Relationship of Organizational Commitment Based on Emotional Intelligence on Teachers and Students - Literature review Example

Emotional Intelligence Student Name Student Number Lecturer, Date Name of the Institution Table of Contents PART A Article Review 3 Introduction 3 Context 4 Methodology 5 Sample 5 Data Collection 6 Paul Butcher did not provide data collection information in his study 8 Measurement 8 Limitations of the Study 8 Conclusion 9 PART B. Implementation and Reflection 11 Works Cited 17 APPENDICES 18 PART A Article Review Introduction An emotional intelligence concept is a hot topic that researchers of psychology have been interested in recent years, especially on its effects in the workplace. Whatever affects people’s minds in the workplace also affect the organization at large. Emotional intelligence (EQ) of people is today believed to be of more importance than their IQ, and predicts overall happiness, quality of relations and predicts success well. Emotional intelligence is the ability level of individuals to adopt, control and manage their responses, reactions, moods and emotions (self-management), understand and recognize their reactions and emotions (self-awareness), connect their emotions to self-motivate themselves to work, commit, take suitable action, and follow-through towards achieving their goals (motivation), work as part of a team, build relationships, negotiate conflict, lead, and relate to others socially (social skills), and discern other people’s feelings, utilize the understanding of their emotions to effectively relate to them ( empathy). This paper will review three articles on emotional intelligence as follows: (i) Emotional intelligence and empathy: its relevance in the clinical encounter by Paul Burcher, (ii) Examining the relationship and anticipating organizational commitment based on the components of emotional intelligence on physical education teachers by Khald Dodema, Jalal Jaha Panah, Shabnam Zinali, and Roghaeyh Hasan Nejad, and (iii), The association of self-assessed emotional intelligence with academic achievement and general health among students of medical Sciences by Enam Alhagh, Charkhat Gorgich, Sanam Barfroshan, Gholamreza Ghoreishi, Abbas Balouchi, Naser Nastizaie & Azizollah Arbabisarjou. Context Both articles focus on Emotional Intelligence but presented in different context. Paul Butcher provides a relationship between health care provider and patient in a clinical setting, in terms of a loaded emotion experience. Paul asserts that emotional intelligence has an important role it plays in medicines on both patients and health care providers. The article examines the emotional intelligence effect from both the perspective of the physician and the patient. Paul reports that emotional intelligence on the side of the patient plays an important role in both chronic and acute illness, and further exploration is needed in the impact emotional intelligence on treatment strategies and healthcare utilization. For the side of the physicians, improving the clinical outcomes and satisfaction of patients can be achieved by valuing and enhancing the empathy and intelligence of the physician. Unlike Paul Butcher who has presented emotional intelligence in a clinical setting, Khald Dodema, Jalal Jaha Panah, Shabnam Zinali, and Roghaeyh Hasan Nejad have presented the same concept in government schools. The researchers aimed at exploring relationship between emotional intelligence components and organizational commitment of physical education teachers in government schools. They reported that the relationship between organizational commitment and emotional intelligence components is positive. The relationship management and the emotional intelligence component predict organizational commitment powerfully. Enam Alhagh, Charkhat Gorgich, Sanam Barfroshan, Gholamreza Ghoreishi, Abbas Balouchi, Naser Nastizaie & Azizollah Arbabisarjou have presented emotional intelligence in a medical setting like Paul Butcher, but on medical students rather than on patients and physicians. The researchers acknowledge their understanding of the importance of emotional intelligence in influencing various aspects of individuals, leaning them to percept their feelings for future accomplishments and decision making that is appropriate. The researchers aim was to investigate the relationship between self-assessed emotional intelligence with general health and academic achievement among medical students. They reported that there was a significant association between emotional intelligence, academic achievement and general health. The presentation of emotional intelligence by the researchers in all three articles, in different settings, provides a clear understanding for readers to relate to different aspect of human life and how it is affected by emotional intelligence, be it in school or clinic. Methodology Sample Khald Dodema, Jalal Jaha Panah, Shabnam Zinali, and Roghaeyh Hasan Nejad used descriptive correlation method in their study. The sample of the study comprised of 56 physical education teachers both male and female from three public schools, high school, middle school and elementary school. Stratified sampling method was used to arrive at the sample. In their cross-sectional study, Enam Alhagh, Charkhat Gorgich, Sanam Barfroshan, Gholamreza Ghoreishi, Abbas Balouchi, Naser Nastizaie & Azizollah Arbabisarjou sampled 426 students from October 2014 to May 2015 at Zahedan University of Medical Sciences in Southeast Iran. The total population was 3727 with 1376 males and 2351 females who were studying in 2014-2015 semester. Stratified sampling was used to choose the sample volume of 426 students. Students sampled were those who attended the university’s library and computer site during the research. The library and computer site were the preferred choice for the researchers because they helped to maintain the subjects’ random sampling methods about age, gender, and field of study. The inclusion criteria were the subjects that had passed at least two academic terms at the university. Medical students in internship course, in training and those with lower than second term were not included in the study. This was a better consideration for the researchers’ samples because the group that was left out did not have GPA that could determine their academic achievement. While the rest of the researchers have used appropriate samples and sampling procedures, Paul Butcher has not provided any sample used or sampling procedure Data Collection Both Khald Dodema, Jalal Jaha Panah, Shabnam Zinali, and Roghaeyh Hasan Nejad and Enam Alhagh, Charkhat Gorgich, Sanam Barfroshan, Gholamreza Ghoreishi, Abbas Balouchi, Naser Nastizaie & Azizollah Arbabisarjou in their studies used comprehensive questionnaires to collect data on emotional intelligence. The emotional intelligence questionnaire Khald Dodema, Jalal Jaha Panah, Shabnam Zinali, and Roghaeyh Hasan Nejad was based on the Cruise & Bradbury model, which has 28 separate items that is designed using a five-point Likert scale. The factor analysis results were four factors (relationship management, social awareness, self-management and self-awareness). The questionnaire also used Allen and Meyer’s model in the form of five-point Likert design and scale in the form of 24 separate items. The three factors as the factor analysis results include normative commitment, continuance commitment and emotional commitment. Enam Alhagh, Charkhat Gorgich, Sanam Barfroshan, Gholamreza Ghoreishi, Abbas Balouchi, Naser Nastizaie & Azizollah Arbabisarjou on the other hand used a standard questionnaire consisting of three parts. Gender information such as field of study, gender, and age amongst others were included in part one. Investigation of emotional intelligence was included in part two, by using a questionnaire that adopted Sibria Shring version of Emotional intelligence questionnaire. The original emotional intelligence questionnaire version had seventy questions divided in two parts. The questions in the first part asked about a situation in the life of a student who chose the option that described his or her likely mood. The second part consistent of questions that had an emotional story at the beginning, and the students answered questions in regard to the given story. However, the stories were removed from the questionnaire because they had no relevance to the culture of Iran. All the questionnaire items were based on a 5-pointed Likert scale starting from a score of 1 (strongly disagree) to a score of 5(agree). The questionnaire took five aspects: 6 items of social skills, 5 items of empathy or social awareness, 7 items of self-control, 7aspects of self-motivation and 8 items of self-consciences. 33-165 was the total score of questionnaire at min and max range. This questionnaire was ideal and perfect for the study because it had been used before in a research in Iran and approved of its reliability. Reliability of the emotional intelligent questionnaire was determined by the Cronbach’s alpha, calculated at 0.91. 4 was the GPA criterion of the student as a measure of academic achievement. Paul Butcher did not provide data collection information in his study Measurement Both Khald Dodema, Jalal Jaha Panah, Shabnam Zinali, and Roghaeyh Hasan Nejad and Enam Alhagh, Charkhat Gorgich, Sanam Barfroshan, Gholamreza Ghoreishi, Abbas Balouchi, Naser Nastizaie & Azizollah Arbabisarjou used Likert-scaled questions to measure variable. They used a 5-point Likert scale ranging from strongly disagree (1) to agree (5) while Paul Butcher did not provide any measurement method. Likert-scaled questions are the best choice made, as they are important in fixing choice response formats and the way they are desired they can measure opinions and attitudes of respondents effectively. Data Analysis Enam Alhagh, Charkhat Gorgich, Sanam Barfroshan, Gholamreza Ghoreishi, Abbas Balouchi, Naser Nastizaie & Azizollah Arbabisarjou used Statistical Analysis conducted by the use of IBM SPSS Statistic v21. Data analysis was performed through inferential statistics such as Pearson correlation coefficient, ANOVA and t-test, and descriptive statistics such as standard deviation and mean. 0.05 was considered as the tests significance level. Inferential statistics provide almost accurate results compared to other data analysis methods. Khald Dodema, Jalal Jaha Panah, Shabnam Zinali, and Roghaeyh Hasan Nejad in their study used multiple regression analysis by NOAA which is also an accurate data analysis method. Paul Butcher did not provide data analysis method for his study. Limitations of the Study Paul Butcher’s study results are questionable as to whether they are reliable and valid. This is because he has failed to provide the methodology of the study in terms of the sample, data collection and data analysis. This study may not be helpful to future researchers who may want to undertake similar research. Conclusion Enam Alhagh, Charkhat Gorgich, Sanam Barfroshan, Gholamreza Ghoreishi, Abbas Balouchi, Naser Nastizaie & Azizollah Arbabisarjou concluded that there is a positive association between emotional intelligence, academic achievement and general health. Emotional intelligence also relates to general health as a factor of psychology that is effective. This is because emotional intelligence has some abilities that make people to easily process emotional information and make their thoughts rational. Emotional intelligence results in physical and psychological health and academic achievement. The consideration and planning of emotional intelligence should begin from childhood in order to achieve good results in university students and youths. However, some workshops and classes about the development of emotional intelligence need to be held. Khald Dodema, Jalal Jaha Panah, Shabnam Zinali, and Roghaeyh Hasan Nejad in their conclusion assert that the organization’s success and progress of staffing and the organization depend on the human resource organization and individuals committed to fill the motivation and favorable working conditions. There is a strong positive relationship between emotional intelligence components such as social relationship management, self-management and self-awareness, and organizational commitment dimensions such as normative commitment, continuance commitment and effective commitment. Individuals who have organizational commitment, career success and more experience have high emotional intelligence. Their attitudes are consistent with their commitment. Organizational commitment is also predicated by emotional intelligence. The researchers recommend that employee hiring and promotion be based on emotional intelligence, and administrators need to take into consideration the performance and effectiveness of the organization and normative commitment in relation to emotional intelligence. Paul Butcher in his study concludes that emotional intelligence is needed for both sides of patients and care givers in a clinical encounter. Empath and emotional intelligence is crucial for physicians. Greater health care utilization and illness is associated to low emotional intelligence, although emotional intelligence of patients’ needs further study. Chronic illnesses may benefit from emotional intelligence if enhance. Health care evaluation could embrace emotional intelligence screening someday. Emotional intelligence plays a greater role in treatment and development of illnesses and therefore it could be part of cost containment. Patient satisfaction and better outcomes could be a contribution of emotional intelligence of the physician, though further research is needed to completely establish the relationship. Further research is also needed in defining empathy and its role in patient satisfaction and outcomes, because it appears to be the emotional intelligence’s most important component in health care setting. Both emotional intelligence and empath can be both learned and inborn, because their development is impacted by gender, age and education, though these abilities are easily acquired by some people. It is reasonable to test for empathy among applications of medical student given the role played by empathy to the patient-doctor relationship. New physicians have their potential for their empathy to be improved through training in psychosocial medicine, narrative medicine and medical humanities courses and work hour restrictions. Both researchers have compressively concluded their research findings and results, but deep insights on emotional intelligence have been provided by Paul Butcher. PART B. Implementation and Reflection Part B2: Implementation In implementing emotional intelligence activities I kept a diary of events as follows Week 1 This week, I am concentrated on self-awareness and self management because I needed to first understand my own emotions and how it affects situations then learn how to manage those emotions, before learning other people’s emotions and managing them. I identified an aspect in my personal history, tried to find out how it affects me, in order to help me understand my emotions and know the reason why I react the way I do in certain situations. I have been more independent in terms of decision making and doing things. I had to grow very fast in my childhood and took adult responsibilities while still young; because my parents were too busy having ends meet. Therefore I did not play a lot as a child. This explains the reason why I get annoyed easily when someone tries to push an idea on me because I perceive I already know what I want, why show me the way when I know where to go? I perceive it like intimidation. I took time to sit on the floor and meditate in order to slow down my mind. This was difficult for me at first because usually my mind runs all over and a lot of things run in mind. Therefore, to concentrate fully on meditation was a challenge, it was not perfectly done on that day but I tried, hoping that I would improve next time. Getting away from people and being in silent solitude was another activity on the same week. This helped me to reflect on myself, what I had done that day, what I had said to those I interacted with, what I felt or what I would like to do. This wasn’t a difficult task for me, and neither was it known to me. I like to get away from people more often. I enjoy my own company most as I get to think about things that I like, reflect on my life and know what I want to do. I needed to increase my knowledge and understand on emotional intelligence, therefore I read an article on “Emotional Intelligence and Job Satisfaction: A Correlational Study” by Abi Ealias and Jijo George. I learnt that the modern work environment is highly interested in job satisfaction and emotional intelligence, as these two serve as an organizational and personal competitive edge. Therefore, there’s is a positive relationship between job satisfaction and emotional intelligence. Although emotional intelligence and job satisfaction is not affected by an individual’s designation, they can significantly be affected by marital status or experience. In the same week I tried to make peace with my past by understanding my past experiences. I tried to let go off the negative experiences that I faced and convinced myself that there is a new me and that I needed to focus on my future, because my past could impede my future progress. I achieved this through identification of beliefs, emotional and behavioral patters that were as a result of my past experiences. I wrote them everything that I could remember and analyzed each one of them and decided to put an effort in making a change. The other challenge I faced this week was to exercise by jogging for 30 minutes and write ow my feelings and thoughts. I had not jogged for a very long time and I felt that my feet were too heavy. I honestly jogged for 15 minutes congratulating myself for the first step I made, hoping to improve next time. Being the kind of person whose thoughts run all over, I had a difficult time trying to organize my thoughts and write what I was exactly feeling. I can also attest that it is refreshing or it feels great to take time and enjoy a nice healthy meal far away from fast foods. It made me feel good about myself. I also identified that I always play the role of a leader in my relationships. As I explained before I am more independent and therefore I like to lead than to be led. Week 2 I introduced social skills and relationship management in week 2. I tried to identify and understand non-verbal social signals demonstrated by those I interacted with. I learned to associate nonverbal signals to what others meant when communicating, so that I can avoid misunderstanding in communication and judgement. However, I can attest that it was not an easy task for me. I read an article titled “Emotionally unskilled, unaware, and uninterested in learning more: Reactions to feedback about deficits in emotional intelligence” by Sheldon Olier, Dunning David and Ames Daniel. The authors concerns are that members of the organizations have optimistic opinions of their performance and expertise despite self-awareness importance for managerial success. They reported in their study that low performance and least skilled were reluctant to have self-improvement which including reading a book on emotional intelligence. This week also involved playing a V-P-R triangle with other people. The game explains destructive inter-action and co-dependent patterns that can impact our lives negatively. There is a unique position in the triangle in which a healthy relationship can be destroyed if one is entangled in it. But once a person breaks the circle and becomes free they receive keys to healing themselves and create healthy relationships. Unfortunately I was not able to find people to play this game because my friends were busy with their assignments and promised to play with me next time. I managed to job for 30 minutes, what an achievement. I tried to listen to others views and opinions without judging them. I also wrote down my thoughts to find out if they were positive or negative and decided to purposely think positively. I invited two of my classmates for lunch and broke a monotony of spending most of the time alone. It was great listening to their views and opinions on matters at hand, what they love and what they would want to do. We decided to be doing this at least weekly. I improved slightly on meditation by focusing without letting my mind run all over. Week 3 The final week was somehow smooth in polishing my emotional intelligence skills. I exercised for 40 minutes. My friends and I went to a nearby coffee place to get together, though my aim was more of interacting with them, get to know their emotions and how thy get along with mine, and learn how to manage them. In this week I was also supposed to identify an existing conflict existing between colleagues and try to help them solve, however, I did not come across any conflict, though when it happens I believe I am well equipped solve. I jogged for 45 minutes and concentrated fully on my meditation and I hope this becomes a routine. This week I also purposed to affirm someone, acknowledge and support them. I told a friend I liked the way he articulate issues, I told another person how she looks good when she smiles, and I could see their faces brighten. Part B3: Summary and Reflection My personal plan of understanding emotional intelligence consisted of Intelligence 3-Week timeline of activities. My goal at the end of three weeks was to understand and apply self-awareness and self-management, social awareness and relationship management as components of emotional intelligence. Self-awareness as a future manager will enable me to recognize and understand my own emotions and how they can impact on the emotional state of others, as well as how they can affect my interaction with others. I have the power to control my emotions if I can recognize and understand them. In a nutshell, self-awareness is the foundation of emotional intelligence. Self-management is built on self-awareness in that, once I understand my own emotions clearly and how they can impact on other and situations, then I can be able to control them, so that I do not get controlled by them. Social skills are skills that I need to influence and handle the emotions of other people effectively. Though it sounds like manipulation, but I understood it as, when I smile at someone he or she is likely to smile back, and hence make them feel much better and have a positive attitude. On the other hand relationship management is an area of emotional intelligence that portrays my ability to be aware of other people’s emotions while I interact with them, along with my emotions in order to build a strong working relationship. As a manager I will have the ability to lead, persuade and communicate with other people, while being honest and direct without discriminating others. There was no conflict between what I learnt through the activities with the articles I reviewed on Emotional Intelligence. They all compliment each other and agree Emotional Intelligence is influenced strongly by skill, self-control and perseverance in relating with others. Managers and employees need to know that Emotional Intelligence can help them to work effectively in teams, be flexible to changes at work, succeed beyond paper qualifications, and it is more important as new innvoations and technologies emerge. Works Cited Enam Alhagh, Charkhat Gorgich, Sanam Barfroshan, Gholamreza Ghoreishi, Abbas Balouchi, Naser Nastizaie & Azizollah Arbabisarjou. “The association of self-assessed emotional intelligence with academic achievement and general health among students of medical Sciences”. Global Journal of Health Science, 8.12, (2016):27-33. Print Khald Dodema, Jalal Jaha Panah, Shabnam Zinali, and Roghaeyh Hasan Nejad. “Examining the relationship and anticipating organizational commitment based on the components of emotional intelligence on physical education teachers.” International Journal of Humanities and Cultural Studies (2016):136-145. Print Paul Butcher. “Emotional intelligence and empathy: its relevance in the clinical encounter”. Patient Intelligence (2011):23-28. Print APPENDICES Appendix A- Emotional Intelligence 3-Week Timeline of activities Self-awareness Self-management Social awareness Relationship management Week 1 MORNING AFTERNOON NIGHT MONDAY Identify an aspect in my personal history. How did it affect me? To help me understand my emotions and know the reason why I react to certain situations Meditation-Sit on the floor kind of mediation to slow down my mind Get away from people and be in silent solitude to help me reflect on myself, what I have done, said, felt or what I would like to do. TUESDAY Exercise by jogging for 30 mins Make peace with my first by understanding my past experiences Identify emotional patterns, beliefs and behavior patterns that resulted from my past experiences. WEDNESDAY Exercise by jogging for 30 mins Write my thoughts and feelings Eat very healthy food far from the normal fast foods THURSDAY Ask myself the following questions: Does this circumstance, body, physical sensation, thought and emotion a real me? Play a two-way pointing game for more self-awareness Meditation-Sit on the floor kind of mediation to slow down my mind FRIDAY Write my thoughts and feelings Identity the role I play in my relationships Read an article on self-awareness Week 2 MORNING AFTERNOON NIGHT MONDAY Try to identify and understand nonverbal social signals demonstrated by others, How has it improved my social skills? How has improved quality in my relationships Play a V-P-R triangle social game with my colleagues Read an article on social awareness TUESDAY Exercise by jogging for 30 mins Try to form new connection through listening to others empathetically Write down your thoughts WEDNESDAY Look for my integrity in my actions, feeling and words, other people’s integrity and try to relate to those with high level of authenticity and honesty. Invite colleagues out for lunch to connect and have a good time Meditation-Sit on the floor kind of mediation to slow down my mind THURSDAY Try and understand other people’s basic needs of being entertained, recognized, affirmed and love and loved Try and have a positive value of seeking connection Write down your thoughts FRIDAY Exercise by jogging for 30 mins Concentrate more to understand other people’s eye contact, touch, posture and position, and eye contact Get together with colleagues for coffee to celebrate the start of a weekend and connect Week 3 MORNING AFTERNOON NIGHT MONDAY Exercise by jogging for 30 mins Identify a conflict existing between colleagues and try to help solve Read an article on relationship management TUESDAY Purpose to Affirm someone, acknowledge and support Eat very healthy food far from the normal fast foods Meditation-Sit on the floor kind of mediation to slow down my mind WEDNESDAY Exercise by jogging for 30 mins Identify what makes you feel good and do it Write down your thoughts THURSDAY Concentrate more to understand other people’s eye contact, touch, posture and position, and eye contact Try to form new connection through listening to others empathetically Self-management FRIDAY Exercise by jogging for 30 mins Get together with colleagues for connect and celebrate the start of a weekend and connect Meditation-Sit on the floor kind of mediation to slow down my mind Appendix B- Articles Read More