The Relation between Emotional Intelligence and Employee Performance - Literature review Example

Critically discuss the relation between emotional intelligence and employee performance Introduction The increase of complexity of organizationalactivities, as a result of the advances of the technology and the differentiation of consumer demands, has led to the need for the development of policies which would be able to support organizational operations of various levels. Particular emphasis has been given on the increase of employee performance, as a prerequisite for the development of organizational productivity. However, in practice, the above initiative has been proved to be quite challenging mostly because of the existence of several factors, which tend to affect employee performance independently from the organizational structure and operational characteristics. Emotional intelligence is such factor; emotional intelligence (EI) can be characterized as a quite complex framework, incorporating many different elements, as indicatively presented in Graph 1, Appendix. The relation between the EI and the employee performance is critically discussed in this paper. The theories and the empirical studies that have been developed in the specific field have been used in order to explore whether EI is related and at what level to the employee performance. It is revealed that EI has a key role in the increase of employee performance, but this role is likely to be perceived differently in organizations with different structure and culture. In any case, EI and employee performance are closely related being depended on one another using different paths and methods of interaction, as explained in the studies presented below. 2. Emotional intelligence and employee performance – presentation and analysis of their relation In accordance with Sala, Druskat and Mount (2006) emotional intelligence (EI) can directly affect the employee performance in the following way: employees are expected to interpret differently their leader’s decisions. Based on their personal perception on the leader’s orders in regard to a particular issue of the organization, employees are likely to differentiate their reaction. In this context, emotional intelligence can cause severe turbulences in the workplace under the terms that a lot of employees will perceive negatively the initiatives of the leader regarding an issue that affects, more or less, their interests (Sala, Druskat and Mount 2006, 168). The above problem becomes more critical because of the following fact: employee intelligence of employees cannot be controlled by the leader of the organization; on the contrary, employee intelligence is related to the background, knowledge and personal experiences reflecting the freedom of employees to develop their own views as members of the organization. In other words, the control of employee intelligence within a particular organization would be in opposition to morals and ethics. Moreover, the actual views of employees on one or more organizational issues are quite difficult to be retrieved; from this point of view, employee intelligence in the organization cannot be controlled because of its nature, being involved in personal thoughts, cognitive capabilities and emotions. The above conditions do not affect the importance of EI in the workplace. In fact, EI is closely related to job performance, as noted by many theorists who studied the particular field. At a first level,’ a positive relation has been identified between the job performance and the emotion recognition accuracy’ (Elfenbein, Marsh and Ambady 2002, in Sala, Druskat and Mount, 2006, 168). Another aspect of emotional intelligence is presented in the emotional intelligence model of Tao de Haas (2005, see Graph 2, Appendix). In the specific model it is made clear that EI is based on empathy – the ability to identify/understand the feelings of others; it is on this psychological characteristic that the responses of the employee in the workplace are based; in any case, a high level of EI would require an excellent ability to understand and manage the personal feelings and capabilities and an excellent ability to understand and manage the feelings and capabilities of others (meaning not just the co-workers but also the leader of the organization). From this point of view, EI sets the criteria on which the behavior of the employee in the organization will be based, affecting directly his performance, either in the short or the long term. One of the most important studies in the specific field is that of Goleman (1995); the above theorist developed ‘a model of leadership competency based on emotional intelligence’ (Shields 2007, 183). The model of Goleman is based on the view that emotional intelligence is ‘a key driver of employee performance’ (Shields 2007, 183); moreover, he explains that the relation between the EI and the job performance has led to the high impact of EI on ‘superior performance at all levels, both non-managerial and managerial’ (Shields 2007, 183). Moreover, Goleman suggests that EI is constituted from five parts – or else, it has five major aspects, which are the following ones: ‘a) the self-awareness, b) the self-regulation, c) motivation, d) empathy and e) social skill’ (Shields 2007, 184). In other words, the model of Goleman requires the understanding of personal feelings and competencies as well as the understanding of the feelings and competencies of others using empathy. At this point, the specific model is similar with that of Caas (1995) presented previously. The only difference between the two models is that Goleman emphasizes on the self-management function rather than on the social skills of an individual, as a prerequisite for achieving a high level of EI. On the other hand, both these theories – the one of Caas and that of Goleman – promote the idea that EI is critical for employee performance at such level that by estimating the EI of employees an employer can predict their potential performance, at least at an average level. In practice, it seems that the above view is quite credible, taking into consideration the findings of the empirical research developed in the specific field. Goleman (1998) developed an empirical study trying to identify the practical implications of EI for job performance; the review of the abilities required in order to perform successfully in a series of firms (121 firms participated in the specific study) revealed that emotional competencies were of critical value for performing well in the various job positions; in the above study, emotional competencies were ranked higher compared to technical or other competencies commonly required in the workplace (Goleman 1998, in Stough, Saklofske and Parker, 2009, 164). In another, similar, study, it was revealed that an employee who had a high level of EI ‘was 12 times more productive’ (Cherniss, 2004, in Stough, Saklofske and Parker, 2009, 164) compared to an employee with a low EI. Other empirical studies, which were developed in the particular field, further verified the relation between the emotional intelligence and employee performance. In each case, researchers have used different approaches for exploring the specific issue but this practice can be characterized as proactive helping to understand the different aspects of the above relationship. Afsheen, Rabia and Arshad (2010) tried to identify the level at which emotional intelligence is related to job satisfaction; at the same time, ‘the role of transformational leadership as a mediator between EI and job satisfaction’ (Afsheen, Rabia and Arshad 2010, 612) was explored. A survey was conducted among the managers of firms in the telecommunication industry of Pakistan; approximately 250 managers accepted to participate in the specific survey. The key findings of the survey were the following ones: EI can lead to the development of a particular transformational leadership behavior; in the context of this behavior, particular perceptions are developed in regard to job satisfaction – in fact, it has been proved that ‘transformational leadership can be a mediator between EI and job satifaction’ (Afsheen, Rabia and Arshad 2010, 612); in this way, job performance can be highly affected (Afsheen, Rabia and Arshad 2010, 614). The specific study explored the relation between the EI and the job performance at the high levels of organizational hierarchy; in regard to job positions at lower levels of the organizational hierarchy, similar assumptions can be made for the relation between the EI and the job performance. The above view is verified through the findings of the study of Sang (2010) who tried to identify the relation between the EI and the behavior of the salesperson – as the customers evaluate this behavior. The research developed by Sang (2010) was based on 211 questionnaires from department salespersons and from customers served by those salespersons (Sang 2010, 2347); it was revealed that: a) ‘ EI is related to better adaptive selling and positive emotional expression’ (Sang 2010, 2343), b)’ positive salesperson-displayed emotion has a positive effect on customer service quality perceptions’ (Sang 2010, 2348). The above research highlights a specific aspect of EI – the social skills of person or, else, his ability to understand the emotions and needs of others. Self-awareness also plays a role in responding successfully to the customers’ demands but it is, mostly, the awareness of others (see the Tao de Haas model, Graph 2, Appendix), which was set under evaluation in the research of Sang (2010). The relation between EI and job performance was set under examination through the research of Mishra and Mohapatra (2010); the above study focused on the potential interaction between EI and job performance as developed in firms operating in the Indian market. The research was based on a survey conducted among organizations of different sectors in Delhi; approximately 90 completed questionnaires were used in the particular study (Mishra and Mohapatra 2010, 53); the research developed through two questionnaires – one for the employees and one for their supervisors (Mishra and Mohapatra 2010, 56). It was revealed that three specific elements of EI, i.e. ‘competency, maturity and sensitivity have contributed to job performance’ (Mishra and Mohapatra 2010, 59). Moreover, it was proved that among the above factors, the emotional competency mostly affected job performance (Mishra and Mohapatra 2010, 59). The close relation between EI and job performance was also verified through the research developed by Carmeli (2003); the above researcher tried to identify the level at which EI can affect ‘work attitudes, behavior and outcomes’ (Carmeli 2003, 788). In the context of the above study, a questionnaire was sent to chief financial officers in governmental organizations of Israel (Carmeli 2003, 798); through the responses of the participants (98 participants in total) it was revealed that EI is related to a ‘positive work attitudes and task performance’ (Carmeli 2003, 806). The above research addressed only chief officers, however, their responses could be used in order to explain the relation between EI and job performance at all levels of the organizational hierarchy, an assumption that has been verified through the studies presented previously. Similar findings have been revealed through the study of James, Velayudhan and Gayatridevi (2010); in the above study, the relation between’ the EI and the Organizational citizenship behavior’ (James, Velayudhan and Gayatridevi 2010, 262) of corporate executives was set under examination. A questionnaire was distributed to ‘60 executives of the Roots Industries Ltd, Coimbatore’ (James, Velayudhan and Gayatridevi, 264); it was proved that through self-awareness the quality of interpersonal relations of executives has been improved. From this point of view, EI has helped to the development of a specific mode of organizational behavior; in the above study emphasis is given on self-awareness than on social skills as an important element of EI. 3. Conclusion In accordance with the issues discussed above EI can strongly affect the employee performance but the extension of their relation is likely to be differentiated. More specifically, in organizations where high emphasis is given on the emotional competencies of employees and where employees are given the chance to take initiatives, EI is a factor influencing the job performance; on the contrary, in organizations where the power of employees to intervene in the decision – making process and develop initiatives is limited, EI cannot play a key role in the development of their performance. In my view, the aim of the assignment has been effectively achieved; studies focusing on the issues under discussion are presented and critically discussed. Moreover, comparisons are made among the views of theorists and researchers in regard to the specific subject; in this way, it is ensured that all-important points of the specific subject are covered. Particular emphasis should be given on the combination of theories and empirical studies in order to explain the study’s various issues. In this context, a basic requirement of the study, the involvement of theories and empirical findings in the development of the study has been fully met. References Afsheen, F., Rabia, I., and Z. Arshad. 2010. Emotional Intelligence and Job Satisfaction: Mediated by Transformational Leadership. World Applied Sciences Journal 10(6): 612-620. Idosi http://www.idosi.org/wasj/wasj10(6)/1.pdf (accessed April 16, 2011), 612, 614 Carmeli, A. 2003. The relationship between emotional intelligence and work attitudes, behavior and outcomes. An examination among senior managers. Journal of Managerial Psychology 18(8): 788-813 Emerald http://www.emeraldinsight.com/0268-3946.htm (accessed April 16, 2011), 788, 79, 806 James, Justine, Velayudhan, A. and Gayatridevi, S. 2010. Organizational Citizenship Behaviour and Emotional Intelligence of Corporate Executives. Journal of the Indian Academy of Applied Psychology http://medind.nic.in/jak/t10/i2/jakt10i2p262.pdf 36(2): 262-267 (accessed April 16, 2011) Mishra, S. and D. Mohapatra. 2010. Relevance of Emotional Intelligence for Effective Job Performance: An Empirical Study. Vikalpa 35(1): 53-61 Vicalpa http://www.vikalpa.com/pdf/articles/2010/vol-35-1jan-mar-53-61.pdf (accessed April 16, 2011), 53, 56, 59 Sala, Fabio, Druskat, Urch, Mount, Gerald. 2006. Linking emotional intelligence and performance at work: current research evidence with individuals and groups. London: Routledge, 168 Sang, K. 2010. The effect of emotional intelligence on salesperson’s behavior and customers’ perceived service quality. African Journal of Business Management 4(11): 2343-2353. Academic Journals http://www.academicjournals.org/AJBM (accessed April 16, 2011) Shields, John. 2007.Managing employee performance and reward: concepts, practices, strategies. Cambridge: Cambridge University Press, 183-184 Stough, Con, Saklofske, Donald, Parker, James. 2009. Assessing emotional intelligence: theory, research, and applications. New York: Springer, 164 Appendix Graph 1 – Aspects of Emotional intelligence (Source: http://kelseyrush.com/wp-content/uploads/2010/09/EI.jpg) Graph 2 – Emotional Intelligence Model of Tao de Haas (Source: http://sites.wiki.ubc.ca/etec510/images/0/03/Emotional_intelligence_model.gif) Read More