ce (J. R. Hackman, G. R. R. Hackman, G. R. OldhamOldham, 1976). , 1976). ThisThis theory states that the cognitive intelligence & emotional stability are driven by different factors –  theory states that the cognitive intelligence & emotional stability are driven by different factors –  sel

self f motmotivaivatiotion, n, comcommitmitmenment t & & selself f manmanageagement ment rerespespectictivelvely. y. An An empemployloyee’ee’s s emoemotiotionalnal sta

stabilbilitity y & & cogncognitiitive ve intintellelligeigence nce to to worwork k is is concontintinualually ly relrelateated d to to job job perperforformanmance ce of of aa subordinate. Self Motivation can be seen as an inner force that drives individuals to attain subordinate. Self Motivation can be seen as an inner force that drives individuals to attain  personal and organization goals (Hoskinson, Porter, & Wrench,

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

Social Exchange Theory (Blau, 1964):

Social Exchange Theory (Blau, 1964):

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

EI will result in greater work capability, which in turn, is exp ected to result in performance of theected to result in performance of the employee towards performing of the job resulting in better performance.

employee towards performing of the job resulting in better performance.

Norm of Reciprocity (Goudlner, 1960):

Norm of Reciprocity (Goudlner, 1960):

Context for this Research: What the employee aims to deliver to the organization will be 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 by him/her to the organization. High level of performance by the employee will be reciprocated in the form of better performance.

reciprocated in the form of better performance.

Expectancy Theory of Job

Expectancy Theory of Job performance (Vroom, 1964):

performance (Vroom, 1964):

Context for this Research: Higher performance and experience with more interest in job will 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 result in high job output or performance, (high instrumentality) and this will result in high work-outlay triggering the performance of the employee.

outlay triggering the performance of the employee.

Job Characteristics Model:

Job Characteristics Model:

Hac

Hackmakman n & & OldOldham ham proproposposed ed thethe Job Job CharacCharacteriteristics stics ModelModel, , whwhicich h is widis widelely y usused ed as as aa framework to study how particular emotional intelligence impact on job outcomes, including job framework to study how particular emotional intelligence impact on job outcomes, including job   pe

  perforformarmance. nce. The The modmodel el stastates tes thathat t thethere re are are fivfive e corcore e job job chacharacracterterististics ics (sk(skilill l varvarietiety,y, int

interperpretreting ing the the tastask k ideidentintity, ty, conconcentcentratrating ing on on tastask k sigsignifnificaicancence, , selself f manmanageagementment, , andand socializing & self motivation & competition) which impact three critical psychological states socializing & self motivation & competition) which impact three critical psychological states (experienced meaningfulness, experienced responsibility for outcomes, and knowledge of the (experienced meaningfulness, experienced responsibility for outcomes, and knowledge of the actual results), in turn influencing work outcomes (job performance, w

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Methodology:

Methodology:

Research Design:

Research Design:

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

the relatrelationshiionship p betwebetween en two variables namely two variables namely emotiemotional onal intelintelligencligence e and and Job Job perfoperformancrmance.e. Qua

Quantintitattative ive resresearearch ch wilwill l be be condconductucted ed to to wilwill l detdetermermine ine thathat t whawhat t effeffect ect does does emoemotiotionalnal intelligence has on job performance. In order to carry the research a cross-sectional method will 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  be used and the data will be collected at the same time. Survey method will be used to conduct

this research. this research.

Sampling technique and Sample:

Sampling technique and Sample:

Employees of the Manufacturing concerns will be the sample of this research who has been 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 working for at least one year. Sample size will be 100 employees from different manufacturing org

organianizatizations ons wilwill l be be selselectected ed usiusing ng conconvenivenience ence samsamplipling ng tectechnihniqueque. . All All the the datdata a wilwill l bebe collected at the same time.

collected at the same time.

Instrumen

Instrument for

t for data collection

data collection

::

Self administered questionnaires will be used to collect data from the respondents as they Self administered questionnaires will be used to collect data from the respondents as they quicker and unbiased way of collecting data.

quicker and unbiased way of collecting data.

Data collection procedure

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

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

We are going to apply standard We are going to apply standard

1)

1) Descriptive statisticsDescriptive statistics 2)

2) internal reliability coefficientsinternal reliability coefficients 3)

3) Correlations among the variables that would be calculated.Correlations among the variables that would be calculated. 4)

4) The means and standard deviations for emotional intelligenceThe means and standard deviations for emotional intelligence 5)

5) Cognitive intelligence is going to be calculated close to the Cognitive intelligence is going to be calculated close to the normative meansnormative means 6)

6) Standard deviations of 100 and 15, respectively.Standard deviations of 100 and 15, respectively. 7)

7) chi-squarechi-squaretest of thetest of the difference in fit difference in fit 

8

8)) MMeeaann.. 9

9)) MMeeddiiaann.. 10)

10) StandStandard deviationard deviation.. 11)

11) RegresRegression analysission analysis.. 12)

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Time Schedule:

Time Schedule:

The study will take one

The study will take one yeayear. The r. The resresearearch ch actaction will be ion will be comcompetpeted ed in in folfollowlowing time ing time or or  schedule: schedule: Sr. Sr. No No R

Reesseeaarrcch h AAccttiioonnss DDuurraattiioonn

1

1.. RReevviieew w oof f lliitteerraattuurree 4 4 mmoonntthhss 2

2.. PPrreeppaarraattiioon n oof f qquueessttiioonnnnaaiirree 1 1 mmoonntthh 3

3.. DDaatta a ccoolllleeccttiioonn/ / qquueessttiioonnnnaaiirree 1 1 mmoonntthh 4

4.. DDaatta a aannaallyyssiiss 2 2 mmoonntthh 5

5.. FFiinnddiinng g ccoonncclluussiioonn, , rreeccoommmmeennddaattiioonn 2 2 mmoonntthh 6

6.. RReeffeerreennccees s 2 2 mmoonntthh

Reliability and Validity

Reliability and Validity

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• In order to check theIn order to check the ValidityValidity of the scale developed I will use the method of of the scale developed I will use the method of FaceFace

validity

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

validate the scale.

• In In orordeder r to to chchececk k ththee ReliabilityReliability of of the the meameasursuremeementnt TestTest- - reteretest st relireliabilabilityity or or  successive measurement method will be used.

successive measurement method will be used.

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

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

dimensions of job performance. dimensions of job performance.

Ethical

Ethical Consideration

Considerationss

• The data from the respondent The data from the respondent will be kept confidential.will be kept confidential. •

• The data will only be used The data will only be used for research purpose.for research purpose. •

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

not be forced for participating not be forced for participating

• Research topic will be completely clarified to the Research topic will be completely clarified to the respondent.respondent. •

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

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

responses responses

• The data will not be kept longer than necessary.The data will not be kept longer than necessary.

Mutual consent form, permission letter and any other written approval if needed will be dually Mutual consent form, permission letter and any other written approval if needed will be dually signed by both the researcher and the respondent.

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Delimitation

Delimitations

s and Limitations

and Limitations

Delimitations:

Delimitations:

1.

1. This study is restricted to just emotional intelligence and performance of the employeesThis study is restricted to just emotional intelligence and performance of the employees of manufacturing organizations only.

of manufacturing organizations only. 2.

2. This seaThis search is rrch is restriestricted witcted with manufach manufacturituring organizng organizationations in Lahors in Lahore region onle region only.y.

Limitations:

Limitations:

1.

1. Emotional Intelligence is a deep rooted phenomenon which may have more complexEmotional Intelligence is a deep rooted phenomenon which may have more complex antecedents than reward, growth opportunity and employee development.

antecedents than reward, growth opportunity and employee development. 2.

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

researched. 3.

3. SamplSample size is vee size is very smary small as regll as regards thards the number of me number of manufacanufacturinturing organizg organizationations.s. 4.

4. The finThe findings cdings cannot be annot be generageneralized tlized to all seo all sectors ctors except mexcept manufacanufacturituring.ng.

Conclusion:

Conclusion:

Results of the study will be discussed after the analysis of the data collected from different 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  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  both theoretical and practical purposes will be discussed. Further, scope for future research in

this area will be highlighted. this area will be highlighted.

(20)

References

References

• Brayfield, A. H. and Rothe, H. F.Brayfield, A. H. and Rothe, H. F. (1951). 'An index of job satisfaction'. Journal of App(1951). 'An index of job satisfaction'. Journal of App

Guest, D. (2002)

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

wellbeing: Buildineing: Building g the worker into the worker into HRM. The HRM. The JournaJournal l of of IndusIndustriatrial l RelatRelations, 44(3),ions, 44(3), 335-358.

335-358.

• Lied Psychology 35 307-311.Lied Psychology 35 307-311.

• Brief, A.P. & Aldag, R.J. (1977).Brief, A.P. & Aldag, R.J. (1977). The intrinsic-extrinsic dichotomy: Toward conceptualThe intrinsic-extrinsic dichotomy: Toward conceptual clarity, Academy of Management Review. 2. 496-500.

clarity, Academy of Management Review. 2. 496-500.

• Campbell, J. P. (1990).Campbell, J. P. (1990). Modeling the performance prediction problem in industrial andModeling the performance prediction problem in industrial and organizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of  organizational psychology. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of  Indust

Industrial and rial and OrganiOrganizatiozational nal PsychPsychology (pp. ology (pp. 687-73687-732). 2). Palo Alto, Palo Alto, CA: CA: ConsulConsultingting Psychologists Press, Inc.

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• Clement, R.W (1993).Clement, R.W (1993). "Happy employees are not all alike", Across the Board, Vol. 30"Happy employees are not all alike", Across the Board, Vol. 30  No.1, pp.51-2.

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• Creswell j. W. (2003).Creswell j. W. (2003). Research Design: Qualitative, Quantitative, and MixedResearch Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2nd Ed, London: Sage Publications Ltd.

Methods Approaches, 2nd Ed, London: Sage Publications Ltd.

• Gouldner, A. W. (1960).Gouldner, A. W. (1960). The The norm of norm of recipreciprocitrocity: y: A A prelipreliminarminary y statstatement. ement. AmeriAmericancan Sociological Review, 25:161–178.

Sociological Review, 25:161–178.

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

wellbeing: Buildineing: Building g the worker into the worker into HRM. The HRM. The JournaJournal l of of IndusIndustriatrial l RelatRelations, 44(3),ions, 44(3), 335-358.

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• HeHersrsey, ey, P., P., BlBlancanchahard, rd, K.K.H. H. (19(199393)). . LeLeadaderershship ip StStylyle: e: AtAttititutudedes s anand d BeBehavhavioiors,rs, Prentice Hall, Englewood Cliffs, NJ.

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York:

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• Jiunn-WoeJiunn-Woei i Lian.Lian. “Job stress, Job satisfaction and life satisfaction between managerial“Job stress, Job satisfaction and life satisfaction between managerial and technical personnel”

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