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Emotional Intelligence Effects On Job
Emotional Intelligence Effects On Job
Emotional Intelligence Effects On Job
IN JOB PERFORMANCE
BY
2011HSMM014
2011HSMM014
Wg Cdr P K M SHENOY
DPMO (MC),I.A.F. ,Nagpur
______________
__
Signature of the
Supervisor
WG CDR(Dr) PKM
Shenoy
Deputy Principal
Medical Officer
(DPMO-MC)
I.A.F.(Indian Air
Force
Place : Amla (M.P.)
ABSTRACT
Dissertation title : TO STUDY THE IMPORTANCE
OF EMOTIONAL INTELLIGENCE
IN JOB PERFORMANCE
Id no. : 2011HSMM014
ACKNOWLEDGEMENT
1. I take this opportunity to express my profound gratitude and
deep regards to my guide Wg Cdr(Dr) PKM Shenoy for his
exemplary guidance, monitoring and constant encouragement
throughout the course of this Dissertation work. The blessing, help
and guidance given by him time to time shall carry me a long way in
journey of life on which I am about to embark.
TABLE OF CONTENTS
INTRODUCTION
STATEMENT OF PROBLEM
The scope for the organization whose employees, if they are lacking
in their performance due to low level of emotional intelligence, they
can help them to increase their emotional intelligence. Scope of
study will can be helpful in future why some employees are
outstanding performers while others are not. On the basis of these
results an organization can choose a strategy and actions to improve
the performance of their employees.
It can give a new dimension in the future to conduct such research
on the employees of other sector also The study of data is purely
based on secondary data to get proper understanding about this
concept.
REVIEW OF LITERATURE
United State Air Force recruiters. These recruiters oure divided into
high-performing groups (those who met or exceeded 100% of their
recruiting goals) and lowperforminggroups (those who met less than
80% of their recruiting goals). An emotional quotient was
administered to the recruiters, and the results indicated the
emotional quotient instrument predicted 28% of the variance in the
performance between the two groups. The emotional quotient
correctly classified 81% of the recruiters in the high- performing and
low-performing groups. Furthermore, recruiters with high levels of
emotional intelligence had a greater ability to place recruits in
positions that closely matched their knowledge and skills (Bar-On,
Handley andFund, 2006).
Shanker and Sayeed (2006) conducted a research on 139
managers working in various organizations in Western India. The
purpose of the study was to establish a relation between emotionally
intelligent managers and managers’ professional development. The
managerial scores on various dimensions of emotional intelligence
oure correlated with professional development indicators of
managers, conceptualized in terms of number of promotions
attained and the rated job success. The assumption that the
emotionally intelligent managers would tend to attain greater
professional development than those who are less emotionally
intelligent was tentatively supported in the findings.
RESEARCH OBJECTIVES
1. The general empirical objective of this research was to
determine whether there is a significant relationship between
the emotional intelligence and job performance of personnel
working in hospital.
RESEARCH METHODOLOGY
1. SCOPE OF WORK:
Study of this project will be carried out one of the AIR FORCE
HOSPITAL under following heads:
2. METHOD:
Table. 1
Figure 1
Note in the plot above how a straight line comfortably fits through
the data; hence a linear relationship exists. The scatter about the
line is small, so there is a moderate linear relationship. The slope of
the line is positive (In general small values of X correspond to small
values of Y; large values of X correspond to large values of Y), so
there is a positive co-relation (that is, a positive correlation)
between X and Y.
It is evident from above picture that there is no outlier present. An
outlier is defined as a data point that emanates from a different
model than do the rest of the data. The data here appear to come
from a linear model with a given slope and variation.
Outlier detection is important for effective modelling. Outliers should
be excluded from such model fitting. If all the data here are included
in a linear regression, then the fitted model will be poor virtually
everywhere. If the outlier is omitted from the fitting process, then
the resulting fit will be excellent almost everywhere (for all points
except the outlying point).
Correlation Co-efficient :
Correlation(r) =[ NΣXY - (ΣX)(ΣY) / Sqrt([NΣX2 - (ΣX)2][NΣY2 -
(ΣY)2])]
where N = Number of values or elements
X = First Score
Y = Second Score
ΣXY = Sum of the product of first and Second Scores
ΣX = Sum of First Scores
ΣY = Sum of Second Scores
ΣX2 = Sum of square First Scores
ΣY2 = Sum of square Second Scores
Table. 2
CORRELATION-COEFFICIENT CALCULATION
CORRELATION COEFFICIENT
+ 0.459
+ +
+0.279 +0.279
For df 48 and significance level 0.05 , value from PPMC is 0.279
while as calculated coefficient is + 0.459 which lies in zone of
rejection of null hypothesis
The level of significance (significance level) is denoted by the Greek
letter alpha (α). It is also called the level of risk (as there is the risk
we take of rejecting the null hypothesis when it is really true). Level
of significance is defined as the probability of making a type-I error.
It is the maximum probability with which we would be willing to risk
a type-I error. It is usually specified before any sample is drawn so
that results obtained will not influence our choice.
5% level of significance means that there are about 5 chances out of
100 that we would reject the true hypothesis i.e. we are 95%
confident that we have made the right decision. The hypothesis that
has been rejected at 0.05 level of significance means that we could
be wrong with probability 0.05.
The degrees of freedom of the t-statistic is n - 2. All else equal,
the larger the sample size, the more likely that the null hypothesis
will be rejected.
SELF AWARENESS
SELF MANAGEMENT
RELATION
MANAGEMENT
MOTIVATION
Figure 3
Purpose:
Multiple regression analysis is very similar to a simple linear
regression analysis and is used to determine if there is a relationship
between a response variable and multiple predictor variables
simultaneously. In a multiple regression, a best-fit (least squares)
regression equation is calculated such that the distances between
the observed data points and the predicted values estimated by the
multiple regression equation are minimized. This method is also
used to estimate the significance of the relationship between each
predictor variable and the response variable while controlling for
variation that can be attributed to the other predictor variables.
Graphical Representation:
The number of dimensions of the multiple regression is determined
by the number of predictor variables e.g., a plane for two predictor
variables or a cube for three. It becomes impossible to visualize this
multi-dimensional space with more than three predictor variables.
Hence scatter plot of one response variable against one predictor
variable is drawn.
Figure 6 Figure 7
SCATTER PLOT- E
Figure 8
Scatterplot is drawn between all five variables and job performance
independently which clearly reflects that Self Awareness has more
strong relation than other variables which will be further prooved in
multiple lenear regression.
Statistical hypotheses:
Full Model
H0: There is no statistically significant relationship between the
response variable and the predictor variables as a group.
H0: b1 = b2 = b3 = b4 = 0
HA: There is a statistically significant relationship between the
response variable and the predictor variables as a group.
HA: At least one of these b’s ¹ 0
Residual Models
H0: There is no statistically significant relationship between the
response variable and the specific predictor variable while controlling
for the effects of the other predictor variables.
HA: There is a statistically significant relationship between the
response variable and the specific predictor variable while controlling
for the effects of the other predictor variables.
Report:
a) Model parameters
The regression equation is in the format y = β0 + β1x1 + β2x2 …
βnxn, where β0 is a constant, β1 is the regression coefficient for the
predicted relationship between x1 (first predictor variable) and y
(response variable), β2 is the regression coefficient for the predicted
relationship between x2(second predictor variable) and y (response
variable), up to βn, the regression coefficient for the predicted
relationship between xn (nth predictor variable) and y (response
variable).
Job performance(Y) =bbSA b SM b Emp
b Rb M
Where is the intercept which is the value of y when all Xs =
0,this is the point at which the regression plane crosses the Y-axis
(vertical).
b1 is the regression coefficient for variable 1. (Self Awareness)
b2 is the regression coefficient for variable 2. (Self Management)
b3 is the regression coefficient for 3 variable. ( Empathy)
b4 is the regression coefficient for 4 variable ( Relationship
Management)
b5 is the regression coefficient for 5 variable (Motivation)
b) Test statistics
First we report F-statistic for the full model including all of the
predictor variables with the appropriate degrees of freedom. We also
need to report the t-statistic calculated separately for each of the
predictor variables with the appropriate degrees of freedom.
c) Degrees of freedom
Table. 3
ANOVA FOR OBSERVED ‘F’ VALUE
ANOVA
Df SS MS F Significance
F
Regression 3.788896 0.006116591
5 3.515118 0.703024
Residual 44 8.16413 0.185548
Total 49 11.67925
F Table
for α =
0.05
Figure 9
HYPOTHESIS TESTING
Reject H0
Reject H0
Do not reject H0
3.788896
documenUs
documenUs
e the Text-2.4271 0 +2.4271
e the Text
Figure 10
Table.4
MULTIPLE REGRESSION CO-EFFICIENT
Regression
Statistics
Multiple R 0.548608475
R Square 0.300971259
Adjusted R 0.221536175
Square
Standard 0.430753305
Error
Observations 50
Multiple R:
The correlation coefficient between the observed and predicted
values. It ranges in value from 0 to 1. A small value indicates that
there is little or no linear relationship between the dependent
variable and the independent variables. In this example multiple
R=0.548608475 which indicates there is linear relationship exists
between dependent and independent variables.
Coefficient of determination:
Multiple R=0.549
Coefficient of determination = 0.301
Multiple R=0.549
Coefficient of determination = 0.301
Figure 11
Adjusted R-square:
Measures the proportion of the variance in the dependent variable
(wage) that was explained by variations in the independent
variables. In this example, the “Adjusted R Square” shows that
22% ( 0.221536175 ) of the variance was explained.
Residuals Analysis
Residual Plots
Figure12 Figure 13
Figure 14 Figure 15
Figure 17
Table 7
RESIDUAL OUTPUT OF OBSERVED AND PREDICTED JOB
PERFORMANCE
RESIDUAL
OUTPUTS
Residuals
Observation Observed Predicted Standard
Y Y0 Y-Y0 Residuals
Standardized residuals
Figure 19
JOB PERFORMANCE
SELF AWARENESS
B=0.492,
R MANAGEMENT t=0.2142,p=0.8313
B=0.101,
t=0.7388,p=0.4638
MOTIVATION B=0.040,
t=0.2922,p=0.7714
N.B.-All values are positive
(a =0.05)
t 4,0.05
f (4,44),0.05
Figure 21
B coefficient for various independent variables shows that all have
positive effects on Job performance yet only SA has significant
statistically, which means there must be some factors which are
responsible for this result. Certain possibilities are discussed below:
Multicollinearity:
Simultaneity bias:
RECOMMENDATION
In the earlier era as we have seen in this project report there was a
much emphasis on IQ only and EI was not given much importance
but now the scenario has been changed and organization from IQ to
EI so here are some of the recommendations for organizations and
individuals about EI.As now-a-days, a person is exposed to many
cultures and influenced by many things. Organizations earlier used
to give tangible benefits to the internal / external customers, these
days customers are looking for fulfilment of their emotional needs.
Organizations in a long run to maintain customer loyalty they need
to take care of employees emotional needs and behave
empathetically. Therefore organization should pay attention towards
Emotional Intelligence needs of employees.
All information to the brain comes through our senses and when this
information is overwhelmingly stressful or emotional, instinct will
take over and our ability to act will be limited to the flight, fight, or
flee response. Therefore, to have access to the wide range of
choices and make good decisions, we need to be able to bring our
emotions into balance at will.Memory is also strongly linked to
emotion.
By learning to use the emotional part of our brain as well as the
rational, we’ll not only expand our range of choices when it comes to
responding to a new event, we’ll also factor emotional memory into
our decision-making. This will help prevent us from continually
repeating earlier mistakes.
The present study has produced some important results that have
implications for both research and practice. The study on employee’s
emotional intelligence and their ability to perform effectively on the
job is identified as they are able to manage their emotional
intelligence, which has a direct impact on their job. These skills are
to be developed for achieving higher employee productivity and to
enhance the image of the organization. A particularly interesting
finding or result of the present study was that emotional intelligence
of employees had an impact on their level of performance on the
job. This has implications for management, suggesting that
organizations could be profitable by identifying the level of
emotional intelligence of employees and apply interventions that are
focused on the developing emotional intelligence among the
employees in the organization. EI is associated with better
performance in the following areas:
1. Participative Management.
2. Pulling people at Ease.
3. Balance between personal life and work.
4. Straight Forwardness & Composure.
5. Decisiveness
6. Doing whatever it takes
7. Adaptability.
8. Confronting Problem Employees
QUESTIONNAIRE-EMOTIONAL INTELLIGENCE
SELF-ASSESMENT(CONT’D)
Annexure ‘3’ to Appendix ‘C’
QUESTIONNAIRE-EMOTIONAL INTELLIGENCE
SELF-ASSESMENT(CONT’D)
Annexure ‘4’ to Appendix ‘C’
QUESTIONNAIRE-EMOTIONAL INTELLIGENCE
SELF-ASSESMENT(CONT’D)
Annexure ‘5’ to Appendix ‘C’
QUESTIONNAIRE-EMOTIONAL INTELLIGENCE
SELF-ASSESMENT(CONT’D)
Appendix ‘D’
Variables SA SM EMPATHY RM MOTIVATION
SA - 0.32 0.20 0.15 0.39
SM 0.32 - 0.46 0.34 0.33
EMPATHY 0.20 0.46 - 0.42 0.41
RM 0.15 0.34 0.42 - 0.44
MOTIVATION 0.39 0.33 0.41 0.44 -
INTERVARIABLES PEARSON’S CORRELATION
COEFFICIENT TABLE
Appendix ’E’
Pearson Product-Moment Correlation (PPMC)
Coefficient
Table of Critical Values
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