Chapter 2

Review of Literature
2.1 Introduction
Research relies heavily on a number of steps, one of which is reviewing the existing literature. A
literature review is a collection of writings that aims to assess the major points of current
knowledge by analysing the most important findings and methods related to a certain topic. A
well-written literature review will include a logical progression of ideas, relevant and up-to-date
references, and a clear, objective, and comprehensive overview of relevant prior research as well
as any remaining knowledge gaps. A thorough understanding of the prior studies' suggestions for
future research and the research gap may be gained by a thorough literature review, which is the
primary motivation for the present investigation.
Recent research has led to insights in the field of EI, factors influencing EI, effects on
demographic profile and work profile on the different factors of EI. Numerous studies
highlighting the impact of EI on job satisfaction, career development, organizational
effectiveness and organizational performance have been carried out in the past. In the current
research, the researcher has scanned and reported most of the relevant studies carried out in India
and in other countries in the field of EI at workplace.

2.2 Role of EI in the Workplace

The relationship between the EI of the employees, service efficiency and customer satisfaction in
Indore banks was explored by Agrawal & Sondhiya (2013). The results of the study found that
the workers with varying EI skills had no significant effect on the retention of bank clients. An
important negative correlation between EI and career burnout among college professors in
Karachi was identified by Iqbal & Abbasi (2013). The connection between EI and success of
leadership among primary school managers was investigated by Javidparvar et al. (2013) and
have concluded that there is an encouraging association between EI and success in leadership.
The connection between EI and teaching effectiveness was explored by Stephen et al. (2012) and
it was found that the respondents were extremely pleased with the facets of success and
appreciation as well as interpersonal relationships.
The study has found that the recognition provided to faculty members with unique gifts and
exceptional accomplishments was substantially connected to the faculty members' EI. Other
work satisfaction variants were not substantially linked to faculty members' EI. The connection
between happiness and EI of women students participating in the Tenth Sport Olympiad of
Iranian universities held in the province of Semnan was investigated by Bahrololoum (2012).
The inferences of the study found that there was an essential link between EI and happiness.
The emergence of EI in individuals and the ability it can bring in organisational settings was
explored by Chaudhry & Saif (2012). The analysis suggests the existence of EI among
respondents and showed a beneficial role of EI in professional life thereby showing that EI
competencies of workers significantly contribute to enhancing their job performance. Another
study by Darabi (2012) on the role of EI on employee job-fit of female workers in government
organizations was carried out and was found that higher performance ratings were received by
workers who scored high on their EI. Furthermore, study has found that only 40 per cent of
female workers were adequately fit for work.
The relationship between EI and employee efficiency was explored by Garkaz & Mehrvarzi
(2012). Their results revealed that there was a powerful association between EI and the success
of brokers. Researchers indicated that the management of partnerships, as one component of EI,
has the greatest influence on organisational success. The bond between EI and organisational
engagement of employees at Salehieen Finance and Credit Institute was established by Ghorbani
& Sani (2012) and the study indicated that there was an association between emotional maturity
and degree of organisational involvement of workers (internal variables and components of
adaptability). The literature on EI in sustaining work performance (WQ) in various market
organisations was reviewed by Jain & Gupta (2012). It was found that EI was essential in
assisting workers or service providers to accomplish highly in four aspects of WQ namely work
position, career role, role of innovator and the role of company.
The effect of EI in service shops was mild, but more focus was paid to the retention of staff or
service providers. In mass service however, it was found that EI does not contribute substantially
to high WQ perceptions, and on the other hand the service provider characteristics played an
important role in promising WQ and enhancing service efficiency (SQ). The connection between
EI and stress among the nurses who served in Ankara province's private and government
hospitals were examined and discussed by Ayranci et al. (2012) and it was found that the EI and
tension were interconnected.
Mohamadkhani & Lalardi (2012) looked into the connection between employee emotional
intelligence (EI) and employee participation in their hotels' organisations in Tehran, Iran's five-
star hotels. This research confirms the significant link between EI and organisational
participation, as well as between the sub-components of these two key factors. The findings
point to the importance of finding and hiring emotionally intelligent individuals, providing them
with appropriate training, and allowing them to put their newfound talents into practise.
Saeidipoura, Akbari, and Fashi (2012) studied the impact of EI on interpersonal learning among
workers at the Isfahan Jihad Agricultural Organization and concluded that emotional maturity
has a substantial impact on organisational learning. Sarboland (2012) looked at how EI and its
dimensions relate to employee engagement in the tax department in Ardebil province. The
researcher found that there was a significant association between EI and its dimensions and
employee engagement, but that the strength of the relationship varied across EI's dimensions.
Akomolafe and Popoola (2011) looked at how EI and locus of control influenced one another to
predict burnout in secondary school teachers and found that both factors were significant
predictors. Researchers advocated for introducing high school teachers to cognitive and
emotional development initiatives. Counsellors with the necessary skills and experience should
be in charge of such programmes to ensure their success. One study done by Parvez & Sabir
(2019) at Apollo Health City in Hyderabad looked at the connection between EI and
organisational leadership, as well as the influence of EI on leadership efficacy, and the results
showed a substantial correlation between the two. According to their findings, managerial
responsibilities have devalued personal development. The study authors also suggested that the
healthcare organization's leadership foster more self-management and social awareness among
their staff to maintain its status as the premier healthcare provider in the country. Prentice (2008)
investigated how EI affected the service performance of frontline employees in the casino
business and found a positive correlation between EI and the service efficiency of members of
the casino's primary account.
Rego, Sousa, Cunha, Correia, and Saur (2007) looked at how leaders' EI relates to their teams'
creative thinking. The participants' levels of EI were assessed using a self-report scale that
included questions about how well they were in tune with their own emotions, how well they
could control their own emotions under pressure, how well they could read the emotions of
others, and how easily they could be influenced by the emotions of others. The findings showed
that emotionally intelligent leaders function in ways that enhance their teams' imagination. In
conceptualising collegial leadership in education, Singh, Manser & Mestry (2007) centred on the
value of EI. The study clearly indicated that a technocratic approach to leadership has been in
conflict with contemporary, visionary & people-centered approach at educational institutions.
Leadership tests over the past two decades have found that leaders' EI counts twice as much as
academic skills such as IQ. EI is not opposed to IQ, but it is an enhancement of the capacity of
human beings to excel in a people-oriented setting.
The definition of EI in the Arab world and its association with job outcomes such as work
innovation, work readiness, conflict management were explored by Suliman & Al-Shaikh
(2007). Researchers reported substantial variations in the understanding of EI, conflict
management, work readiness and work innovation among participants based on their
demographic details such as age, tenure, gender, and schooling. In addition, they found that
workers with a higher level of EI continued to report lower conflict levels and higher levels of
willingness to create and innovate. The outcomes of a survey done by Freudenthaler et al. (2005)
among 250 executives in the Delhi-National Capital Region revealed that leaders with higher
levels of EI view changes as opportunities for advancement and prioritise not continuity but the
continued growth of both their staff and the organisation. A correlation between EI and
leadership effectiveness in the workplace was studied by Rosete & Ciarrochi (2005). An
objective success metric and a 360 degree measurement were used by the researchers. The study
found that executives with greater levels of emotional maturity were more likely to produce
corporate success and were perceived by their subordinates and direct superiors as successful
leaders.
Srinivasan and George (2005) wrote an article that investigated the connection between
emotional intelligence and conflict resolution skills among management students. The survey
included responses from over 500 students from several business institutions in Tamil Nadu,
India. Based on the results of the research, it appears that students who are emotionally
competent may adapt their approach to conflict management to meet the specific needs of every
given circumstance. The unequal and gradual relevance of an EI capability test was carried out
by Brackett, Mayer & Warner (2004). College students took an EI capacity test which is a
personality trait instrument of the Big Five Model, to offer information on life space scales that
measured a range of learning interests, recreational pursuits, patterns of self-care, and
interpersonal relationships. Analysis showed that women scored slightly higher than men in EI
skills. Lower EI in men was linked with negative effects, including illicit use of drugs and
alcohol and debauched relationships with friends.
Jordan and Troth (2004) looked at the potential of EI in predicting different methods of conflict
resolution, as well as the performance of individuals and teams. Three hundred and fifty
participants from one hundred and eighty-eight divisions were included in the survey sample and
given an EI examination. Positive correlations were found between EI indicators and team
achievements, and there was a marked disjuncture between EI and conflict resolution strategies.
Mandell and Pherwani (2003) looked at the correlation between EI and gender-neutral
transformational leadership. The research concluded that EI provided strong predictability of a
transformational leadership style. The study also noted that there was a significant difference in
EI levels between the male and female respondents. These results show that EI may be used to
identify leaders by highlighting traits associated with effective transformational management.
Individuals' EI, physical health, and mental health were all investigated by Nikolaou and
Tsaousis (2002). The study found that improved physical and psychological fitness could be
correlated with a high degree of EI. It showed that lack of EI led to negative habits such as
smoking and alcoholism and on the other hand high to moderate levels of EI was positively
associated with better quality of life. Therefore, it could be said that better fitness and enhanced
quality of life was correlated with high EI levels. The relationship between EI, general
intelligence, functional intelligence and characteristic affectivity was analysed by Fox & Spector
(2000). The study involved a work interview with students of the University of South Florida. A
formal 10-15 minute videotaped interview was given by the respondents. The study concluded
that it takes more than general intelligence to perform well in an interview, and that there was a
substantial connection between general intelligence and functional intelligence in predicting the
different facets of affective reaction and interview performance. It was observed that EI, positive
affectivity, and trait influence were significantly connected to the results of the interview.
Researchers have revealed that non-verbal actions predicted affective reaction and interview
responses from the interviewer.
The relationship between EI and leadership was examined by Barling, Slater & Kelloway (2000).
EI was found to be related to three facets of transformative leadership namely individualised
attention, inspirational motivation, and contingent reward. In comparison, EI was not associated
with management by expectation and free-rein leadership style. Previous research findings have
found that relational maturity plays a crucial role in the service sector than in the manufacturing
industry. Workplace success requires much more than qualifications, understanding of books or
experience. In order to be successful, organisations need achievement-oriented managers who in
turn need a high degree of EI. The capacity to recognise and control personal feelings and others'
emotions is EI. EI (EQ) matters as much as mental capacity matters (IQ).
Among 340 IT workers at a big Indian company, Singh (2007) researched the correlation
between EI and leadership performance. Results showed a significant and positive correlation
between EI and leadership roles in organisations, and this held true across genders. The study
concluded that there were no significant gender disparities among tech workers in terms of
emotional maturity or overall leadership effectiveness. Researchers concluded that among the
dimensions of EI, relationship management was the strongest predictor of leadership. Goleman
(1998) argues that addressing EI is more vital than honing focused on people's technical skills.
According to a competency analysis assessment of over 200 businesses and organisations
throughout the world, emotional skills account for almost two-thirds of the difference rather than
technological competence and academic abilities. According to Abraham (2000), one facet of EI,
namely social skills, is correlated with higher levels of job satisfaction and lower levels of stress
in the workplace. The study's author also suggested that employees with strong social skills had
stronger business loyalty. The connection between leadership and EI in upper-level management
was investigated by Gardner and Stough (2002). Transformative leadership and EI were shown
to have a strong association in this study. Furthermore, a negative connotation was discovered
between a laissez-faire style of management and EI. Bosman (2003) determined how well the
actions and decision to leave corporate citizenship as well as the subordinate's conflict
management approach could be predicted by leadership style and EI of leaders and whether a
causal model could be developed to reflect the relationships between the variables chosen for the
current research work. Carmeli (2003) analysed the degree to which healthy job habits, actions
and performance are generated by senior managers with high EI. Researchers have found that EI
increases optimistic attitudes towards jobs, career success, and altruistic behaviour. In addition,
researchers also found that the impact of work-family tension on career engagement is
moderated by EI, but not the effect on job satisfaction. McQueen (2004) provided an overview of
EI and emotional labour literature and found the importance of EI among nurses. An analysis of
the literature was carried out using the CINAHL and MEDLINE framework databases. Study has
shown that EI plays an important role in the development of good relationships and connections
between individuals. In developing therapeutic nurse-patient relationships, relational labour has
been valuable but carries the possibility of burnout. Nurses need to follow techniques to protect
their health in order to solve this issue.
Vakola, Tsaousis & Nikolaou (2003) explored numerous ways of looking at and dealing through
organisational transformation by reflecting on the feelings and characteristics of people. By
examining the relationship between these qualities and attitudes towards organisational change,
the researchers investigated the ways in which emotional maturity and the 'big five' dimensions
of personality can promote organisational change at an individual level. The findings suggested
that there was a correlation between personality characteristics and the behaviours of employees.
Researchers also indicated that the contribution of EI to behavioural attitudes was found to be
important. Webb (2004) investigated how transformative leaders exhibit EI. Eleven-hundred
professors who were responsible for advising doctorate students participated in the study and
were evaluated on their EI abilities in a variety of areas. Doctoral students that were supervised
by each professor rated them on how much of a transformative leader they were. The findings
concluded that many facets of transformational leadership, including charisma and inspirational
drive, could be predicted by EI.
Freudenthaler et al. (2005) claimed that for cross-cultural leaders to excel, both emotional and
cultural intelligence have become critical with the current growth of globalisation. When they
grasp and operate within complex international contexts, global leaders will make the best use of
EI and enhance success. The creation of various intelligence systems helps to execute global
corporations' leadership growth programmes. Kernbach & Schutte (2005) investigated whether
greater emotional maturity exhibited by service providers relates to higher customer loyalty.
Video clips portraying a service provider showing three distinct degrees of EI in transactions of
high or low service complexity were seen by a community group of 150 participants. The results
showed that client happiness and loyalty to a service increased in proportion to the provider's
level of emotional maturity. Carmeli and Josman (2006) looked at the connection between EI,
task performance, and organisational citizenship behaviour, and they discovered a possible link
between EI and worker output. While studies have shown a link between EI and successful
outcomes on the work, researchers say that this study largely focuses on self-reported
evaluations and fails to take into account the multifaceted nature of job performance. The
researchers also indicated that the job role of a leader does not revolve around the success of the
tasks, but also depends on other factors such as task efficiency, maintaining civil relationships
with other subordinates and co-workers and also rendering the required support to the
subordinates. The capacity of subordinates to carry out the leader's task conscientiously may be
influenced by the subordinates' desire to maintain the leader's regard, which research suggests
may be driven both by altruism and general obedience. Researchers in Israel examined 215
employees from 66 different organisations to see if there was a connection between EI and the
altruistic and obedient behaviour of subordinates. Data was obtained from both subordinates and
superiors. The results indicated that both altruism and obedience was positively correlated to the
success of the assignment. Researchers have observed that three components of EI were related
to work success and altruistic behaviours, but only partly to enforcement behaviours (appraisal
and expression of feelings, anger control, and use of emotions). There have been studies carried
out to understand the impact of EI and its components on people and the way they react to
others.
A study by Paul (2006) explored the effects of EI on factors that lead to the success of
organisations. It was found that within organisations, EI could contribute to a situation where
workers interact with empathy and reverence and where faith and excitement have been instilled
in the company. In their research, Lenaghan, Buda and Eisner (2007) found that in the face of
work-family tension, EI would serve as a predictor of one's well-being. The findings show that
EI levels correlated positively with worker satisfaction. Those who reported high EI and low
work-family conflict were the happiest, whereas those who reported low EI and high work-
family conflict were the least happy. The 205 participants in the study came from a big
university and represented a wide range of professions, from unionised trade unionists to senior
managers.
In the research by Mo, Dainty & Price (2007), the emotional maturity of construction
management students were measured and suggestions were provided to enhance the same. The
analysis found that the existing content of the modules tested did nothing to increase the rate of
emotional maturity. Researchers have proposed that on the basis of both gender and age, there
could be variations in emotional maturity of the respondents. The results of the study by Hopkins
& Bilimoria (2008) indicated a strong association between emotional maturity and organizational
success. The researchers clearly specified that there were no noteworthy dissimilarities between
masculine and feminine leaders in terms of emotional maturity, however there was a significant
and noteworthy dissimilarity between male and female leaders when it came to the
demonstration of competency and achievement. Masculine leaders were found to be more
effective as compared to the female leaders despite exhibiting the same levels of emotional
maturity and competence.
Othman, Abdullah & Ahmad (2008) reviewed the relationship between EI and emotional labour
and its influence on work performance (WQ) in various business environments; technical
service, mass service and service shops. In professional services, it was found that EI was
essential in helping workers perform strongly in five aspects of WQ such as the role of
employment, innovator role, job role, organisational role and team role. EI's presence in the
service shop was moderate; however emotional labour played a more significant role. In
comparison, EI did not contribute substantially to high WQ in mass service, but emotional labour
played an important role in promising the WQ. Researchers concluded that the role of EI and
emotional labour depended on the type of service organization in affecting the standard of
service. Ali (2009) studied the moderating role of task characteristics in relation to EI and
performance. Around 444 participants were chosen to complete a survey study of private sector
organisations. Findings showed a strong connection between EI and success. It was found that
the workers’ success can greatly be estimated on the basis of their EI abilities. In addition,
functional characteristics such as autonomy and internal contact have shown to moderate the
output relationship with EI. The researcher proposed the use of the EI test as a selection tool for
human resource management and its potential as a constructive measure to minimise the turnover
of workers. Another study by Sunil & Rooprai (2009) suggested that there was a major
association between EI, stress and anxiety variables. Stress control factors and aspects of anxiety
had a statistically important association with EI.
Ngah, Jusoff and Rahman (2009) examined the relational intelligence of university workers at
work. The results indicated that EI was positively linked to work-attitude and mild association
existed between EI and work related enjoyment and expression of feeling, job success and job
satisfaction. Harris (2009) looked explored how EI, as evaluated by the Emotional Quotient
Inventory indices, correlates with actual sales success among medical sales representatives.
According to the results, there is a robust relationship between EI and commercial achievement.
The impact of a leader's emotional maturity was studied by Whitman (2009). The study's
findings corroborated a relatively beneficial link between a leader's emotional maturity and
performance. In addition, it was shown that EI had a meaningful association with a myriad of
leadership outcomes including efficiency, work satisfaction, LMX, organisational performance
and others. Many researchers have suggested that IQ, or traditional intelligence, is too narrow
and certain individuals are socially and interpersonally incompetent yet academically brilliant.
In one of the studies carried out by Serrat (2017), it was found that success does not accompany
those who have a high IQ ranking immediately. Wider intelligence areas make or decide how
effective the workers are. EI was found to be critical to individual success, corporate
effectiveness and individual growth because its values offer a different way of recognising and
assessing people's actions, management styles, perceptions, leadership abilities, and ability. In
human resource preparation, work profiling, recruiting interviewing and placement, learning and
development, and client relations and customer support, among others, EI has seemingly become
an increasingly important factor. The results of the research carried out Mishra and Mohapatra
(2010) showed that there was a positive association between EI and success at the workplace
among corporate executives. The researchers have looked at the influence of demographic
factors such as gender, job experience and academic credentials on EI and the findings of the
study have indicated that increased EI scores were positively correlated with increased success
among executives employed in different industries. There was a strong connection between work
experience and EI. Experienced staff ranked higher on the EI scale relative to less experienced
administrators.
Gryn (2010) studied incoming call centre managers in the medical aid industry to see if there
was a correlation between EI and professional achievement. A total of 208 people from a wide
range of ages and backgrounds participated in the survey. In this study, we looked at the
correlation between EI and work performance among leaders in contact centres and found no
statistically significant link. The effect of EI managers on marketing innovation in Jordan's
commercial banks was carried out by Hashem (2010). Research study showed that there was a
high influence of EI on marketing imagination and that effect did not differ based on staff
members' personal and practical variables such as age, background and marital status in Jordan's
commercial banks. Masitoh et al. (2011) explored the role of EI in service sector workers in
employee success. The results showed that six EI variables contribute to individual success in the
role. Those variables were self-assessment self-monitoring, honesty and social interaction,
behaviour and motivation and empathy. Test results showed that enhancing emotional maturity
would improve employee output and productivity.
Another study by Chaudhary & Usman (2011) analysed the interaction and output of employees'
EI. The findings showed a relatively high association between EI and corporate citizenship
behaviour. The study has showed that workers who perform well can be foreseen substantially
on the basis of their EI abilities. The predictive nature of EI for success indicates the application
of EI as a human resource manager screening method. Devi et al. (2015) studied the connection
between burnout and the emotional maturity of normal and special school teachers. The findings
indicated that there is a strong negative association between burnout and EI. In addition to this a
major gap was observed between normal and special school teachers, suggesting high burnout
and poor EI in special teachers.
Farzana, Zakkariya and Muhammed (2011) investigated the relationship between service
orientation and emotional maturity in banking organisations. EI was found to be essential in all
service industries, especially the banks. Service excellence was found to be supported by
workers who were socially self-conscious and who perceived people at a more emotional level.
Emotions have been found to be essential to the development of service interactions. Gorji &
Ghareseflo (2011) concluded that there is a positive and substantive connection between EI and
its factors with the cultural intelligence, motivational cultural intelligence, and appreciation of
cultural intelligence among employees.
Kafetsios & Nezlek (2011) explored the interaction between active leaders and subordinates with
EI and job outcomes. The results of the research study have shown that there is a productive
interaction between leaders who have high levels of EI with their subordinates. On the other
hand, leaders who tend to demonstrate anger in front of their subordinates had a very
unproductive interaction with them. The researchers also stated that EI was positively connected
to work results and job satisfaction. Kaura (2011) explored the relationship between quality of
service and EI. The measurements of service efficiency were: courtesy, flexibility, accessibility,
assurance and customer loyalty. The study showed that there is a clear positive association
between banking employees’ EI and their service quality, albeit poor in the case of public sector
banks relative to private sector banks in India.
EI and managerial decision-making styles in Iran's oil sector were studied by Moghadam et al.
(2011). The study's findings indicated a negative, meaningful association between EI and
managers' avoidant and logical decision-making styles, and a robust, significant relationship
between EI with managers' intuitive decision-making style. Findings did not disclose any
substantial association between EI and each of the manager's reliant and random decision-
making types. Othman, Daud and Kassim (2011) examined the role of neuroticism in moderating
the relationship between EI and JP of the service providers. The findings suggested that
Neuroticism substantially moderates the relationship between ROE, UOE and the JP of
Malaysian service providers.
Özyer, Azizoğlu and Fahreeva (2011) explored the relationship between EI and life satisfaction.
The findings of the study showed strong positive correlations between EI and life satisfaction
which was aligned many of the previous studies. Higher the level of EI, greater is the
individuals’ satisfaction with his or her life. Raza & Kashif (2011) published a study to evaluate
the efficacy of EI at the leadership and coordination level. Researchers conducted a class survey
at UMIA University to assess the growth of EI of experiential learning among students across
Action Learning Sets (ALS). Researchers used the 360-degree questionnaire Emotional & Social
Competence Inventory (ESCI 3.0) and administered the questionnaire in the same class in two
stages, one at the beginning of the curriculum and the other at the middle of the module, to
assess the growth and progress of the EI in the various ALS. The findings from the different
ALS showed better positive outcomes for the concept of EI as needed for the research project.
Yadav & Punia (2013) investigated the influence of EI on job efficiency, in particular on life
insurance sales practitioners. It was found that the sales professionals with higher levels of EI
demonstrated higher levels of job efficacy and were better performers as compared to those with
lower levels of EI.
The importance of EI to the professional achievement of hotel managers was studied by Zainal,
Nasurdin, and Hoo (2011). According on the findings, hotel managers' subjective perceptions of
their own professional performance should be influenced by EI. Danaeefard et al. (2012)
investigated the interaction between EI and interpersonal learning mediated by organizational
culture. Findings indicated that there was a strong and positive correlation between EI and
interpersonal learning. Increasing EI in the associated enterprise paves the way for the
organisation to become a learning organisation, researchers have said.
Jahanian, Zolfaghari and Bagherpour (2012) in their study found that there are essential
connections between EI, the principal's supervision of teachers, supporting pupils, friendly
attitudes towards teachers, rating abilities, successful relationships with parents of students, and
the handling of school affairs by principals. Veisi and Alizadeh (2012) studied the relationship
between EI and the professional dedication of employees. Test results found that there was a
negative association between self-control and social skills while, professional engagement and
professional commitment were poor and undesirable in case of low emotional maturity.
Emotional-professional engagement and normal-professional engagement in all parameters of
professional engagement were unacceptable in case of low levels of EI. Ying, Ken and Ting
(2012) studied whether or not academic heads' relational maturity was associated with the effects
of transformative leadership. The findings of transformative leadership (extra commitment and
satisfaction) and EI found that each leadership outcome was strongly associated with the four EI
domains.
Mehta (2015) claimed that the effects of EI can substantially impact the workplace tension of
employees. It was found that the employees’ workplace stress can be reduced with increased
levels of EI. Danquah et al. (2014) studied the effect of EI on organisational development in the
banking sector in Ghana. Studies have shown that EI is strongly linked to the success of
organisations. Angayarkanni (2022) explored the concept of relational intelligence. The
researchers provided a deeper explanation of the different emotional causes and enhanced
emotional regulation. They stressed upon the ways in which greater levels of EI would improve
corporate participation, maximise performance, competitiveness, attract the best workers, and
inspire staff to do their best. This research shows that the combination of both EI and work life
together generates corporate accomplishment and provides a strategic edge for companies.
Relational EI is concerned with appreciating employees for their unique skills and contributions
to the organisation, treating them with dignity and respect, and enlisting them in the firm's
expansion. They emphasized the role of EI in improving the workplace so that workers can work
better as a team, identify solutions to issues, share expanded work responsibility, participate in
community task, deal with challenges and everyday work & boost employee self-confidence.
Increased flexibility, sensitivity, organisational prowess, teamwork abilities, collegiality,
leadership, decision-making, and mutual understanding are just few of the benefits that may
come from fostering EI. Now more than ever, businesses are actively seeking for candidates with
such emotional intelligence, in the hopes that they would rapidly adapt to the challenges of the
workplace and boost the company's bottom line. Organizational techniques, leadership skills,
learning plans, self-awareness and self-management tools will build an emotionally intelligent
organisation. The researchers conclude that at every stage of workplace success, EI is connected
and it is of utmost importance nowadays. Hence, EI plays a crucial role in enhancing the overall
organizational development.
Dhillon et al. (2015) studied the role of EI in predicting work performance and leadership ability.
The researchers have also proposed that at school, EI predicts success. To verify this assertion,
however no scientific analysis was done. In this research more than 193 UG students participated
and the relationship between EI and academic success was studied using the Trait EI
Questionnaire. It was found that emotional maturity was correlated favourably with job
experience. Emotional maturity, despite this observation, was not substantially correlated with
age. Sinha & Kumar (2016) in their study have stated that EI is the state of mind that balances
human beings' reactions to certain stimuli that cause unnecessary adrenalin flow. EI plays a big
role in the way individuals communicate their feelings, share their opinions and solve day to day
challenges. The need for EI arises when employee performance has to be significantly enhanced.
In India, the retail market is rapidly increasing. The job-related demands would have an
enormous effect on the work performance and productivity of workers in times to come. In this
study the researcher examined the effect of different variables on the EI of employees in the
service sector and it was concluded that EI did have a noteworthy influence on all the job related
variables that were considered in the study. Owing to its higher share in the economy, the service
sector enjoys a separate status in India. Managing yourself and others is a key skill in these
sectors that enhances service delivery.
Routray et al. (2017) have reflected upon various components of EI such as self-esteem self-
regulation, self-motivation, situational awareness and social skills of workers across industries.
The study demonstrated that in all components of EI, except social skills, there was an inter-
sectorial gap. The results indicated that the EI levels were higher for employees working in the
banking and hospitality sector and relatively low for employees of the telecom and power
industry. Notwithstanding improvements in occupational health and safety brought about by
advances in technology and the implementation of management systems, accidents persist in the
oil and gas (O&G) industry. These mishaps typically result from human error. While there are
many human factors that predispose to accidents, EI can mitigate some of these risks.
Ifelebuegu et al. (2019) in their study explored how employees' EI variables affect their
occupational health and safety results. More than 100 employees of the oil & gas sector
participated in an online survey. Five key success criteria of EI and fourteen primary success
factors of effective occupational health and safety management systems were found after a
comprehensive examination of the literature. Health and safety outcomes were shown to be
correlated with the EI success criteria of self-regulation, social-emotional competence, and self-
reflection. The findings indicated that employees' health and safety efficiency may be improved
by fostering specific EI success characteristics, and that developing these abilities should be a
component of workers' professional growth.
In 1990, in scientific literature, the word EI (EI) was first introduced. Since then the generation
of EI models and analysis in this area has significantly increased. A theoretical and
methodological analysis of the first 15 years of EI history is provided in the research study
carried out by Fernández-Berrocal & Extremera (2006). The existing theoretical models of EI
were defined in depth by the researchers following which the various models of EI such as
model of mental ability, the Bar-On Model of Emotional-Social Intelligence; and Goleman's EI
model were analysed. Based on this analysis the researchers made several suggestions on the
evaluation of the construct and the use of abilities and self-reported measures and addressed the
EI's capacity for learning, growth and training.

2.3 EI and Demographic variables

There have been many researchers who have tried to establish the association between EI and
different demographic variables such as age, gender, marital status etc. Some of the recent and
prominent literature on the same is discussed below.
Kumar & Muniandy (2012) examined the effect of demographic profile on EI among Malaysian
polytechnic lecturers. Research findings recorded average level of EI among lecturers. They also
found that EI improves with age, teaching experience, ranking, and schooling. Gender gaps and
previous work, however, did not affect EI standard. Another study by the father of EI, Goleman
(1998) claimed that EI has no gender differences. The researcher point out that men and women
may have different strength and vulnerability profiles in different areas of EI however their
average EI level is similar. Other study reports have found that women are more likely to score
higher on EI than men in personal and professional settings. Some of the research studies (Mayer
& Geher, 1996; Mandell & Phewani, 2003; Cruz, 2004) revealed that women as compared to
men have higher emotional abilities at home and at work. The study specified that for women,
the disparity in actions is linked to “masculinity” or “femininity” elements of society and human
values.
Another study by Petrides, Furnham & Frederickson (2004) investigated the gender gaps that
existed among school teachers inclusive of both genders. More than 260 school teachers across
England participated in the survey and it was found that the women school teachers scored much
higher on EI as compared to the male school teachers. Conte (2005) found women to be attentive
and empathetic, whereas men were found to be much stronger at controlling emotions than
women. Bar-On (2000) explored the relationship between gender, age, and ethnicity among
middle-level banking managers. Study results found that there were no major variations in EI
between males and females in overall emotional and social abilities, although there were some
gender differences for some components of the build. Researcher said females tend to be more
conscious of feelings, exhibit more concern for others and behave more socially active than men.
Men seem to have better self-respect, better at solving challenges, deal better with tension, and
more autonomous, agile, and confident than women. It was also noted that when comparing
overall male and female environments, there were more similarities than variations in their EI.
Thus there were no gender dissimilarities in the average EI. The findings of the examined
literature showed varied conclusions on gender-EI relationship. Researcher concluded that more
of EI and gender research is required.
Another study by Mayer et al. (2008) which was the relationship between the Nigerian police
officers emotional maturity and service period, found that there was no association between
police officers' emotional maturity and their service time. The police officers' EI level was low.
Researchers indicated Nigerian police officers require strong EI discipline. Min (2010) explored
the association between demographic variables such as age, marital status, tour guide education
and EI. The researcher also analysed career factors such as job experience and key languages
used by EI tour guides. The results found that there were variations in gender and service period
variables between individuals' EI. Some researchers' results revealed a favourable association
between EI and service duration, although others did not find any such association to be
significant. Kumar (2018) found in their study that employee designation did not impact work
satisfaction and EI abilities. Experience and marital status influenced work fulfilment and EI.
Mustafa et al. (2014) revealed that there was no variation in gender and age related EI among
vocational and technical college teachers in Malaysia.
Papathanasiou & Siati (2014) indicated in their study that gender, age, marital status and work
position were influenced by employee EI in the Greek banking sector. Rahim & Malik (2010)
explored the effect of demographic factor on EI level contributing to organisational success. The
study was conducted among bank employees working in Pakistan specifically in Peshawar and
Islamabad. Study findings showed that the bank's female workers were emotionally stronger than
their male counterparts, and the age of male and female employees had an inverse association
with EI. Furthermore, researchers suggested that the educational qualifications of the employees
also enhanced their EI level. Researchers indicated that the happier the workers are, the more
successful they would be in an organisation. Mo, Dainty & Price (2007) suggested in their study
that gender and age of individuals could significantly influence their EI.
Mandell and Pherwani (2003) and Mishra & Mohapatra (2010) investigated the relationship
between executives' emotional maturity and workplace efficiency. The researchers also
investigated the impact of demographic variables such as gender, educational background and
employee retention on their EI scores. Results showed that increased emotional maturity levels
were positively correlated with enhanced executive performance. Job experience was shown to
associate favourably with intellectual ability. Experienced executives rank slightly better on their
EI as compared to less experienced workers.
Wae (2010) found that employees belonging to age group 51 and above were high on all the
factors of EI as compared to their counterparts below the age of 50 years. The researcher also
revealed that female workers were emotionally much stronger than male employees, but there
were no gaps between male and female employees in self-awareness and social skill dimensions
of EI. Gani (2013) identified no major EI gaps between male and female workers. Further
researcher suggested that females scored high on emotional recognition and speech factors
compared to males. Male respondents, on the other hand, scored high on emotions direct
cognition and emotional management dimension than female employees. The researcher also
clarified that young workers had low levels of EI as compared to older employees. Thomas et al.
(2020) in their study found that EI of the banking employees significantly influence their
confidence, awareness and professional expectations.
Deeter and Sojka (2003) emphasised the importance of EI in improving communication and
organisational skills required to build and strengthen relationships with consumers. Rozell et al.
(2004) listed the important positive influence of EI (EI) on customer-oriented sales executives.
The researchers used self-reporting revenue, EI quality evaluation, customer orientation and
results to show the EI-performance linkage. Some of the studies found a positive association
between EI and on the job success of individuals (Daus and Ashkanasy, 2005). Downey et al.
(2005) suggested that female managers exhibiting transformative leadership behaviours were
more likely to possess higher levels of emotional maturity and intuition than male managers.
Workplace assessment of EI was found to be the greater indicator of transformative leadership.
Daipuria (2016) in their study found that there was no significant relationship between EI and
transactional leadership. They found a negative association between laissez-faire style of
leadership and EI, indicating a lack of leadership capacity may be related to an EI deficiency.
Bar-On (2004) performed experiments using EI Quotient Inventory (EQI) to assess its validity.
Results demonstrated a meaningful trend of convergent validity of psychological well-being
interventions. The EQ-I demonstrated sufficient distinguishing validity with cognitive capacity
and personality tests. Palmer et al. (2002) & Hopkins & Bilimoria (2008) showed no substantial
gap between male and female leaders in their EI abilities demonstration. Gender, however,
moderated the relationship between EI skills and job performance. Male leaders were found to be
more successful even though male and female leaders displayed similar skills.
Rafaeli and Worlines (2001) established that team leaders are responsible for their teams’
effectiveness and that the leaders are not only accountable for their own emotions but also
accountable for the emotions of their team members. Sjöberg et al (2001) concluded that team
leaders tend to significantly influence the team's procedures, behaviour, norms and environment.
The researchers also found that leadership influences team motivation, effectiveness and success
and mainly through team environment growth. Issah (2018) & Goleman (2001) indicated that EI
leaders are key to developing an environment where workers are motivated to do their best.
Dulewicz and Higgs (2003) reported that successful leaders are similar in one key way and that
is they all have high levels of EI and hence it was concluded in their study that EI is of utmost
importance for individuals in leadership positions. Mayer (2004) concluded that leaders who
could more reliably interpret feelings were scored more on transformative leadership behaviour,
indicating that these types of leaders were interpersonally more receptive than leaders who
depended on contingent reward behaviour.

2.4 Research Gap

There are many challenges that are currently faced in the IT industry. One of the prominent
challenges faced right now is the retention of talent in the IT organizations and this seems to be
disrupting the organizations to a great extent. Many researchers have concluded in their research
that there is a dearth of EI in IT organizations and that is resulting in mass resignations in the
industry not just in India but across the globe and hence there is a need to revisit the need and
extent of EI that exists in today’s workplace (Lohani et al., 2022; Shih & Susanto, 2010; Chan,
Sit & Lau, 2014).
Many scholars have been trying to understand the reasons for high employee turnover in the
service industries particularly the IT industry and have concluded by stating that there needs to
be a more human centric culture prevailing in the workplace where employees experience a
sense of respect, dignity, mutual trust, feel empowered and appreciated by their bosses.
Researchers have also indicated that a good paycheck is not motivating enough for the IT
employees to be retained in the organization and a more humanistic approach is required. This
necessitates the need for EI in the service industries particularly the IT industry (Miao,
Humphrey & Qian, 2017; Boyar, Savage & Williams, 2022; Zaccaro & Torres, 2020).
Previous research has indicated that leadership styles or approaches adopted by the leaders or
managers in any organization can greatly influence the effectiveness of the employees as well as
the organizational performance. Researchers have also established the connect between
leadership styles and the EI of managers. Managers with high levels of EI tend to adopt a more
people oriented style of leadership while managers with low EI generally a more dominating or
autocratic approach of management. And research has proven that managers that adopt a more
people oriented style of management are more successful as bosses and can better influence their
subordinates to perform well. Hence it becomes necessary to understand the various factors of EI
which can help managers in better people management in their workplaces (Dinh & Lord, 2012;
Zaccaro & Torres, 2020; Rothman & Melwani, 2017).
As per a meta-analysis study carried out by certain scholars, it was suggested that the EI affects
many work related attitudes such as job satisfaction, organizational commitment, job
performance and other aspects pertaining to the employees’ work environment. However, it all
depends upon the ways in which employees perceive their work environment and situations at
the workplace. Hence it is imperative for employees to observe and analyse their own behaviours
and also to reason effectively about the happenings at the workplace that elicit positive or
negative emotions. Hence self-awareness and social skills can significantly influence the
employees’ emotions at the workplace. Hence it becomes necessary to deduce the extent of self-
awareness and social skills prevailing and overall EI currently prevailing in the workplace which
largely helps in determining the workplace success of employees (Munyon, Hochwarter, Perrewe
& Ferris, 2010; Kong & Zhao, 2013; Jordan & Troth, 2011).
Most of the studies pertaining to EI have been carried out in service industries that promote a
direct employee and customer interaction such as healthcare sector, hospitality sector, education
sector etc. However, very limited number of studies have been carried out in sectors such as
construction, manufacturing and IT (Wang, 2015; Choudary, 2010).
Most of the literature that exists on EI has completely neglected the factors of EI particularly in
the demographic perspective. EI needs to be treated as a highly significant antecedent for
managing conflicts particularly at the workplace. Hence in the present study, the researcher tends
to study the different factors of EI with a demographic inclination.
In most of the earlier studies the instruments used to measure EI were either self-prepared or
relatively short instruments which were not extensive enough to measure the factors of EI and
focussed only on measuring the overall EI of respondents, however in the present study the
researcher has used a 360 degree extensive tool which is a validated and reliable instrument in
order to measure in depth the different factors of EI (Bucich & MacCann, 2019).
Most of the literature revolving around EI that currently exists is over a decade old and very few
studies have been carried out in the recent past, hence this study aims on revisiting the concept of
EI with particular reference to IT industry.
The most commonly used instruments in measuring EI in the service industries is the one
proposed by WLEIS scale developed by Wong & Law (2002) which have considered the factors
of EI such as “Self-emotion”, “Others emotion”, “use of emotion” and “emotional regulation”.
However, in the present study the researcher has used the ECI 2.0 instrument which has rarely
been used to measure EI and its factors in the IT industry and moreover the factors of EI
measured by the ECI 2.0 tool are more aligned to the ones identified by Cherniss (2000) and are
more apt for service industries. The main highlight of the ECI 2.0 tool is that the sub-dimensions
of each factor of EI too would be measured along with the basic four factors which makes the
present study an extensive study (Boyatzis et al., 2000).
It was also noted that when comparing overall male and female environments, there were more
similarities than variations in their EI. Thus there were no gender dissimilarities in the average
EI. The findings of the examined literature showed varied conclusions on gender-EI relationship.
Researcher concluded that more of EI and gender research is required (Austin et al., 2005; Daus
et al., 2003).

References
 AGRAWAL, K., & SONDHIYA, N. (2013). Effect of emotional intelligence on
customer retention amongst bank employees.
 Iqbal, F., & Abbasi, F. (2013). Relationship between emotional intelligence and job
burnout among universities professors. Asian journal of social sciences & humanities,
2(2), 219-229.
 Javidparvar, L., Hosseini, T. A., & Berjisian, R. (2013). The Relationship between
emotional intelligence and leadership performance in primary schools managers of
Isfahan. International Journal of Scientific and Research Publications, 3(8), 1-10.
 Stephen, S. A. K., & Apilado, V. P. (2012). Financial Analysts’ Forecasting Performance
Post Sarbanes-Oxley. Journal of Accounting and Finance, 12(2), 80-93.
 Bahrololoum, H. (2012). emotional intelligence and happiness of female students
participating in the sport olympiad of Iranian universities: a correlational study. Far East
Journal of Psychology and Business, 7(2), 22-28.
 Chaudhry, A., & Saif, M. I. (2012). Presence and potential of emotional intelligence (EI)
in organizational settings. African Journal of Business Management, 6(20), 6117-6122.
 Darabi, M. (2012). Emotional Intelligence: A literature review. Journal of Applied
Sciences Research, 8(6), 2991-2997.
 Garkaz, M., & Mehrvarzi, M. (2012). Examining the relationship between emotional
intelligence and brokerage firms’ performance in Tehran Stock Exchange. International
Research Journal of Applied and Basic Sciences, 4(3), 886-890.
 Ghorbani, M., & Sani, S. A. B. (2012). Emotional intelligence and personnel
organizational commitment. Middle-East Journal of Scientific Research, 11(8), 1100-
1115.
 Jain, V., & Gupta, S. (2012). The role of emotional intelligence in improving service
quality & work effectiveness in service organizations with special reference to
personality traits. International Journal of Research in IT & Management, 2(1), 81-100.
 Ayranci, E., Kalyoncu, Z., Guney, S., Arslan, M., & Guney, S. (2012). Analysis of the
relationship between emotional intelligence and stress caused by the organization: A
study of nurses. Business Intelligence Journal, 5(2).
 Mohamadkhani, K., & Lalardi, M. N. (2012). Emotional intelligence and organizational
commitment between the hotel staff in Tehran, Iran. American Journal of Business and
Management, 1(2), 54-59.
 Saeidipour, B., Akbari, P., & Marati Fashi, M. A. (2012). Study the effect of emotional
intelligence on organizational learning staff, Case study: Jihad Agriculture Organization
of Isfahan. Management Science Letters, 2, 2501-2510.
 Sarboland, K. (2012). Assessment of the relationship between emotional intelligence and
organizational commitment of employees: A case study of tax affairs offices, Iran.
Journal of Basic and Applied Scientific Research, 2(5), 5164-5168.
 Akomolafe, M. J., & Popoola, O. G. (2011). Emotional intelligence and locus of control
as predictors of burnout among secondary school teachers in Ondo State, Nigeria.
European Journal of Social Sciences, 20(3), 369-378.
 Pervez, A., & Sabir, S. (2019). Linking Transformational Leadership and Emotional
Intelligence in Banking Sector of Pakistan. Journal of International Business and
Management, 2(1), 1-16.
 Prentice, C. (2008). Trait emotional intelligence, personality and the self-perceived
performance ratings of casino key account representatives (Doctoral dissertation,
Victoria University).
 Rego, A., Sousa, F., Pina e Cunha, M., Correia, A., & Saur‐Amaral, I. (2007). Leader
self‐reported emotional intelligence and perceived employee creativity: An exploratory
study. Creativity and innovation management, 16(3), 250-264.
 Singh, P., Manser, P., & Mestry, R. (2007). Importance of emotional intelligence in
conceptualizing collegial leadership in education. South African Journal of Education,
27(3), 541-563.
 Suliman, A. M., & Al‐Shaikh, F. N. (2007). Emotional intelligence at work: Links to
conflict and innovation. Employee relations.
 Freudenthaler, H. H., & Neubauer, A. C. (2005). Emotional intelligence: The convergent
and discriminant validities of intra-and interpersonal emotional abilities. Personality and
Individual Differences, 39(3), 569-579.
 Rosete, D., & Ciarrochi, J. (2005). Emotional intelligence and its relationship to
workplace performance outcomes of leadership effectiveness. Leadership &
Organization Development Journal, 26(5), 388-399.
 Srinivasan, P. T., & George, S. (2005). A study on emotional intelligence and conflict
management styles among management teachers and students. UGC Funded Project,
Department of Management Studies, University of Madras.
 Brackett, M. A., Mayer, J. D., & Warner, R. M. (2004). Emotional intelligence and its
relation to everyday behaviour. Personality and Individual differences, 36(6), 1387-1402.
 Jordan, P. J., & Troth, A. C. (2004). Managing emotions during team problem solving:
Emotional intelligence and conflict resolution. Human performance, 17(2), 195-218.
 Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and
transformational leadership style: A gender comparison. Journal of business and
psychology, 17, 387-404.
 Nikolaou, I., & Tsaousis, I. (2002). Emotional intelligence in the workplace: Exploring
its effects on occupational stress and organizational commitment. The international
Journal of organizational analysis, 10(4), 327-342.
 Fox, S., & Spector, P. E. (2000). Relations of emotional intelligence, practical
intelligence, general intelligence, and trait affectivity with interview outcomes: It's not all
just ‘G’. Journal of Organizational Behavior: The International Journal of Industrial,
Occupational and Organizational Psychology and Behavior, 21(2), 203-220.
 Barling, J., Slater, F., & Kelloway, E. K. (2000). Transformational leadership and
emotional intelligence: An exploratory study. Leadership & Organization Development
Journal, 21(3), 157-161.
 Singh, S. K. (2007). Role of emotional intelligence in organizational learning: An
empirical study. Singapore management review, 29(2), 55-74.
 Goleman, D. (1998). Working with emotional intelligence. Bantam.
 Abraham, R. (2000). The role of job control as a moderator of emotional dissonance and
emotional intelligence–outcome relationships. The Journal of psychology, 134(2), 169-
184.
 Gardner, L., & Stough, C. (2002). Examining the relationship between leadership and
emotional intelligence in senior level managers. Leadership & organization development
journal.
 Bosman, L. A. (2003). Correlates and outcomes of emotional intelligence in
organisations (Doctoral dissertation, University of Port Elizabeth).
 Carmeli, A. (2003). The relationship between emotional intelligence and work attitudes,
behavior and outcomes: An examination among senior managers. Journal of managerial
Psychology, 18(8), 788-813.
 McQueen, A. C. (2004). Emotional intelligence in nursing work. Journal of advanced
nursing, 47(1), 101-108.
 Vakola, M., Tsaousis, I., & Nikolaou, I. (2004). The role of emotional intelligence and
personality variables on attitudes toward organisational change. Journal of managerial
psychology, 19(2), 88-110.
 Webb, S. (2004). Exploring the relationship of emotional intelligence to transformational
leadership within mentoring relationships.
 Kernbach, S., & Schutte, N. S. (2005). The impact of service provider emotional
intelligence on customer satisfaction. Journal of Services Marketing, 19(7), 438-444.
 Carmeli, A., & Josman, Z. E. (2006). The relationship among emotional intelligence, task
performance, and organizational citizenship behaviors. Human performance, 19(4), 403-
419.
 Paul-Odouard, R. (2006). Emotional intelligence, social problem solving, and
demographics as predictors of well-being in women with multiple roles. Adelphi
University, The Institute of Advanced Psychological Studies.
 Lenaghan, J. A., Buda, R., & Eisner, A. B. (2007). An examination of the role of
emotional intelligence in work and family conflict. Journal of Managerial Issues, 76-94.
 Mo, Y., Dainty, A., & Price, A. (2007, September). An assessment of the emotional
intelligence of construction students: An empirical investigation. In Proceedings of the
 23rd Annual Conference of the Association of Researchers in Construction Management
(pp. 3-5).
 Hopkins, M. M., & Bilimoria, D. (2008). Social and emotional competencies predicting
success for male and female executives. Journal of management development, 27(1), 13-
35.
 Othman, A. K., Abdullah, H. S., & Ahmad, J. (2008). Emotional intelligence, emotional
labour and work effectiveness in service organisations: A proposed model. Vision, 12(1),
31-42.
 Ali, A. (2009). The Moderating role of job characteristics on emotional intelligence and
performance (Doctoral dissertation, FOUNDATION UNIVERSITY, ISLAMABAD).
 Sunil, K., & Rooprai, K. Y. (2009). Role of emotional intelligence in managing stress and
anxiety at workplace. Proceedings of ASBBS, 16(1), 163-172.
 Ngah, R., Jusoff, K., & Rahman, Z. A. (2009). Emotional Intelligence of Malaysian
Academia towards Work Performance. International education studies, 2(2), 103-112.
 Harris, N. V. (2009). Is emotional intelligence the key to medical sales success?: the
relationship between emotional intelligence and sales performance (Doctoral
dissertation, Capella University).
 Whitman, D. S. (2009). Emotional intelligence and leadership in organizations: A meta-
analytic test of process mechanisms (Doctoral dissertation, Florida International
University).
 Serrat, O. (2017). Knowledge solutions: Tools, methods, and approaches to drive
organizational performance (p. 1140). Springer Nature.
 Mishra, P. S., & Mohapatra, A. D. (2010). Relevance of emotional intelligence for
effective job performance: An empirical study. Vikalpa, 35(1), 53-62.
 Gryn, M. (2010). The relationship between the emotional intelligence and job
performance of call centre leaders (Doctoral dissertation, University of South Africa).
 Hashem, T. N. (2010). Impact of Managers’ Emotional Intelligence on Marketing
Creativity in Jordan Commercial Banks. Innovative Marketing, 6(3), 78-86.
 Masitoh, S., & Sudarma, K. (2019). The Influence of Emotional Intelligence and
Spiritual Intelligence on Job Satisfaction with Employee Performance as an Intervening
Variable. Management Analysis Journal, 8(1), 98-107.
 Chaudhry, A., & Usman, A. (2011). An investigation of the relationship between
employees’ emotional intelligence and performance. African Journal of Business
Management, 5(9), 3556-3562.
 Devi, A. U., & Babu, P. C. (2015). A study on emotional intelligence among faculty
members of selected engineering colleges in Kadapa region. International journal of
current research and academic review, 3(8), 256-261.
 Hussain, F. S., Zakkariya, K. A., & Muhammed Aslam, M. K. An Emotional Intelligence
Approach to Service Orientation in Banking Sector.
 Gorji, M., & Ghareseflo, H. (2011). The survey of relationship between cultural
intelligence and emotional intelligence with employee’s performance. In 2011
International Conference on E-business, Management and Economics (pp. 175-180).
 Kafetsios, K., Nezlek, J. B., & Vassiou, A. (2011). A multilevel analysis of relationships
between leaders' and subordinates' emotional intelligence and emotional outcomes.
Journal of applied social psychology, 41(5), 1121-1144.
 Kaura, P. (2011). Enormity of emotional intelligence in Indian banking sector. Asia
Pacific Journal of Research in Business Management, 2(1), 165-177.
 Moghadam, A. H., Tehrani, M., & Amin, F. (2011). Study of the relationship between
emotional intelligence (EI) and management decision making styles. World Applied
Sciences Journal, 12(7), 1017-1025.
 Othman, A. K., Daud, N. M., & Kassim, R. S. R. (2011). The moderating effect of
neuroticism on the relationship between emotional intelligence and job performance.
Australian Journal of Basic and Applied Sciences, 5(6), 801-813.
 Özyer, K., Azizoğlu, Ö., & Fahreeva, G. (2011). A study about relationship between
emotional intelligence and life satisfaction. Akademik Bakış Dergisi, 25, 1-20.
 Raza, A., & Kashif, M. (2011). The Impacts of Emotional Intelligence on Leadership and
Teamwork: Whether Action Learning Sets (ALS) Improves Emotional Intelligence (EI).
 Yadav, P., & Punia, B. K. (2013). Organisational citizenship behavior: A review of
antecedent, correlates, outcomes and future research directions. International Journal of
Human Potential Development, 2(2), 1-19.
 Zainal, S. R. M., Nasurdin, A. M., & Hoo, Q. C. (2011). The role of emotional
intelligence towards the career success of hotel managers in the Northern States of
Malaysia. In International Conference on Economics, Business and Management (Vol.
22, pp. 123-128).
 Danaeefard, H., Salehi, A., Hasiri, A., & Noruzi, M. R. (2012). How emotional
intelligence and organizational culture contribute to shaping learning organization in
public service organizations. African Journal of Business Management, 6(5), 1921.
 Jahanian, R., Zolfaghari, F., & Bagherpour, T. (2012). The study of the relationship
between the emotional intelligence and the educational principals' efficacy. International
Journal of Academic Research in Business and Social Sciences, 2(4), 333.
 Veisi, M., & Alizadeh, Z. (2012). The survey of the relationship between (Tension)
emotional intelligence and the staff’s professional commitment. Journal of Basic and
Applied Scientific Research, 2(4), 3258-3267.
 Ying, C. Y., Ken, S., & Ting, T. (2012). Emotional intelligence and transformational
leadership outcomes: insights from a Malaysian perspective. World Journal of Social
Sciences, 2(2), 151-160.
 Mehta, S. (2015). Personality and Emotional Intelligence of Teachers. Amity Business
Review, 16(2).
 Danquah, E. M. E. L. I. A., & Wireko, T. B. (2014). The impact of each element of
emotional intelligence on customer service delivery: A customer satisfaction perspective.
International Journal of Sales & Marketing Management Research and Development,
4(2), 9-20.
 Angayarkanni, R. (2022). Pilot Study on the Impact of Demographic Variables on
Emotional Intelligence Among Private School Teachers in Tambaram. Specialusis
Ugdymas, 1(43), 10684-10693.
 Dhillon, S. K., Shipley, N., Jackson, M., Segrest, S., Sharma, D., Chapman, B. P., &
Hayslip, B. (2018). Emotional intelligence: a comparative study on age and gender
differences. International journal of basic and applied research, 8(9), 670-681.
 Sinha, C., & Kumar, H. (2016). Relationship Between Emotional Intelligence, Work
Attitude & Outcomes: Examination of Indian Middle-Managerial Level Employees.
Journal of Organizational Psychology, 16(1).
 Routray, P., Dash, A. K., & Ray, P. P. (2017). Emotional Intelligence in Service Sector:
An Inter-industry Comparison. Srusti Management Review, 10(2), 9-18.
 Ifelebuegu, A. O., Martins, O. A., Theophilus, S. C., & Arewa, A. O. (2019). The role of
emotional intelligence factors in workers’ occupational health and safety performance—a
case study of the petroleum industry. Safety, 5(2), 30.
 Fernández-Berrocal, P., & Extremera, N. (2006). Emotional intelligence: A theoretical
and empirical review of its first 15 years of history. Psicothema, 18, 7-12.
 Kumar, J. A., & Muniandy, B. (2012). The Influence of Demographic Profiles on
Emotional Intelligence: A Study on Polytechnic Lecturers in Malaysia. International
online journal of educational sciences, 4(1).
 Mayer, J. D., & Geher, G. (1996). Emotional intelligence and the identification of
emotion. Intelligence, 22(2), 89-113.
 Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and
transformational leadership style: A gender comparison. Journal of business and
psychology, 17, 387-404.
 Cruz, B. V. R. (2004). Across contexts comparison of emotional intelligence
competencies: A discovery of gender differences (Doctoral dissertation, Case Western
Reserve University).
 Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional
intelligence in academic performance and deviant behavior at school. Personality and
individual differences, 36(2), 277-293.
 Conte, J. M. (2005). A review and critique of emotional intelligence measures. Journal of
organizational behavior, 26(4), 433-440.
 Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional
Quotient Inventory.
 Mayer, J. D., Roberts, R. D., & Barsade, S. G. (2008). Human abilities: Emotional
intelligence. Annu. Rev. Psychol., 59, 507-536.
 Min, J. C. (2010). Tour guides' emotional intelligence in relation to demographic
characteristics. African Journal of Business Management, 4(17), 3730.
 Kumar, V. (2018). Impact of emotional intelligence and gender on job satisfaction: An
empirical study amongst the employees of HDFC banks in Chandigarh tricity, India.
National Journal of Innovation and Economic Development, 4(2), 24-31.
 Mustafa, M. Z., Ismail, F. N., & Buntat, Y. (2014). Emotional intelligence and
organizational commitment among polytechnic lecturers: A case study on Malaysia
northern zone polytechnic. Journal of Education and Practice, 5(20), 13-21.
 Papathanasiou, S., & Siati, M. (2014). Emotional intelligence and job satisfaction in
Greek banking sector. Research in Applied Economics, 6(1), 225-239.
 Rahim, S. H., & Malik, M. I. (2010). Emotional intelligence & organizational
performance: (A case study of banking sector in Pakistan). International Journal of
Business and management, 5(10), 191.
 Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and
transformational leadership style: A gender comparison. Journal of business and
psychology, 17, 387-404.
 Mishra, P. S., & Mohapatra, A. D. (2010). Relevance of emotional intelligence for
effective job performance: An empirical study. Vikalpa, 35(1), 53-62.
 Wae, M. (2010). Inter relationship between personality, emotional intelligence, and job
satisfaction of bank employees (Doctoral dissertation, Universiti Utara Malaysia).
 Gani, S. H. S., & Khan, F. A. G. (2013). Emotional intelligence and job stress among
bank employees (Doctoral dissertation).
 Thomas, C., & Zolkoski, S. (2020, June). Preventing stress among undergraduate
learners: The importance of emotional intelligence, resilience, and emotion regulation. In
Frontiers in Education (Vol. 5, p. 94). Frontiers Media SA.
 Deeter‐Schmelz, D. R., & Sojka, J. Z. (2003). Developing effective salespeople:
Exploring the link between emotional intelligence and sales performance. The
International Journal of Organizational Analysis, 11(3), 211-220.
 Rozell, E. J., Pettijohn, C. E., & Parker, R. S. (2004). Customer ‐oriented selling:
Exploring the roles of emotional intelligence and organizational commitment.
Psychology & marketing, 21(6), 405-424.
 Daus, C. S., & Ashkanasy, N. M. (2005). The case for the ability ‐based model of
emotional intelligence in organizational behavior. Journal of Organizational behavior,
26(4), 453-466.
 Daipuria, P. (2016). Emotional intelligence as a predictor of personal effectiveness: a
study of health-care professionals in New Delhi. FIIB Business Review, 5(1), 58-67.
 Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale,
description and summary of psychometric properties.
 Palmer, B., Donaldson, C., & Stough, C. (2002). Emotional intelligence and life
satisfaction. Personality and individual differences, 33(7), 1091-1100.
 Hopkins, M. M., & Bilimoria, D. (2008). Social and emotional competencies predicting
success for male and female executives. Journal of management development, 27(1), 13-
35.
 Rafaeli, A., & Worline, M. (2001). Individual emotion in work organizations. Social
science information, 40(1), 95-123.
 Sjöberg, L. (2001). Emotional intelligence: A psychometric analysis. European
Psychologist, 6(2), 79.
 Issah, M. (2018). Change leadership: The role of emotional intelligence. Sage Open, 8(3),
2158244018800910.
 Goleman, D. (2001). An EI-based theory of performance. The emotionally intelligent
workplace: How to select for, measure, and improve emotional intelligence in
individuals, groups, and organizations, 1(1), 27-44.
 Dulewicz, V., & Higgs, M. (2003). Leadership at the top: The need for emotional
intelligence in organizations. The International Journal of Organizational Analysis,
11(3), 193-210.
 Mayer, J. D. (2004). What is emotional intelligence?.
 Lohani, K., Bhardwaj, P., Atrey, A., Kumar, S., & Tomar, R. (2022). Applications of
Artificial Intelligence in IT Disaster Recovery. In Machine Intelligence and Data Science
Applications: Proceedings of MIDAS 2021 (pp. 663-677). Singapore: Springer Nature
Singapore.
 Shih, H. A., & Susanto, E. (2010). Conflict management styles, emotional intelligence,
and job performance in public organizations. International journal of conflict
management, 21(2), 147-168.
 Chan, J. C., Sit, E. N., & Lau, W. M. (2014). Conflict management styles, emotional
intelligence and implicit theories of personality of nursing students: A cross-sectional
study. Nurse education today, 34(6), 934-939.
 Miao, C., Humphrey, R. H., & Qian, S. (2017). Are the emotionally intelligent good
citizens or counterproductive? A meta-analysis of emotional intelligence and its
relationships with organizational citizenship behavior and counterproductive work
behavior. Personality and Individual Differences, 116, 144-156.
 Boyar, S. L., Savage, G. T., & Williams, E. S. (2022). An Adaptive Leadership
Approach: The Impact of Reasoning and Emotional Intelligence (EI) Abilities on Leader
Adaptability. Employee Responsibilities and Rights Journal, 1-16.
 Zaccaro, S. J., & Torres, E. M. (2020). Leader social acuity.
 Dinh, J. E., & Lord, R. G. (2012). Implications of dispositional and process views of
traits for individual difference research in leadership. The Leadership Quarterly, 23(4),
651-669.
 Zaccaro, S. J., & Torres, E. M. (2020). Leader social acuity.
 Rothman, N. B., & Melwani, S. (2017). Feeling mixed, ambivalent, and in flux: The
social functions of emotional complexity for leaders. Academy of Management Review,
42(2), 259-282.
 Munyon, T. P., Hochwarter, W. A., Perrewé, P. L., & Ferris, G. R. (2010). Optimism and
the nonlinear citizenship behavior—Job satisfaction relationship in three studies. Journal
of Management, 36(6), 1505-1528.
 Kong, F., & Zhao, J. (2013). Affective mediators of the relationship between trait
emotional intelligence and life satisfaction in young adults. Personality and Individual
Differences, 54(2), 197-201.
 Jordan, P. J., & Troth, A. (2011). Emotional intelligence and leader member exchange:
The relationship with employee turnover intentions and job satisfaction. Leadership &
Organization Development Journal.
 Wang, S. (2015). Emotional intelligence, information elaboration, and performance: The
moderating role of informational diversity. Small Group Research, 46(3), 324-351.
 Choudary, Y. L. (2010). Impact of the emotional intelligence on work related outcomes
among the nursing staff at SRM Hospitals, Chennai. Management and Labour Studies,
35(2), 227-247.
 Bucich, M., & MacCann, C. (2019). Emotional intelligence research in Australia: Past
contributions and future directions. Australian Journal of Psychology, 71(1), 59-67.
 Wong, C.S., & Law, K.S. (2002). The effects of leader and follower emotional
intelligence on performance and attitude: An exploratory study. Leadership Quarterly, 13,
243-274. https://doi.org/10.1016/S1048-9843(02)00099-1
 Cherniss, C. (2000). Emotional intelligence: What it is and why it matters (p. 15).
Rutgers University, Graduate School of Applied and Professional Psychology.
 Boyatzis, R. E., Goleman, D., & Rhee, K. (2000). Clustering competence in emotional
intelligence: Insights from the Emotional Competence Inventory (ECI). Handbook of
emotional intelligence, 99(6), 343-362.
 Austin, E. J., Evans, P., Goldwater, R., & Potter, V. (2005). A preliminary study of
emotional intelligence, empathy and exam performance in first year medical students.
Personality and individual differences, 39(8), 1395-1405.
 Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition and
personality, 9(3), 185-211.
 Saenz, T. J. (2009). An exploratory study of the relationship between emotional
intelligence and IQ: Implications for students with learning disabilities. Texas A&M
University-Kingsville.
 Sternberg, R. J., & Gardner, M. K. (1983). Unities in inductive reasoning. Journal of
Experimental Psychology: General, 112(1), 80.
 Goleman, D. (1998, March). The emotionally competent leader. In The Healthcare
Forum Journal (Vol. 41, No. 2, pp. 36-38).
 McClelland, D. C. (1973). Testing for competence rather than for" intelligence.".
American psychologist, 28(1), 1.
 George, J. M. (2000). Emotions and leadership: The role of emotional intelligence.
Human relations, 53(8), 1027-1055.
 Gani, S. H. S., & Khan, F. A. G. (2013). Emotional intelligence and job stress among
bank employees (Doctoral dissertation).
 Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional
Quotient Inventory.
 Richardson, R. C., & Evans, E. T. (1997). Social and Emotional Competence: Motivating
Cultural Responsive Education.
 AbiSamra, N. (2000). The relationship between emotional intelligence and academic
achievement in eleventh graders. Research in education, 4, 56-66.
 Pool, C. R. (1997). Up with emotional health. Educational Leadership, 54(8), 12-14.
 Finegan, J. E. (1998). Measuring Emotional Intelligence: Where We Are Today.
 Nelson, D. B., Low, G. R., & Nelson, K. A. Y. E. (2005). The emotionally intelligent
teacher: A transformative learning model. Texas Study of Secondary Education, 13, 7-10.
 Bar-On, R. (2001). Emotional intelligence and self-actualization.
 Goleman, D. (1998). Working with emotional intelligence. New York: Bantam
 Boyatzis, R. E. (1994). Stimulating self-directed learning through the Managerial
Assessment and Development Course. Journal of Management Education, 18(3), 304-
323.
 Boyatzis, R. E., Goleman, D., & Rhee, K. S. (2000). Clustering competence in emotional
intelligence: Insights from the Emotional Competence Inventory (ECI). In R. Bar-on & J.
 Bellack, J. P. (1999). Emotional Intelligence: A Missing Ingrethent?. Journal of Nursing
Education, 38(1), 3-4.
 Robbins, S. P., & Judge, T. (2009). Organizational behavior. Pearson South Africa.
 Romi, M., Soetjipto, N., Widaningsih, S., Manik, E., & Riswanto, A. (2021). Enhancing
organizational commitment by exploring job satisfaction, organizational citizenship
behavior and emotional intelligence. Management Science Letters, 11(3), 917-924.
 Warrier, U., Shankar, A., & Belal, H. M. (2021). Examining the role of emotional
intelligence as a moderator for virtual communication and decision making effectiveness
during the COVID-19 crisis: revisiting task technology fit theory. Annals of Operations
research, 1-17.
 Gardner, K. J., & Qualter, P. (2010). Concurrent and incremental validity of three trait
emotional intelligence measures. Australian Journal of Psychology, 62(1), 5-13.