DECLARATION

I, ESHIKA AGARWAL, bearing roll no 2409011089, a student of

MBA of BUSINESS AND ADMINISTRATION DEPARTMENT hereby
declare that I own the full responsibility for the information,
results etc. provided in this PROJECT titled “ROLE OF
EMOTIONAL INTELLIGENCE IN EMPLOYEE PERFORMANCE”
submitted to M.J.P ROHILKHAND University, BAREILLY for the
award of MBA degree. I have taken care in all respect to honor
the intellectual property right and have acknowledged the
contribution of others for using them in academic purpose and
further declare that in case of any violation of intellectual
property right or copyright I, as a candidate, will be fully
responsible for the same. My supervisor should not be held
responsible for full or partial violation of copyright or
intellectual property right.

NAME : ESHIKA AGARWAL

Roll No. :- 2409011089
 ACKNOWLEDGEMENT
It is a great pleasure and honour to express my deep sense to

Prof. P. B SINGH, Head of the department, for allowing me to

work in the field of interest and also my guide who gave his

Endeavour help and cooperation in completion of this project.

I express my deep sense to my deep sense to my all faculty

member and co- guides DR. MANJULA SINGH who gave me

constant encouragement and construction suggestion whenever

required.

There are no words to pay regards to my parents and family

member, friends who took so many difficulties to bring me to this

stage. Without their love and blessing I could not have

accomplishment this task.

Above all, I thank almighty for giving me patience and strength to

overcome the difficulties, which crossed my way in

accomplishment of this project .

ESHIKA AGARWAL
 TH
MBA (GENERAL) IV SEMESTER

ABSTRACT
The purpose of the present article is to investigate
the role of emotional intelligence in employee
performance at workplace in the CORPORATE of
India. Based on the facts obtained from the literature
review and primary data, the article aims to establish
a relationship between the variables of emotional
intelligence and their corresponding effect on
employee performance which consists of
parameters namely the need for inclusion, control
and affection. The article initially explores emotional
intelligence and employee performance and
thereafter specifically finds out the relationship
between the variables involved. The article uses the
sample of 50 employees that covered corporate
sector as a whole . The age of the respondents
varied from 21 to 40 years of age and the work
experience varied from 6 months to as high as 5
years. From the analysis done in the study it can be
suggested that emotional intelligence plays a
significant role in managing and maintaining the
healthy relations at workplace in the corporate
sector.It has a major role in improving employee
performance.
 CHAPTER- 1

INTRODUCTION:

We all have different personalities, different wants and

needs, and different ways of showing our emotions.
Navigating through this all takes tact and cleverness –
especially if we hope to succeed in life. This is where
emotional intelligence becomes important.
Emotional intelligence is the ability to recognize your
emotions, understand what they're telling you, and
realize how your emotions affect people around you. It
also involves your perception of others: when you
understand how they feel, this allows you to manage
relationships more effectively.
People with high emotional intelligence are usually
successful in most things they do. Why? Because they're
the ones that others want on their team. When people
with high emotional intelligence send an email, it gets
answered. When they need help, they get it. Because
they make others feel good, they go through life much
more easily than people who are easily angered or upset.
For most people, emotional intelligence (EQ) is more
important than one’s intelligence (IQ) in attaining success
in their lives and careers. As individuals our success and
the success of the profession today depend on our ability
to read other people’s signals and react appropriately to
them.

Therefore, each one of us must develop the mature

emotional intelligence skills required to better
understand, empathize and negotiate with other people
— particularly as the economy has become more global.
Otherwise, success will elude us in our lives and careers.

“Your EQ is the level of your ability to understand other

people, what motivates them and how to work
cooperatively with them,” says Howard Gardner, the
influential Harvard theorist. Five major categories of
emotional intelligence skills are recognized by
researchers in this area.
 Five categories of
Emotional Intelligence
1. Self-awareness. The ability to recognize an emotion as
it “happens” is the key to your EQ. Developing self-
awareness requires tuning in to your true feelings. If you
evaluate your emotions, you can manage them. The
major elements of self-awareness are:
 Emotional awareness. Your ability to recognize your
own emotions and their effects.
 Self-confidence. Sureness about your self-worth and
capabilities.
2. Self-regulation. You often have little control over
when you experience emotions. You can, however, have
some say in how long an emotion will last by using a
number of techniques to alleviate negative emotions
such as anger, anxiety or depression. A few of these
techniques include recasting a situation in a more
positive light, taking a long walk and meditation or
prayer. Self-regulation involves
 Self-control. Managing disruptive impulses.
 Trustworthiness. Maintaining standards of honesty
and integrity.
 Conscientiousness. Taking responsibility for your
own performance.
 Adaptability. Handling change with flexibility.
 Innovation. Being open to new ideas.
3. Motivation. To motivate yourself for any achievement
requires clear goals and a positive attitude. Although you
may have a predisposition to either a positive or a
negative attitude, you can with effort and practice learn
to think more positively. If you catch negative thoughts
as they occur, you can reframe them in more positive
terms — which will help you achieve your goals.
Motivation is made up of:
 Achievement drive. Your constant striving to
improve or to meet a standard of excellence.
 Commitment. Aligning with the goals of the group or
organization.
 Initiative. Readying yourself to act on opportunities.
 Optimism. Pursuing goals persistently despite
obstacles and setbacks.
4. Empathy. The ability to recognize how people feel is
important to success in your life and career. The more
skillful you are at discerning the feelings behind others’
 signals the better you can control the signals you send
them. An empathetic person excels at:
 Service orientation. Anticipating, recognizing and
meeting clients’ needs.
 Developing others. Sensing what others need to
progress and bolstering their abilities.
 Leveraging diversity. Cultivating opportunities
through diverse people.
 Political awareness. Reading a group’s emotional
currents and power relationships.
 Understanding others. Discerning the feelings
behind the needs and wants of others.
5. Social skills. The development of good interpersonal
skills is tantamount to success in your life and career. In
today’s always-connected world, everyone has
immediate access to technical knowledge. Thus, “people
skills” are even more important now because you must
possess a high EQ to better understand, empathize and
negotiate with others in a global economy. Among the
most useful skills are:
 Influence. Wielding effective persuasion tactics.
 Communication. Sending clear messages.
 Leadership. Inspiring and guiding groups and people.
 Change catalyst. Initiating or managing change.
 Conflict management. Understanding, negotiating
and resolving disagreements.
 Building bonds. Nurturing instrumental relationships.
 Collaboration and cooperation. Working with others
toward shared goals.
 Team capabilities. Creating group synergy in
pursuing collective goals.

IMPORTANCE OF
EMOTIONAL
INTELLIGENCE IN
WORKPLACE

1.MOTIVATION

By taking advantage of emotional intelligence in

business, we can control our emotional state and reach
an agreement with each problem. Thus, we can take
control of the conflicts and contribute to teamwork. A
positive working environment means everything. It
increases both the motivation of both; you and your
colleagues. 

2. Common vision
Most of us spend the majority of our time at work. For
this reason, as much as happy and positive emotions we
also face problems like anger, lack of empathy, nervous
crises. In such situations, emotional intelligence is what
comes to our rescue. By taking advantage of our
emotional intelligence, we can demonstrate consistent
behavior to this change of our emotions and
communicate positively to the people around us. Only
then it is possible for us to develop a common vision for
our team members.

3. Change
Every individual who wants to be professional in the
business world has to be open to change and innovation.
Because these two are among the first to rank for
leadership features. People with high emotional
intelligence can manage the stress, concern, and anxiety
in the business world and turn it into an opportunity. And
in this way, they are able to progress more easily and
confidently in business life
4. Communication
 

People with high emotional intelligence can express

themselves clearly. Thus, they earn respect from others
and create an effective communication network between
them. They can solve problems by staying calm, they are
open to getting help from others, and are able to
influence others with these behaviors. This will help you
to have a peaceful business environment and to be
successful in a short time

5. Leadership

The foundation of success in business life, in a word;

management, is the leadership skill. And this skill starts
with the person himself/herself. As long as one can
control of himself/herself, emotions and thoughts, s/he
can also influence others in the positive direction; and
lead in term of business. Being someone who can
manage their emotions for success in business life, will
help you achieve your goals. 
To summarize briefly, those who have high emotional
intelligence and who can apply it to business life, can:

●    Manage difficult situations successfully.

●    Express them openly.
●    Earn the respect of their team members.
●    Influence their team members.
●    Easily ask for help from other team members.
●    Continue working calmly even under pressure.
●    Lead themselves and others effectively during a
meeting.
●    Motive them to complete a task.
●    Stay positive in difficult situations.

Lastly, let's see how low emotional intelligence will

affect business life:

●    Passive-aggressive communication

●    Being closed to feedbacks
●    Blaming co-workers
●    Victim mentality
●    Leaders who do not listen to their employees
●    Many factors such as dissociation, etc. will seriously
reduce the efficiency of working in a business
environment. 

IMPORTANCE OF THE
STUDY
This study is very much relevant in present era . As we all
know human resource is the most important resource as
it derive the other resources, so the performance in
workplace is very much important. Now a days corporate
took number of measures to improve their performance
because a bundle of cost is involved in them. The
management of human resource is very difficult because
each individual posses different personalities so, in this
emotional intelligence plays a major role. This study talks
about the role of emotional intelligence in improving
employee performance.
CHAPTER II
LITERATURE REVIEW
The world of work is changing rapidly on a daily
basis as are the companies and people who work
for them. Increasing technological change,
competition, globalization, the expansion of the
service sector and delivery speed, go hand in hand
with increasing performance demands. To deliver
outstanding performance employees today are
required to be much more involved in their work,
not only physically, but also emotionally and
mentally (Turner, Barling & Zacharatos, 2002). In
order to survive and to retain a competitive edge,
organizations put constant pressure on their
employees to perform. This pressure is clearly
evident within the environment of IT/ITES
companies where the need for delivery, speed and
customer satisfaction is mammoth.
IT/ITES companies worldwide have experienced an
increasing need for fast turnaround and excellent
quality of service (Cox, 1999; Nel & De Villiers,
2004; Queck, 1999; Williams, 2000). IT/ITES
companies especially Call centres are as a setting
in which, in order to acquire new business or
retain the current relationship, telephones are
used to provide telephonic customers(solving
queries or making sales) instead of meeting a
person face to face.
Emotions form a very powerful part of our lives as
they mediate not only our interactions, but
constitute the frame of reference through which
we perceive our daily lives and manage
interactions from the very stressful to the highly
mundane. Emotions provide the means with which
we coordinate the diverse mental and physical
components required to respond coherently to
the world (Gratch & Marsella, 2004). Emotions are
a mental and physiological state associated with a
wide variety of feelings, thoughts and behaviours.
Leeper in 1984 in his Study was one of the first
voices to challenge these restrictive views by
theorizing that emotions are organized responses
that interact with cognition in a meaningful way,
and constitute an essential part of peoples lives.
Leeper paved the way for psychologists to
examine the interaction between emotions and
cognitions, specifically with regard to the manner
in which emotions underlie and guide thought.
Researchers such as Damasio (1997) and Adolphs
et al., (2002) hypothesize that there is a close
relationship between the somatic ability to
reconstruct what emotions would feel like and the
ability to retrieve knowledge about the emotion.
El is one way to re-conceptualize the relationship
between cognition and emotion.
The theory put forward by Gratch and Marsella
(2004) argues that emotional behaviour is the
result of appraisal mechanisms which evaluates
the individual's present circumstances and coping
mechanisms. These appraisal mechanisms play the
role of associating emotion-relevant information
with cognitive operators, which use this
information to guide responses to the assessment,
and bias processing.
Emotion is therefore seen as playing an essential
role in informing cognition in ways not taken into
account by traditional intelligence models. This
model ties in with Salovey and Mayer’s (1990)
view of emotions as adaptive and organized
responses to internal and external events that
have positive or negative consequences for the
individual.
 Evidence was provided by Adolphs et al., (2002)
of dissociable neural systems involved in the
knowledge and recognition of emotions which are
both key factors in the Mayer and Salovey (1997)
definition of emotional intelligence. Adolphs et al.,
(2002) explored the ability of a patient with brain
lesions resulting in severe anterograde and
retrograde amnesia. identified.
Averill (2004) raises concerns about the
assumption that emotions and cognitive are
separate processes by pointing out that the same
mental and neurological processes may enter into
both emotional and cognitive behaviours.
Oatley (2004) argues that the key to
understanding emotion and similar constructs
does not lie in defining them, but in understanding
them and their implications for everyday life.
Premature narrowing and simplifying of emotions
will lead to the same complications experienced in
the field of intelligence, such as the belief that
“intelligence is what intelligence tests measure”.
More contemporary theorists such as Damasio (1994)
maintain that emotions are the result of a combination
of physiological and cognitive processes.
Mayer, Salovey and Caruso (2004) conceptualize the
relationship between emotion and intelligence in terms
of five key assumptions: Emotions share certain essential
features that are biologically based. Simpler emotion
may combine to form more complex emotions. Emotion
may be regulated but not fundamentally altered by
display rules.
Emotion as an Intelligence The growing popularity of
Gardner’s (1983) “Multiple Intelligences” as well as
Salovey and Mayer’s (1990) emotional intelligence
prodded scholarly debate centered on the question,
“What is an ‘intelligence’?”
In 1922, University of Pennsylvania Professor Lightner
Whitmer simply defined intelligence as “the ability to
solve a new problem.”
In light of a fairly contemporary body of research
regarding theories of intelligence, Schank and Birnbaum
(1994) proposed a more contemporary definition:
Intelligence is “a learnable set of competencies.”
The American Psychological Association’s Task Force on
Intelligence (APA Public Affairs Office, 1997)
recommended that real life outcomes are an important
part of the standard against which intelligence should be
judged and therefore provide the impetus for ongoing
research linking emotional intelligence and real life
outcomes.
Mayer, Caruso, and Salovey (1999) asserted that a
psychological construct is considered a specific kind of
intelligence if the construct sufficiently meets the
following three standards: 28 ¾ The construct should
reflect a “mental performance rather than preferred
ways of behaving”; ¾ Statistical measures should show
positive correlation with other forms of intelligence; ¾
Measures should increase with experience and age (p.
269-270).
While Mayer, et al. (1999) seem to discard patterns of
behavior as irrelevant to their concept of emotional
intelligence, Boyatzis and Sala (2005) contend that
emotional intelligence should predict behavioral patterns
in life and work, as well as the consequences of these
patterns in the form of life and work outcomes, a more
relevant test of the concept than showing a correlation
to experience and age. Leadership literature is replete
with studies that focus on individual performance, i.e.
effectiveness and success, in various occupations.
Diamantopoulou (2001) examined a sample of bank
employees in Greece to determine whether a
relationship exists between personality (Types A and B)
and emotional intelligence and found that people with a
mixture of both Type A and B were higher in emotional
intelligence. Furthermore, it was found that Type B was
positively correlated with social skills competencies.
Kafetsios (2004) had recounted in his study among 239
adults aged between 19-66 years, that older participants
scored higher on three out of four branches of EI i.e.
facilitation, understanding and management. This study
supports the view that emotional intelligence develops
with age.
Chhabada and Ajawani (2008) have piloted a study to
explore the relationship between teaching effectiveness
and emotional intelligence on 30 teachers having high
emotional intelligence and 30 of them having low
emotional intelligence (N=60). The study aimed at finding
out the difference between teaching effectiveness of
both the aforesaid groups of teachers. Results revealed
that teachers having high emotional intelligence score
higher on teaching effectiveness as compared to teachers
having low emotional intelligence. Further it confirmed a
significant relationship at (0.01 level of significance)
between teaching effectiveness and emotional
intelligence.
Cherniss and Adler (2000) Research indications that a
professional application of emotional intelligence is
noticeable the way organizations have embraced the
thoughts of emotional intelligence. The American Society
for Training and Development, for example has published
a book which speaks about assisting employees in
organizations develop emotional intelligence
competencies which distinguish outstanding performers
from average ones.
Srivsastava and Bharamanaikar (2004) Research shows
about assisting employees in organizations develop
emotional intelligence competencies which distinguish
outstanding performers from average ones.
Wong and Law (2002) found the significant relationship
between EI and job satisfaction and job performance.
According to Patra (2004) EI can create a pleasant
workplace and effect employees’ job satisfaction and
efficient management and organizational development.

CHAPTERIII
OBJECTIVES OF THE
STUDY
 To study the impact of emotional intelligence on
the level of performance of the employees in an
organization.
 To study the basic elements of the emotional
intelligence for the improvement of
organizational effectiveness through employee
performance.
 To study the factor responsible for improving
employee performance.

HYPOTHESIS
H0:   Emotional intelligence does not impact
employee’s job performance
H1:   Emotional intelligence impact employee’s job
performance
H0*:Empathy is not the key factor of emotional
intelligence
H1*: Empathy is the key factor of emotional
intelligence

METHODOLOGY OF STUDY
The research methodology comprises of the source of
data, methods adopted to collect the statistical data,
sampling techniques, statistical tools for analysis, data
interpretation etc.
Sources of data
The data for the study have been collected from primary
sources. Primary data have been collected through
questionnaires send to various people of different age
groups, industries, gender and proximity.
Universe Of The Study-
The universe consists the employees belong to different
sectors which are in contact with the researcher which
are 75 in number are selected at convenience for the
purpose of the study.
Sample Size And Sample Unit-
For the study a sample of 75 respondents has been
selected on the basis of convenient sampling for the
purpose of the research.
Sampling Techniques-
For the study convenient sampling technique method has
been applied on the basis of filling the Questionnaires .
The questionnaire was send as a Google form to all
respondents which are in researcher contact.
Data Collection Techniques-
The data for the study has been collected through
applying the following techniques:
Direct Personal Interview and Investigation through
questionnaires.
Data Representation Tools-
The data collected are classified, tabulated and
represented through chart and bar diagram.
Limitations of the study

Findings of the present study are based on cross

sectional data; if collected longitudinal data than more
variance could be observed. As there is always room for
development, this study comprises the views regarding
impact of emotional intelligence on employee’s job
performance by utilizing convenience sampling, analyzing
this view from short sample size. Surveys were
distributed and filled mainly from employees of different
industries. Thus a more comprehensive study needs to
be examined with more generalizability by increasing
sample size. Study was conducted only one industry
(Banking). More industries should have studies and
compared to each other as to investigate whether the
different industries have any impact on employee’s job
performance and what kind of impact emotional
intelligence has on employee’s job performance.