Effect of Organizational Intelligence, Workplace-Life Skills

• Arch Hyg Sci 2020;9(1):58-68
RESEARCH ARTICLE • Journal Homepage: http://jhygiene.muq.ac.ir
Effect of Organizational Intelligence, Workplace-Life Skills, and

Employee Empowerment Training on Promoting Organizational
Productivity and Socialization among Employees with Job Stress
Amin Zamiria , Alireza Heidarib* , Parviz Asgari , Behnam Makvandib

a Department of Health Psychology, Khorramshahr-Persian Gulf International Branch, Islamic Azad University, Khorramshahr, Iran
b Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
*Correspondence should be addressed to Mr Alireza Haidari, Email: heidaria945@gmail.com
A-R-T-I-C-L-EI-N-F-O A-B-S-T-R-A-C-T
Article Notes: Background & Aims of the Study: Job stress has negative effects on various
Received: Dec 21, 2019 organizational, motivational, and social factors. The present study aimed to investigate
Received in revised form: the effect of organizational intelligence, workplace-life skills, and employee
Jan 23, 2020 empowerment training on promoting organizational productivity and socialization among
Accepted: Jan 28, 2020 the employees with job stress in Persian Gulf Star Oil Co., Bandar Abbas, Iran, during
Available Online: Apr 21, 2020 2018-19.
Materials and Methods: This study included 80 employees with job stress who were
Keywords: selected based on Morgan's table using a simple random sampling. Subsequently, the
Empowerment participants were assigned into a control group (n=20), experimental group 1(organizational
Intelligence intelligence training, n=20), experimental group 2 (workplace-life skills training, n=20),
Life and experimental group 3 (empowerment training, n=20) by a simple random sampling.
Occupational stress The data were collected through Hersey and Goldsmith's Productivity Questionnaire,
Organizational Taormina's Organizational Socialization Questionnaire, and Rice's Job Stress
Social skills Questionnaire. Moreover, the data were analyzed in SPSS software (version 25) through
Workplace multivariate analysis of covariance, analysis of covariance, multivariate analysis of
variance, and univariate analysis of variance.
Results: The results indicated that organizational intelligence, workplace-life skills, and
employee empowerment training increased organizational productivity and socialization in
employees with job stress in experimental groups 1, 2, and 3, compared to the control group
(P=0.001).
Conclusion: Organizational intelligence, workplace-life skills, and empowerment
training were effective factors in enhancing organizational productivity and socialization
among employees with job stress by the creation of internal motivation through
preparing the environment, providing necessary context for transmitting a sense of
greater self-efficacy and more ability, as well as enhancing employees' perception of
their abilities.
Please cite this article as: Zamiri A, Heidari A, Askari P, Makvandi B. Effect of Organizational Intelligence,
Workplace-Life Skills, and Employee Empowerment Training on Promoting Organizational Productivity and
Socialization among Employees with Job Stress. Arch Hyg Sci 2020;9(1):58-68
stress has increased in parallel with organizational

Background complexity, technology development, and job
pressures (1). Job stress is a key factor in
In today's organizational environment, the threatening the today's organizational life. In
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Archives of Hygiene Sciences Volume 9, Number 1, Winter 2020
© 2020 Publisher: Research Center for Environmental Pollutants, Qom University of Medical Sciences. All rights reserved. 58
• Effect of Organizational Intelligence, Workplace-Life... Zamiri A et al. / Arch Hyg Sci 2020;9(1):58-68
the organizational context, job stress reduces moreover, those, who are poorly socialized,
job satisfaction and quality; moreover, it exhibit high levels of unfulfilled expectations,
directly and negatively affects productivity, and this issue is compounded by poor attitudes,
effectiveness, work quality, and job health negative behavior, and lower job quality which
among the employees. Furthermore, job stress leads to job stress and ambiguity in roles (10).
has negative effects on various organizational, It is worth noting that organizational, cultural,
motivational, and social factors (2). and social dimensions are fluctuating in
The employees who experience work- employees with job stress, and educational
related stress have lower efficiency which intervention, which can moderate these
adversely affects the productivity. Productivity dimensions, can be effective in reducing job
is an important factor that indicates the activity stress.
efficiency of the employees (3). Beyond a According to the results of some studies,
criterion, productivity is a culture and attitude organizational intelligence training is an
to work and life, and its improvement is the intervention with an effective approach. Kim
main origin of economic prosperity (4). Higher et al. (11) found that organizational
productivity has significant effects on the major intelligence training had a significant impact
phenomena of the society, such as economy, on enhancing organizational socialization (10).
politics, culture, and various social affairs, Organizational intelligence training is an
thereby reducing inflation and increasing public approach that contributes to the creativity in
welfare, employment rate, as well as political employees, as well as organization growth
and economic competitiveness (5). High and development which causes interest in
productivity will raise living standards and topics, growing curiosity, adaptability, and
social welfare through real incomes; in flexible responsiveness in organizations.
addition, it enhances national competition and Organizational intelligence training enhances
quality of life which boost business leading to the organization's ability to create knowledge
better quality of life in the society (6). along with strategic use in the workplace, and
On the other hand, it should be noted that the enables individuals to solve problems caused
existence of a work life quality in any by several factors, such as emotional and
organization requires the employees' rational intelligence (12).
organizational socialization since it leads to a Workplace-life skills training have cognitive-
career path and development in the social effects and correct inappropriate job
organization. Organizational socialization plays behavior (13, 14). Belias and Koustelios, (15)
an important role in transmitting organizational concluded that workplace-life skills training
culture to employees and enhances the increased job motivation, organizational
organizational culture (7). Organizational culture, and perception of organizational
socialization compensates for shortcomings and support. This approach changes behavioral and
deficiencies in organizational processes and cognitive interactions and gives individuals the
contributes to the individual survival and ability to take steps towards problems by the
provides quality of life in organizations (8). help of practical experiences and mental
The socialization process is a valuable abilities which leads to achieving desired
organizational issue that enables workers to results. This ability also enables individuals to
acquire the necessary knowledge, information, solve life problems more effectively. The skills
and skills for playing organizational roles (9). enable people to recognize their emotions in
Lack of attention to organizational socialization themselves and others, know how emotions
can have a negative impact on employees; affect behavior, and respond appropriately.
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© 2020 Publisher: Research Center for Environmental Pollutants, Qom University of Medical Sciences. All rights reserved.
59
Zamiri A et al. / Arch Hyg Sci 2020;9(1):58-68 • Effect of Organizational Intelligence, Workplace-Life...
On the other hand, the empowerment with job stress were selected based on the
training, which is defined as an approach to Morgan's table using a simple random sampling.
facilitate motivational behavior, is an effective Subsequently, they were assigned randomly into
interventional approach. The empowerment of the control group (n=20), experimental group
the employees through training enhances their 1(organizational intelligence training, n=20),
self-management ability (16-18). Emhan et al. experimental group 2 (workplace-life skills
(19) indicates that empowerment is an effective training, n=20), and experimental group 3
approach reflecting power and energy from a (empowerment training, n=20).
psychological point of view and is rooted in a It is worth mentioning that the participants
belief that job tasks are crucial to achieve some were assigned to the groups without
lofty goals. Empowerment training represents a homogenization. All participants were informed
form of intrinsic motivation in which work of the research objectives and procedure, and
tasks are inherently a source of reward and lead written informed consent was obtained
to many internal consequences (7). The concept from them. The experimental groups (n=3)
of empowerment comes from activities that are participated in the training sessions as
inherently satisfactory. Current debates indicate intervention, whereas the control group received
that jobs with high levels of diversity, no training program. After the training sessions,
importance, and independence can lead to the post-test was performed immediately, and
internal satisfaction (19, 20). there was no time interval between the end of
With this background in mind, the present the sessions and the post-test.
study aimed to investigate the effects of
organizational intelligence training, workplace- Data Collection
life skills, and empowerment of the employees Job Stress Questionnaire
on organizational productivity and socialization Job Stress Questionnaire developed by
among employees who experience work-related Phillipe L. Rice (1992) was translated and
stress. standardized by Hasani and Kakabaraii and
utilized to measure job stress. This 57-item
scale is scored from 1 (never) to 2 (rarely), 3
Materials & Methods (sometimes), 4 (often), and 5 (most often) (21).
The validity of the questionnaire was reported
This quasi-experimental study was conducted to be 0.92 by Vosoughi-Niri et al. (22) through
based on a pre- and post-test design with a correlation with stress questionnaire at the
control group. The statistical population of this 0.001 level indicating high validity of the
study consisted of all 4,000 employees in questionnaire. The reliability of the
Persian Gulf Star Oil Co., Bandar Abbas, Iran, questionnaire was obtained at 0.88 using the
during 2018-19. To this end, the samples were Cronbach's alpha method. In the present study,
selected based on the inclusion criteria of the the reliability coefficient of the questionnaire
study, including job stress diagnosis using was estimated at 0.81 using Cronbach's alpha.
Rice's Job Stress Questionnaire (1992) and
ability to attend the training sessions. After the Productivity Questionnaire
recall on the job stress questionnaire, 764 The Standard Human Resources Productivity
employees participated and 106 ones obtained Questionnaire was developed by Hersey and
scores above the cut-off point (above 95) in the Goldsmith (23). This questionnaire consists of
job stress questionnaire indicating that they had 26 items and was developed based on a 5-point
job stress (21). Among them, 80 employees Likert scale from very high (5), to high (4),
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partially (3), low (2), and very low (1) (24). In a application and management in the organization.
study conducted by Zarei-Matin et al. (24), the Session 6: Creating a spirit of collaboration and
validity coefficient of the questionnaire was teamwork; outlining organizational goals and
also obtained at 0.92 using the correlation strategic insights. Session 7: Knowledge
coefficient with the job performance application training in challenges; and
questionnaire at a significant level of 0.001; organizational-social adap-tation in organiz-
moreover, the reliability coefficient of the ations. Session 8: Summary of sessions; and
questionnaire was obtained to be 0.90 using the prevision of practical suggestions.
Cronbach's alpha. In the present study, the
reliability coefficient was obtained at 0.78 Workplace-Life Skills Training
using Cronbach's alpha. Workplace-life skills training sessions were
conducted in accordance with the workplace-life
Organizational Socialization Questionnaire skills training guidelines of welfare organization
The standard questionnaire of organizational during eight 90-minute sessions for the
socialization was designed based on Taormina's experimental group 2. The training sessions
model in separate 20 items using a five-point were conducted by the first author (Amin
Likert scale scored from 1 to 5 (25). In a study, Zamiri, PhD student of psychology). The
the validity of the questionnaire was obtained at training sessions were as follows: Session 1:
0.87 using the factor validity, and it was Providing information about reasons for holding
significant at a level of 0.001. The reliability of the training sessions; presenting work-training
the questionnaire was estimated at 0.79 by packages; creating and naming group workshops
Cronbach's alpha and split-half of 0.81. The and hospitality. Session 2: Introducing the
reliability coefficient of the questionnaire in the concept of stress and its symptoms; preparing a
present study was 0.86 according to Cronbach's wall newspaper and hospitality; and dealing with
alpha (26). stress. Session 3: The health responsibility and
decision-making training in hard work
Organizational Intelligence Training situations; useful interpersonal communication.
Organizational intelligence training sessions Session 4: Understanding potential stressors;
were prepared according to Silber and Kearny's identifying stress management techniques;
(27) organizational intelligence guidelines. The teamwork; play; and hospitality. Session 5:
experimental group 1 was subjected to eight 90- Providing a list of stressful job opportunities,
minute training sessions conducted by the and stress and resilience control skills;
first author (Amin Zamiri, PhD student of increasing the understanding of organizational
psychology). The contents of the training relationships; promoting physical and mental
sessions were as follows: Session 1: health. Session 6: Identifying and separating
Organizational cognition and structure training. communication style; play and hospitality;
Session 2: Training employees in organizational promoting knowledge of attitude towards skills
memory; understanding organizational cognition. on effective relationships; appropriate stress
Session 3: Organizational learning training in the management training; proper use of problem-
organization; tendency to learn and train based stress coping; training in expressing
organizational relations. Session 4: Training in emotion at work; Promoting joy and spirit of
making decisions in the organization; and the cooperation. Session 7: Identifying destructive,
strategic insight training in the organization. intervening factors in organizational relation-
Session 5: Creating the organizational change ships; training in regulating emotion in job
and developmental intelligence; the knowledge stress. Session 8: Summarizing sessions and
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61
offering important educational suggestions. training sessions was prepared and given to
participants before and after training. The data
Empowerment Training were then collected and analyzed for
Empowerment training sessions were differences in terms of some indices, such as
conducted based on empowerment training the amount of information received, knowledge
guidelines (28) in eight 90-minute sessions for or ability to apply the techniques in the
the experimental group 3. The training sessions workplace, or rate of the attitude change.
were conducted by the first author (Amin
Zamiri, PhD student of psychology). The
Results
training sessions were as follows: Session 1:
Outlining training goals and self-knowledge
training. Session 2: Strengthening self- The demographic characteristics of the
knowledge; enhancing self-esteem in the participants are shown in Table 1.
workplace. Session 3: Creating positive Table 2 summarizes the mean±SD scores of
thinking and optimism. Session 4: Techniques organizational productivity and socialization
of negotiation and dialogue in the organization; variables among employees with job stress in
communication skills; work relationship the experimental groups 1 (organizational
assessment. Session 5: Controlling stress in the intelligence training), 2 (workplace-life skills
organization; coping with stress; recognizing training), and 3 (empowerment training), as
the interactive cycle; identifying the role well as the control group in the pre- and post-
of emotion in interpersonal interactions; test.
reconstructing interactions, and increasing job Kolmogorov-Smirnov, Levene's test, and
flexibility. Session 6: Training in more focus slope of the regression were used to check the
on oneself and empowerment, and needs; assumptions. The null hypothesis was
facilitating interaction; and validating experience, confirmed for the normal distribution of scores
needs, and developing self-efficacy. Session 7: in the experimental groups 1 (organizational
Informing people of cognitive and emotional intelligence training), 2 (workplace-life skills
empowerment; emphasizing the acceptance of training), and 3 (empowerment training), as
experiences; new ways of interacting; tracking well as the control group in terms of the
empowerment; unknown efficacy, and highly- organizational productivity and socialization
ghting it. Session 8: Summary of empowerment variables. In other words, the normal
sessions and techniques; and providing distribution of scores in the pre-test was
practical suggestions. confirmed in experimental groups 1, 2, and 3,
All training sessions were performed in pre- as well as the control group. The F-value of
test and post-test. In addition to pre-test and interaction was insignificant for organizational
post-test, a set of questions with content of productivity and socialization variables of the
Table 1) Demographic characteristics of the participants

Age (years) Educational Level Gender
Groups 35 and Associate Bachelor's Master's
25-35 Male Female
older degree degree Degree
Organizational intelligence
16 4 4 10 6 15 5
training
Workplace-life skills training 16 4 3 15 2 16 4
Empowerment training 17 3 3 14 3 18 2
Control 13 7 3 15 2 16 4
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Table 2) Mean±SD scores of organizational productivity and organizational socialization of employees with job
stress (n=20)
Variable Groups Phase M±SD
Pre-test 41.55±6.87
Organizational intelligence training
Post-test 80.50±5.68
Pre-test 99.10±8.81
Workplace-life skills training
Organizational Post-test 95.31±8.19
productivity Pre-test 41.80±6.66
Empowerment training
Post-test 106.10±9.60
Pre-test 40.30±7.04
Control
Pre-test 41.80±6.16
Organizational intelligence training
Post-test 67.70±15.28
Pre-test 41.80±7.10
Workplace-life skills training
Organizational Post-test 81.80±7.45
socialization Pre-test 43.30±4.25
Empowerment training
Pre-test 41.30±4.36
Control
Table 3) Wilks' Lambda and Partial Eta-Square of studied variables

Variables Wilk's Λ df1 df2 F p partial η2
Organizational intelligence training 0.09 6 27 43.27 0.001 0.90
Empowerment training 0.004 6 27 1018.26 0.001 0.98
Workplace-life skills training 0.009 6 27 524.14 0.001 0.95
study. Therefore, the assumption of regression effect or difference was 0.90. In other words,
homogeneity was confirmed in this study. 90% of the individual differences in post-test
The Levene's test results revealed no scores of organizational productivity and
significant differences in terms of socialization of employees with job stress
organizational productivity and socialization belonged to the impact of organizational
variables. Therefore, the variance of three intelligence training. Furthermore, there was a
experimental groups (1, 2, and 3) and the significant difference between employees with
control group was not significant in terms of job stress in the workplace-life skills training
organizational productivity and socialization group and control group in terms of
variables. Accordingly, the equality of organizational productivity and socialization
variances was confirmed, and the null variables. The effect or difference rate was
hypothesis on the equality of variances of obtained at 0.95. In other words, 95% of the
scores in all studied variables was confirmed at individual differences in post-test scores of
the post-test. In other words, the equality of organizational productivity and socialization of
variances of the scores was confirmed in the employees with job stress belonged to the
experimental groups 1, 2, and 3, as well as the impact of life skill training in the workplace.
control group. Furthermore, there was a significant difference
According to Table 3, there was a significant between employees with job stress in the
difference between employees with job stress in empowerment training group and control group
the organizational intelligence training group in terms of organizational productivity and
and control group in terms of organizational socialization variables. The effect or difference
productivity and socialization variables. The was obtained at 0.98. In other words, 98% of
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63
Table 4) The mean scores of post-test in terms of organizational productivity and organizational socialization in
employees with job stress using one-way analysis of covariance
Effect Statistical
Groups Source of Changes SS df MS F p
size power
Pre-test 122.35 1 122.35 2.33 0.13 0.06 0.31
Group (Organizational
3665.39 1 3665.39 127.79 0.001 0.80 1
productivity)
Organizational Error 103.57 32 47.57
intelligence Pre-test 48.54 1 48.54 1.78 0.27 0.01 0.22
2414.28 1 2414.28 21.08 0.001 0.39 1
socialization)
Error 202.20 32 143.24
Pre-test 0.14 1 0.14 0.003 0.95 0.001 0.05
24366.25 1 24366.25 522.29 0.001 0.92 1
productivity)
Workplace-life Error 1492.88 32 46.65
skills Pre-test 27.87 1 27.87 0.75 0.39 0.02 0.13
28373.45 1 28373.45 771.56 0.001 0.95 1
socialization)
Error 1176.76 32 36.77
Pre-test 107.75 1 107.75 2.47 0.12 0.07 0.23
44000.15 1 44000.15 1009.53 0.001 0.96 1
productivity)
Error 1394.73 32 43.58
Empowerment
Pre-test 0.03 1 0.03 0.001 0.97 0.001 0.05
5575.70 1 5575.70 1431.95 0.001 0.97 1
socialization)
Error 1246.01 32 38.93
the individual differences in post-test scores of with job stress belonged to the impact of
organizational productivity and socialization of organizational intelligence training.
employees with job stress were related to the There was a significant difference between
impact of employee empowerment training employees with job stress in the workplace-life
(Table 3). skills training group and control group in terms
There was a significant difference between of organizational productivity and organizational
employees with job stress in the organizational socialization at the post-test (Table 4). In other
intelligence training group and control group in words, life skill training in the workplace
terms of organizational productivity and increased the mean organizational productivity
organizational socialization at the post-test and socialization scores in the employees with
(Table 4). In other words, the mean score of job stress in the workplace-life skills training
organizational productivity and socialization group, compared to the control group in the
was higher among the employees with job post-test. The impact rates were estimated at
stress in the organizational intelligence training 0.92 and 0.95. In other words, 92% and 95% of
group, compared to the mean score of control the individual differences in post-test scores of
group in the post-test. The effect rates were organizational productivity and socialization of
estimated at 0.80 and 0.39, respectively. In employees with job stress were related to the
other words, 80% and 39% of the individual impact of life skill training in the workplace.
differences in post-test scores of organizational In the same line, there was a significant
productivity and socialization of employees difference between employees with job stress in
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the empowerment training group and control Stress is considered a determinant and
group in terms of organizational productivity employees with stress commit further human
and organizational socialization in the post-test. error, have lower accuracy and concentration,
In other words, empowerment training in the as well as more physical problems. In other
workplace increased the mean organizational words, stress is a determinant of many
productivity and socialization scores among the variables and can affect the employees'
employees with job stress in the empowerment personal and occupational status. Stress control
training group, compared to the control group and management can have a great impact on
in the post-test. The impact rates were increasing productivity, job satisfaction and
estimated at 0.96 and 0.97. In other words, 96% motivation, and organizational commitment
and 97% of the individual differences in the followed by eliminating a large percentage of
post-test scores of organizational productivity human errors, burnout in the organization, and
and socialization of employees with job stress lack of motivation. The present study indicated
were related to the impact of employee that organizational intelligence, workplace-life
empowerment training (Table 4). skills, and empowerment training had effects on
organizational productivity and socialization in
employees with job stress. It should be noted
Discussion that organizational intelligence training
increased the information processing abilities
The present study aimed to investigate the in employees leading to their tendency and
effect of organizational intelligence, workplace- readiness for efficiency.
life skills, and empowerment training on Organizational intelligence also created the
promoting organizational productivity and ability to interpret, acquire, and properly store
socialization in employees with job stress. The and use information. As a result, the employees
results indicated that organizational intelligence, had development in performing their job tasks
workplace-life skills, and empowerment training more efficiently by gaining knowledge.
increased mean organizational productivity and Moreover, organizational intelligence training
socialization among the employees with job caused a greater focus on organizational
stress in the experimental groups (1, 2, and 3), activities by creating information awareness,
compared to the control group at the post-test. knowledge dissemination, effective decision
This finding was consistent with the results of making, and organizational focus. Since these
the studies conducted by Pelit et al. (6), Al- factors are essential for achieving necessary
Ababneh et al. (29), Bhui et al. (30), Kim et al. strategic goals, they empowered employees in
(11), Taute (31), as well as Boye Kuranchie- terms of the productivity and strengthen their
Mensah and Amponsah-Tawiah (32) who socialization in the organization, and make
investigated the effects of empowerment, them more efficient in their tasks. Conse-
organizational commitment, and life skills quently, organizational intelligence training
programs on productivity and socialization motivates employees to work, and feel that they
among employees with job stress. are valued in terms of meritocracy, belonging,
The explanation of the above results value of expertise, and growth of their
indicated that lifestyles of employees with job capability. Therefore, they consider themselves
stress are affected by the perception of their belonged to the organization and gain high
stressful challenges and their work productivity levels of motivation to perceive their job duties
declines due to the high perception of stress and show a high ability to perform the job role.
influencing the organizational socialization. Workplace-life skills training helped
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65
employees with job stress to coordinate their sense of greater self-efficacy and more ability
social-cognitive processes and control their (energy), as well as enhancing employees'
failures and anxiety by increasing skills. It can perception of their abilities. One of the
be claimed that since workplace-life skills limitations of study was the lack of control over
taught practical skills to control anxiety, anger, important socio-organizational and economic
and self-awareness, the employees were less variables that affected the research variables.
anxious and stressful when confronting Another limitation of the study was the lack of
challenges at work, therefore, they had more homogeneity of study population in terms of
social functioning against work problems. demographic characteristics in experimental
Workplace-life skill training led to a health- and control groups.
oriented lifestyle in the form of increased stress
control skills and also increased the
organizational socialization in employees by Footnotes
enhancing cognitive cohesion skills. It was also
found that employee empowerment training Acknowledgements
was an effective intervention to increase The authors would like to thank all the
organizational productivity and socialization. participants, as well as all employees working
Empowerment training increased flexibility at Persian Gulf Star Oil Co., Bandar Abbas,
followed by job self-esteem, satisfaction, Iran, for their kind support.
commitment, motivation, and performance in
employees and also enhanced productivity in Funding
challenging job opportunities. Due to the The authors received no funding from an
energy creation and empowering employees, external source.
the empowerment training caused internalized
commitment to work, simple controls, risk Conflict of Interest
taking, and innovation in the staff. The authors declare that they have no
Additionally, it could positively affect the conflict of interest.
physical and mental states in employees and
improve stress management, responsibility for
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• Arch Hyg Sci 2020;9(1):58-68

RESEARCH ARTICLE • Journal Homepage: http://jhygiene.muq.ac.ir

Effect of Organizational Intelligence, Workplace-Life Skills, and

Amin Zamiria , Alireza Heidarib* , Parviz Asgari , Behnam Makvandib

*Correspondence should be addressed to Mr Alireza Haidari, Email: heidaria945@gmail.com

stress has increased in parallel with organizational

Table 1) Demographic characteristics of the participants

Table 3) Wilks' Lambda and Partial Eta-Square of studied variables

Work 2017;8(1):67-71. PMID: 28344843 workplace empowerment: the case of Korean

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