A STUDY ON “EMOTIONAL INTELLIGENCE

AND ORGANIZATIONAL CITIZENSHIP

BEHAVIOUR AMONG NURSES”

IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE AWARD OF THE
DEGREE OF
MASTERS OF BUSINESS ADMINISTRATION

(SESSION 2021-2023)

SUBMITTED BY – RIFAT NABI

ROLL NO. – 2103104064

UNIVERSITY SCHOOL OF MANAGEMENT STUDIES

RAYAT BAHRA UNIVERSITY,MOHALI

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 ACKNOWLEDGEMENT
First, I would like to thank my institution- Rayat Bahra University where I am
pursuing the course of Master of Business Administration. Second, I would like to
express my gratitude to Ms. Amanjot for expert guidance, support and
encouragement that helped me in the completion of this project. I would like to
give special thanks to all respondents whose precious response helped me to
complete my project and my friends and family for the help and kind support.

With Regards
Rifat Nabi

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3
 FACULTY DECLERATION

I hereby declare that the student Rifat Nabi of MBA has undergone her project
under my periodic guidance on the project titled “A STUDY ON EMOTIONAL
INTELLIGENCE AND ORGANIZATIONAL CITIZENSHIP BEHAVIOUR
AMONG NURSES ”. Further I hereby declare that the student was periodically in
touch with me during the making of this project.

(Signature of Supervisor)

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 TABLE OF CONTENTS

S.NO. PARTICULARS. PAGE NO.

1. Introduction 6

2. Literature Review 26

3. Research Methodology 29

4. Data Analysis and Interpretation 32

5. Findings 64

67
6. Conclusion and Suggestions

7. Limitations 69

8. Questionnaire 72

9. Refrences 78

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CHAPTER 1: INTRODUCTION

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Emotions:

Emotions are the most important aspect of mental health which helps a person in living a quality
life. These emotions are central to our life. Emotions sometimes make life worth living and
sometimes worth ending. So it is very important for humans to take care of their emotional and
mental health as well. Every human’s life is built around emotions most of the people don’t
know what they are or how these emotions get developed. Every human has the calibre to
express and experience emotions. Emotions are mostly responsible for human’s thoughts and
actions. Emotions have a major role in influencing our behaviour. Emotions actually are the
feelings such as disappointment, happiness, sorrow, etc. that generally have both physiological
and cognitive elements that influence behaviour. Emotions are considered as lower level
responses. They first take place in sub cortial area of brain such as amygdale and the
ventromedial prefrontal cortices. These areas are responsible for producing bio chemical
reactions that have a direct impact on the physical state. Psychologists have long explored the
rage of human emotions and their definitions. Ekman (1999) recognised six initial basic
emotions including:

Anger
Disgust
Fear
Happiness
Sadness and Surprise

He later expanded on this to include eleven basic emotions:

Amusement
Contempt
Contentment
Embarrassment
Excitement
Guilt
Pride
Relief
Satisfaction
Sensory Pleasure and Shame

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The word Emotion is derived from the Latin word ‘Emover’ which means to ‘stir up’ or to
‘execute’. Let’s look at some definitions of emotions:

According to Charles G Morris: “Emotion is a complete effective experience that involves

diffuse physiological changes and can be expressed overtly in characteristics behaviour
patterns”.

According to Crow and Crow: “Emotion is an affective experience that accompanies

generalised linear adjustments and mental health and physiological stirred up states in the
individual and that shows itself in his overt behaviour”.

According to Woodworth : “Emotion is a ‘moved’ or ‘stirred up’ state of an organism. It is a

stirred up feeling that is the way it appears to the individual himself. It is a distributed muscular
and glandular activities, that is the way it appears to an external observer”.

According to McDougall: Emotion is an affective experience that one undergoes during an

instinctive excitement. For example, when a child perceives a bull coming towards him
(cognition) he experiences an effective experience in the form of the arousal of accompanied
emotion of fear and consequently tries to run away.

According to Don Hockenbury and Sandra E Hockenbury : An emotion is a complex

psychological state that involves three distinct components; a subjective experience, a
psychological response and a behavioural or expressive response.

Intelligence:

The word intelligence comes from the Latin word interlinear, which means "to comprehend or
discern." The mediaeval technical phrase for intelligence, intellectus, was derived from this
verb, as was a translation for the Greek philosophical term nous. However, this word was
closely associated with teleological scholasticism's metaphysical and cosmological beliefs,
such as conceptions of the immortality of the soul and the notion of the Active Intellect (also
known as the Active Intelligence).

The ability for reasoning, abstract thought, comprehension, self-awareness, communication,

learning, emotional knowledge, memory, planning, creativity, and problem solving have all
been used to characterise intelligence.

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Human intelligence is the most researched, although it has also been found in animals and
plants. The simulation of intelligence in machines is known as artificial intelligence.

Definitions:

The term "intellectual ability" is debatable. The following definitions have been proposed by
certain psychologists:

An editorial statement by fifty-two scholars from "Mainstream Science on Intelligence" (1994):

A very general mental capability that, among other things, involves the ability to reason, plan,
solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from
experience. It's not only about book study, a certain academic talent, or test-taking prowess.
Rather, it represents a larger and deeper ability to grasp our surroundings—the ability to "catch
on," "make sense" of things, or "figure out" what to do.

From the American Psychological Association's Board of Scientific Affairs paper "Intelligence:
Knowns and Unknowns" (1995):

Individuals differ in their capacity to comprehend complicated concepts, adapt to their

surroundings efficiently, learn from experience, participate in various types of reasoning, and
overcome barriers via thought.

Individual variations can be significant, but they are never completely consistent: a person's
intellectual performance will change on various occasions, in different fields, and according to
different criteria. Intelligence concepts are attempts to organise and understand this
complicated set of occurrences. Although significant clarity has been reached in some areas,
no such conception has yet solved all of the key concerns, and none has universal acceptance.
Indeed, when asked to describe intelligence, a group of two dozen famous thinkers came up
with two dozen distinct definitions.

Aside from those definitions, psychologists and learning experts have proposed other
intelligence definitions, such as:

David Wechsler: An individual's aggregate or global capacities to behave intentionally, think

logically, and successfully cope with his environment.

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"the outcome of the act of learning, storing in memory, retrieving, combining, comparing, and
applying knowledge and conceptual skills in different settings," says Lloyd Humphreys.

Howard Gardner, a human intellectual competence, in my opinion, must include a set of

problem-solving skills that enable the individual to solve genuine problems or difficulties that
he or she encounters and, when appropriate, to create an effective product, as well as the ability
to find or create problems, laying the groundwork for the acquisition of new knowledge.

Emotional Intelligence:

Emotional Intelligence is a crucial issue in psychology today, and it is also having an impact
on jobs and workplaces in the global business sector. Modern organisations are highly volatile,
dynamic, and demand more productivity as the Indian economy opens up through
liberalisation, privatisation, globalisation, and a natural trend towards information technology.
As a result, Indian company leaders' tasks have become more difficult than ever before, and
they can no longer be completed just by themselves or by collaborating with others in a fixed
or routine manner. Understanding, communicating, empathising with, and learning from other
people of the organisation are all part of these tasks. The focus of organisations has turned to
understanding and enhancing the behaviour of employees so that they may truly prove to be
generative for the company. As a result, the emotional intelligence intervention is partially a
reaction to the issues that today's corporate leaders face.

In today's fast-paced business world, the greatest level of leadership abilities are required to
address the difficulties of high turnover, ever-increasing customer demands for high-quality
goods and services, rapidly changing corporate environments, economic demands, and
mounting expenses.Business needs employees with both technical and social and emotional
skills in order to please customers. Emotional intelligence can help you develop the skills and
abilities you need to achieve your goals (Orme and Langhorn, 2003). Emotional intelligence is
being hailed as a strong technique for increasing employee productivity and fostering a positive
work environment. Supervisors and managers must have emotional intelligence in order to
ensure that their employees perform as expected. As a result, it is the managers'/senior staff's
obligation to promote an emotional intelligence culture at work in order to increase productivity
through improved relationship management. Emotional intelligence was highlighted as a factor
in the majority of the literature reviews as a component that has the ability to contribute to more
positive attitudes, behaviours, and results. II is becoming more widely discussed, and the EI

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model appears to be gaining traction in organisational psychology. An organization's internal
environment comprises a social context that necessitates ongoing and extensive interpersonal
interaction among its employees, and it is here that emotions play a key role. It is thus
considered that an individual's ability to appropriately identify his or her emotions, as well as
the ability to control and regulate those emotions and communicate effectively with others,
influence the individual's workplace effectiveness to a great amount. The same concept holds
true for leadership in organisations where the turbulence, spiralling change, and diversified
organisational environment necessitate successful interactions between subordinates and
followers. Employee recruitment and retention, talent development, employee engagement,
morale, and health are all areas where Emotional abilities have an impact on organisational
effectiveness.

According to research, managers with high emotional intelligence get exceptional results from
their people, developing and utilising talent that is critical to the organization's success.
Effective leaders are able to manage and direct their own emotions, acknowledge and
acknowledge their subordinates' feelings about their work situation, and intervene effectively
to boost morale (Cherniss, 2004). Goleman (2001) claims that the higher the position in an
organisation, the more EI matters. For EI theory, he emphasises the relevance of the link
between a leader's emotional intelligence capabilities and the organisational climate. To
maintain organisational success and performance in an increasingly competitive global
marketplace, modern business executives must provide moral leadership and harness trust in
the organisation (Robbins, 2001).

Emotional intelligence can be used to discover and choose organisational leaders, as well as
provide an early indication of leadership potential in current organisations. As a result,
emotional intelligence is becoming more often used as a metric for identifying leaders who
have the potential to be successful (Cooper and Sawaf, 1997). Emotional intelligence has
acquired a lot of popularity as a necessary component of good leadership. This is backed up by
Stein and Book (2000), who claim that leaders with higher emotional intelligence are more
effective. Bawling et al. research's backs up their claim that effective leaders are socially savvy
(2000).

According to George (2000), emotional intelligence plays an important role in leadership

effectiveness in generating employee performance and, as a result, organisational performance.

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The ability to understand and manage moods and emotions in oneself and others theoretically
contributes to a leader's effectiveness in stimulating employee performance.

Furthermore, Goleman (1998) believes that properly controlled emotions may generate trust,
loyalty, and dedication— as well as many of the most significant productivity improvements,
inventions, and accomplishments of individuals, teams, and organisations. Emotional
intelligence in a leader is viewed as a crucial factor for success since emotions govern
cognition. True leadership is inextricably linked to the fundamental qualities that generate good
human character. Emotional intelligence characteristics that are an inherent part of one's
personality and are important factors in why one person succeeds while another of equal or
better intelligence fails (Mayer and Salovey,1990). Emotional intelligence has been identified
in numerous studies as an essential component of a leader's success and as a valuable resource
for any group (Senior 1997). "Emotional intelligence is a pre-requisite for leadership"
(Golemanl998).

The importance of intellectual intelligence (IQ) as a primary driver of success was questioned
by Goleman (1995). Indeed, he estimated that intellectual intelligence accounts for about 12%
of life achievement, with the remaining 80% attributed to emotional intelligence. A rising body
of research supports the claim that emotional intelligence is critical to an individual's
performance and success (Lopes et al., 2006). Much of this research has concentrated on the
relationship between it and job success and performance. Recent studies have found that
emotional intelligence has a positive impact on people's leadership abilities (Cote et al., 2004),
work performance (Fox and spector, 2000), management ability (Zhou and George, 2003),
academic performance (Parker et al., 2005), and their ability to perform cognitive tasks (Parker
et al., 2005). (Schutte et al., 2001). It may also play a role in determining group performance,
according to some data. High levels of emotional intelligence, according to Jordan et al.
(2002)22, help teams perform better in all facets of management. Employees with high
emotional intelligence tend to be "star performers," according to Goleman (1998a), because
emotional intelligence impacts practically every area of professional life. Emotional
intelligence is the single most crucial factor for a successful leader in the workplace. Emotional
intelligence skills are seen as critical for effective leadership. According to new research,
emotionally intelligent people perform better than their non-emotionally intelligent peers (Van
Rooy & visweswaran, 2004). Recent emotional intelligence study (Caruso Mayer, & Salovey,

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2002)5 suggests that emotional intelligence plays a significant influence in the performance of
leaders.

In general, it is assumed that a person's intelligence is limited to the grades he received, the
class position he held, or the grand total he earned. Caring for others, handling other people's
problems, comprehending other people's concerns, and so on were ranked lower. People with
bright and remarkable track records are frequently reported to be unable to deliver equally
impressive results at work. They fail to associate with their co-workers, and thus fail to foster
a healthy relationship with their peers, subordinates, and superiors, not because they lack
technical expertise, but because they fail to associate with their co-workers and thus fail to
foster a healthy relationship with their peers, subordinates, and superiors. When personnel with
technical backgrounds are promoted to managerial or leadership positions, they face a similar
dilemma. When confronted with the need to comprehend and regulate others' emotions, they
frequently fail to achieve the intended outcomes. The reason for this is that these people may
be intelligent cognitively but not emotionally. As a result, unlike in the past, organisations are
now recognising the need of emotional management abilities.

The following are some key characteristics of successful people who have used their emotional
intelligence to achieve success in their lives.

Carly Fiorina is the first woman to lead a Fortune 50 firm and the first woman to lead
HewlettPackard. H-P's culture and structure were transformed as a result of her flexibility.

Bill Gates is a former college dropout who is always ready to seize opportunities. He sensed
that the window of opportunity to establish a software company had closed and that it might
not reopen. As a result, he has risen to the top of the IT sector.

Early in his American Express career, Ken Chenault took on a demanding task in merchandise
services. This section, which offered things to consumers via direct mail, was in turmoil and
was unrelated to the company's main business of automobiles. Within three years, he had
increased sales from $100 million to $700 million. This demonstrated his will to succeed.

J.K. Rowling, the author of Harry Potter, is divorced and living in a cramped apartment in
Edinburgh with her daughter on state assistance. Ten publishers turned down her first book in
the series. Her determination to achieve her goals despite hurdles and setbacks resulted in her
life's success.

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In the early 1990s, Gordon Bethune took over as CEO of Continental Airlines, which was in
financial trouble. He took a group of employees out to the company's parking lot as one of his
first public acts. They threw away the out-of-date and restrictive employee manual. This
symbolic act laid the groundwork for his airline's successful transition. He was successful at
initiating and managing change.

Colin Powell is the youngest chairman of the Joint Chiefs of Staff in history. His outstanding
administrative abilities, which he has displayed throughout his career, demonstrated his
organisational awareness.

General Electric CEO Jack Welch spends half of his time on employee development. He knew
the names and titles of over 1000 individuals at the organisation, and he set an example for
others to follow in strengthening their emotional intelligence skills.

From the foregoing, it can be concluded that the vast majority of these individuals have
remarkable success stories to their credit, and that they achieved their enviable status by
strategic variations in their approach. It also demonstrates that, in addition to intelligence,
emotional capabilities are essential for an individual's greatness in performance. Emotional
abilities are the ones that are most likely to lead to life success. Even though they have a high
intellect quotient, persons with a lack of emotional intelligence fail miserably in their personal
and professional lives. Emotional competencies are the most likely to lead to life success.
People who lack emotional intelligence, although having a high intellectual quotient, are
absolute failures in their personal and professional life.

CONCEPTUAL DEFINITIONS OF EMOTIONAL INTELLIGENCE

Below are some key definitions for this Emotional intelligence:

Emotional intelligence, according to Daniel Goleman (1998), is the ability to recognise our
own and others' feelings, to motivate ourselves, and to effectively manage emotions in
ourselves and in our relationships.

Cooper (1996) describes emotional intelligence as the ability to recognise, comprehend, and
successfully utilise emotions as a source of human energy, information, trust, creativity, and
influence.

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Emotional intelligence, according to Martinez (1997), is a set of non-cognitive talents, abilities,
and competences that influence a person's ability to deal with external demands and stresses.

Emotional intelligence, according to Abraham (2000), is a set of talents that contribute to

accurate self-evaluation of emotions, as well as disclosing others' emotional signals and
motivating people to achieve success in their lives by employing emotions and feelings.

Emotional intelligence, according to Bar-On (1997), represents one's ability to deal with daily
problems and helps forecast one's success in life, including professional and personal activities.

Emotional intelligence, according to Mayer and Salovey (1997), is the ability to identify,
access, and generate emotions in order to aid in the acquisition of emotional knowledge and to
reflectively control emotions in order to foster emotional and intellectual progress.

Emotional intelligence is described as an array of emotional, personal, and social traits and
skills that influence an individual's ability to cope well with external demands and stresses,
according to Bar-On et al. (2000).

Emotional intelligence, according to Dalip Singh (2003), is an individual's ability to respond

appropriately and successfully to a wide range of emotional inputs derived from the inner self
and immediate environment.

Emotional intelligence, according to Palmer and Stough (2001), is defined as the ability to
sense, understand, use, and manage one's own and others' emotions, including (but not limited
to) the ability to recognise, understand, use, and manage one's own and others' emotions.

People with a high emotional quotient are often happier, healthier, and have more effective
relationships. These individuals achieve a balance between emotion and reason, are conscious
of their feelings, demonstrate empathy and compassion for others, and have a strong sense of
self-worth. Emotional intelligence is useful in a variety of scenarios in the workplace, and it
aids organisational effectiveness. It aids in the development of emotional power and the
achievement of goals on all levels, including physical, mental, emotional, and spiritual skills,
as well as the enhancement of psychological talents such as memory, clarity of thought, and
decision-making.

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EMOTIONAL INTELLIGENCE IN THE WORKPLACE

Fineman (1996)” argue that good organisations are places where feelings are managed,
developed or removed. He claims that feelings are dismissed as unrelated to work, yet that
emotions obstruct successful performance. Weisinger proposed a causal link between
emotional intelligence and professional performance in 1998. The workplace is a place where
people express feelings including joy, sadness, envy, guilt, and love, yet work psychology
experts have been sluggish to incorporate emotions into their studies.

Since the early 1990s, emotional intelligence has been studied, although it has only recently
been important to the job. People who reach the pinnacle of their profession aren't only good
at what they do. To put it another way, being successful at work necessitates more than IQ
(Intelligence Quotient); it necessitates emotional intelligence (Goleman, 1995). Not only
bosses and corporate executives require strong levels of emotional intelligence; any
peopleoriented position must as well, because employees are the face of the company to the
general public. Many academics have claimed that emotional intelligence and professional
performance are directly and positively associated, and have offered theoretical ties to support
their position, according to Chemiss (2000). Several research on the relationship between
emotional intelligence and the workplace have been conducted. When emotions are
appropriately controlled, they can aid in the development of trust, loyalty, and commitment
among individuals, teams, and organisations. Spencer and Spencer conducted an analysis at
L'Oreal in 1993 and discovered that sales agents hired based on their emotional abilities sold
significantly more than agents selected using traditional recruitment procedures. According to
the study, those chosen based on emotional aptitude sold $91,370 more on an annual basis than
those in the control group.

David McClelland” investigated the divisions heads of a major food and beverage firm in 1998
and discovered that 50% of division directors hired following traditional techniques left after
two years, largely due to poor performance. Only 6% of employees departed once the
organisation began selecting based on emotional characteristics such as initiative,
selfconfidence, and leadership. McClelland also discovered that divisions led by leaders who
demonstrated EI capabilities beat yearly revenue targets by 15-20% more than divisions led by
leaders who did not demonstrate EI competencies.

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Daniel Goleman44 analysed approximately 500 research from throughout the world in 1998
and concluded that leaders have high levels of emotional intelligence. It's because they
represent the company to the public, interact with the most people both inside and outside the
company, and set the tone for employee morale, according to Goleman. Goleman did a study
in the same year that looked at competency models for 181 different job positions from 121
different organisations. Each organization's management was requested to agree on a profile
outlining which characteristics were required for an individual to flourish in a specific job. He
theorised a few years later that emotional competence is a taught talent based on emotional
intelligence that leads to exceptional work performance.

Similar findings were reported by Dulewicz and Higgs (2000). Over a seven-year period, they
studied 1,000 managers, concentrating on their abilities and advancement within the
organisation. They discovered that emotional intelligence characteristics contributed 36% to an
individual's advancement through the organisation, whereas intellectual intelligence
contributed 27%.

The Ohio State Leadership Studies revealed that leaders who were able to build mutual trust,
respect, and a certain warmth and connection with members of their group were more effective
even before studies in the area of emotional intelligence began (Fleishman and Harris, 1962).
It is essential for achieving success both professionally and emotionally. As a result, emotional
intelligence can have a significant impact on both individual and organisational performance.
Dimensions of Emotional Intelligence:

1. Self Awareness cluster: The first component of emotional intelligence is selfawareness.

It entails "a thorough understanding of one's emotions, strengths, shortcomings, needs,
and motivations." Self-aware people are open and honest with themselves and others.
They stay away from the extremes of being too pessimistic and unrealistically
optimistic. Furthermore, these individuals are aware of how their emotions impact
them, others, and their work performance.
I. Emotional Self Awareness: People with a high level of emotional
selfawareness are aware of their inner signals and understand how their
emotions affect them and their work performance. They are aware of their
guiding ideals and can frequently intuit the optimal course of action by looking
at the big picture in a complicated scenario. Emotionally self-aware leaders can

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 be forthright and authentic, speaking openly about their emotions or their
driving vision with conviction.
II. Accurate Self-Assessment: People who have a high level of self-awareness are
usually aware of their own limitations and strengths, as well as having a sense
of humour about oneself. They learn with grace in areas where they need to
improve, and they accept constructive criticism and feedback with open arms.
When a leader does an accurate self-assessment, he or she will know when to
seek assistance and where to concentrate their efforts in developing new
leadership skills.

III. Self Confidence: Leaders can play to their strengths if they have a precise
understanding of their talents. A self-assured person may embrace a
challenging task. These individuals frequently exude a sense of presence, a
self-assurance that allows them to stand out in a crowd.
2. Self Management: It is the process of controlling one's own internal states, urges, and
resources. Six competencies related to the workplace environment are found in the self
management cluster.
I. Emotional self control: People who have emotional self-control learn to
manage their distressing feelings and urges, and even channel them for good.
The individual who remains calm and clear-headed under duress or during a
crisis, or who remains unflappable even when confronted with a difficult
scenario, is an example of self-control.
II. Transparency: Transparent people act in accordance with their principles.
Integrity is enabled by transparency, which is a honest openness to others about
one's feelings, views, and deeds. Rather of turning a blind eye to others'
unethical behaviour, such people publicly recognise their shortcomings or
flaws and challenge unethical behaviour in others.
III. Adaptability: Adaptable people can handle various demands without losing
focus or energy, and they are at ease with the uncertainties that come with
organisational life. Such individuals can be adaptable to new problems, nimble
in responding to rapid change, and steadfast in their ideas in the face of new
information or facts.

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 IV. Achievement Orientation: A person who is strong in achieving has high
personal standards, which motivates them to always improve their own and
others' performance. They are pragmatic, setting quantifiable but difficult goals
and calculating risk such that their objectives are desirable but feasible.
Continuously learning and teaching ways to improve is a hallmark of success.
V. Initiative: People who believe they have what it takes to manage their own
destiny excel at taking initiative. Rather than waiting for opportunities, they
seize or create them. When required, such a person will cut through red tape or
even break the rules in order to generate better future possibilities.
VI. Optimism: An optimistic person will roll with the punches, seeing a setback as
an opportunity rather than a danger. Such people have a positive outlook on
others and expect the best from them. Their "glass half-full" attitude causes
individuals to believe that future developments will be for the better.
3. Social Awareness: It involves three competencies that allude to how people handle
relationships and understanding of others' feelings, wants, and concerns.
I. Empathy: Empathic people can tune in to a wide spectrum of emotional signals,
allowing them to feel felt but spoken emotions in another person or group. Such
a person listens carefully and understands the other person's point of view.
Empathy allows a person to get along with persons from different backgrounds
or cultures.
II. Organisational Awareness: A leader with heightened social awareness can be
politically adept, detecting significant social networks and reading vital power
dynamics. Such leaders are capable of comprehending the political forces at
work in a company, as well as the guiding ideals and tacit rules that exist among
its employees.
III. Service Orientation: People with high levels of service competence create an
emotional milieu in which people who are in direct contact with customers or
clients can keep the relationship on track. This person closely checks customer
or client satisfaction to ensure that they are receiving what they require. They
also make themselves available on a case-by-case basis.
4. Relationship Management: It has to do with one's ability to elicit desired responses in
others. There are six competencies in all. They are:

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 I. Developing Others: People who are skilled at developing others' abilities
exhibit real interest in the people they are assisting, taking the time to learn
about their goals, capabilities, and problems. These individuals are natural
mentors or coaches and can provide timely and constructive feedback.
II. Inspirational Leadership: With a compelling vision or shared objective,
someone who inspires creates resonance and moves people. Such individuals
exemplify what they ask of others and can communicate a shared mission in a
way that motivates others to join them. They provide a sense of shared purpose
beyond the day-to-day chores, which makes work more interesting.
III. Change Catalyst: Catalysing change is defined as the ability to recognise the
need for change, challenge the status quo, and champion the new order. Even
in the face of criticism, they can be great champions for the change,
compellingly arguing for it. They also come up with real solutions for
overcoming change obstacles.
IV. Influence: Finding the proper appeal for a certain listener to knowing how to
gain buy-in from important people and a network of support for an initiative
are all indicators of personal power of influence. When speaking to a group,
people who are good at influencing are compelling and engaging.
V. Conflict Management: Leaders who handle conflicts are best able to bring all
sides together, comprehend their diverse viewpoints, and then come up with a
shared ideal that everyone can support. They bring the issue to the surface,
respect everyone's feelings and points of view, and then redirect the energy
toward a common goal.
VI. Team work and Collaboration: People that are good team players create a nice
collegial environment and are role models for respect, helpfulness, and
collaboration. They enlist others' active, passionate participation in the
collective endeavour, fostering a sense of community and identity. They spend
time outside of business hours establishing and strengthening strong ties.

Models of Emotional Intelligence:

The term Emotional Intelligence (EI) has been well-known in the fields of organisational
behaviour and industrial psychology during the last decade, and it has been accorded
appropriate acknowledgment by the industry. Emotional intelligence is described as the

20
capacity to understand one's own emotions as well as read the emotions of others (Davies et
al., 1998; Zadel, 2008).

Three sorts of models for emotional intelligence have been identified (Caruso, 2004).These
Include:

Ability Models: Emotional Intelligence is defined as a notion with a linked set of

cognitive abilities, such as the capacity to recognise and comprehend one's own
emotions.
Trait Model: Emotional Intelligence is defined as a collection of socio-emotional
characteristics such as self-awareness, assertiveness, optimism, and so on (Bar-On,
1997).
Competency Model: These are a variety of emotional talents that Emotional
Intelligence has recognised as learned capabilities.

The Mayer and Salovey Model (1993; 1997) :

This paradigm, proposed by Salovey and Mayer, recognises four main aspects of emotional
intelligence: emotional awareness, the capacity to reason logically utilising emotions,
emotional comprehension, and emotional control.
I. Perceiving Emotions: The first step is to have a clear understanding of what emotions
are. Understanding nonverbal cues such as body language and facial expressions is
often required.
II. Reasoning with Emotions: This entails prioritising what we pay attention to and react
to in order to encourage thinking and cognitive activity; we respond emotionally to
things that catch our attention.
III. Understanding Emotions: The feelings we experience can have a wide range of
meanings. When someone expresses joyful, furious, or sad feelings, the observer must
deduce the source of their anger, pleasure, or sadness, as well as what it means.
IV. Managing Emotions: Emotional management includes regulating emotions, behaving
properly, and responding to the emotions of others.
These four divisions of emotional intelligence have been organised from the most
fundamental to the most psychologically integrated processes, according to this paradigm.
The (relatively) basic talents of sensing and expressing emotion, for example, are at the
lowest level. The greatest degree, on the other hand, is concerned with emotion
management that is aware and thoughtful" (1997).

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 People who have a high degree of Emotional Intelligence have a healthy balance of positive
emotions such as motivation, attention, peace of mind, awareness, satisfaction, freedom,
and self-control, among others. Fear, emptiness, despair, lethargy, rage, victimisation,
instability, resentment, and other unpleasant emotions are felt more strongly by people with
a lower degree of Emotional Intelligence.
The Goleman Model (1998; 2001)
“Emotional competence,” according to Goleman (1998), is a “learned capacity based on
emotional intelligence that culminates in exceptional work performance.” To put it another
way, ESCs are talents that can be created based on emotional intelligence abilities. It is critical
to examine the distinction between the words ability and capacity in order to comprehend the
differences between the two conceptions. Capacity refers to the ability to do something,
whereas capability relates to practical ability. He also identified a few key elements that have
a role in the operation of emotional and social intelligence:
a) Self-Awareness: Emotional Cognizance, Precise Self-assessment, and Self-Confidence.
b) Self-Regulation: Self-Control, Dependability, Honesty, Flexibility and Innovation
c) Motivation: Drive for Achievement, Dedication, Enterprise, and Optimism;
d) Empathy: Understanding Others, Evolving Others, Service Inclination, Managing
Diversity, and Political Awareness
e) Social Skills: Influence, Interaction, Conflict Handling, Leadership, Change Catalyst,
Cohesion, Collaboration and Cooperation, and Team Player.
The Bar-On Model (1997)
This approach, as outlined by Reuven Bar-On, looks to be the most complete of them all. His
definition of ESI is "a cross-section of interconnected emotional and social abilities, skills, and
facilitators that influence intelligent behaviour." He identified five primary indicators of
emotional and social intelligence and subdivided them into 15 categories: 1. Interpersonal:
Interpersonal relationships, empathy, social responsibility
2. Decision-making: Problem-solving, reality testing, impulse control
3. Self-expression: Emotional expression, assertiveness, independence
4. Self-participation: Self-regard, self-actualization, emotional self awareness
5. Stress management: Flexibility, stress tolerance and optimism
In addition, this methodology quantifies ESI assessment through the Emotional Quotient
Inventory, a self-report questionnaire (EQ-i). This approach has been proven to be extremely
efficient in exposing qualities such as academic achievement, career path, educational and

22
organisational effectiveness, as well as psychological and physical health and well-being, when
used correctly.

Emmerling and Boyatzis(2012), members of the EI Consortium, argue that "ownership of a

certain talent is not a guarantee that the skill would be exhibited with sufficient frequency or in
relevant scenarios that would allow it to magnify the performance." As a result, because
emotional intelligence is commonly regarded as a "ability-based" concept, a high score on the
Emotional Intelligence ability test of recognising others' emotions, for example, does not
necessarily imply that the person has the motivation to use the skill in difficult situations.

Emotional Intelligence among Nurses:

Nursing is a profession which is based morally and ethically on human devotion and care for
ill patients. Nurse as a paramedic professional is equally responsible for the recuperation of
patients. World has witnessed a soul named Florence Nightingale who is a beacon for nursing
profession.

Health care industry is primarily dependant on Human Resource and it is necessary that the
Human Resource that is employed in the industry must be of quality. A professional nurse is
one who recognises and understands the needs of a sick person and must be in possession of
knowledge through which the needs can be met in best possible manner. It is obvious a nurse
must have scientific nursing knowledge which is based upon and keeps pace with
advancements in medical science field and is able to apply the knowledge in meeting her
professional needs. Nursing profession is a rigorous one and can get hard at times, as a nurse
helps in delivery of new born and also has near death experiences in her nursing job. He/she
has to go through a lot of emotional and mental traumas. A nurse encounters threatening
diseases which lead to deaths and disabilities and a nurse has to encounter all these things
without being emotionally tired. It is a part of his/her duty to equally care for everybody not
paying any attention to class, caste, religion, race, sex, age in general.

Emotional Intelligence is part and parcel of an individual’s Personal and professional life. It
plays a key role in developing competencies of paramedical staff to provide utmost quality
service to the patients. Nursing as a rigorous job has to deal with persons suffering from
emotional turbulences due to ailments. The health care professionals should be sensitive to the
requirements of the patients and also be in a cordial and empathetic relationship that encourages

23
morale of the sick patients. It is evident that a nurse is competent enough in dealing with the
sick and possesses high level of Emotional Intelligence. According to Faguy (2012) High
emotional intelligence health care workers perform better, are more aware of others' needs, and
manage their emotions to achieve a common goal.

Nursing Profession in health care sector aims at maintaining health and standard of life by
taking care of families, individuals and communities. The sick recovering from sickness
without any further complication is pivotal of nursing care as nurses are responsible to hasten
recovery of patients and in making them cosy. It is part of a nurses job to not only care for
patients health, but also perform other essential duties like assessing the recovery of patients,
answering queries and administering medications, providing treatments and assisting in
medical procedures.

Nursing professionals are responsible for educating the patients to cooperate with the treatment
provided to them but also respond quickly to the patients who are in need of care. Professional
performance of nurses in their jobs has a vivid impact on the standard of health care which is
pivotal to health care system. Ample care by nurses is exhibited in quality of clinical measures.
It is to add here patients require proficient and experienced nurses who can express care and
concern while treating pathological ailments. As this provides comfort to patients but also
results in effective hospital care.

Nurses as trained paramedical professionals handle a patient’s clinical requirements as well as

emotional needs. In his research, Codier (2009)28 discovered that nurses' emotional
intelligence and their work performance had a substantial favourable link. According to the
findings, high emotionally intelligent nurses outperform low emotionally intelligent nurses. In
his research, Codier (2009)28 discovered that nurses' emotional intelligence and their work
performance had a substantial favourable link. According to the findings, high emotionally
intelligent nurses outperform low emotionally intelligent nurses. Emotional Intelligence skills
are extremely important for nurses in providing sufficient care to patients as well as achieving
organisational goals. Emotional Intelligence among nurses, according to Mcqueen (2004)
research, will result in excellent patient care.

Organisational Citizenship Behaviour

Since its inception in the late 1980s, Organizational Citizenship Behavior (OCB) has
experienced minor definitional changes, but the concept remains the same at its core. OCB

24
refers to everything that workers perform on their own time and in their own way, which is
typically outside of their contractual duties. It is, in other words, optional. Although OCB may
be reflected in favourable supervisor and coworker evaluations, or improved performance
assessments, OCB may not always be immediately and formally acknowledged or rewarded by
the organisation, such as through pay increases or promotions. In this approach, future reward
gains might be indirectly facilitated. Finally, and most importantly, OCB must "encourage the
organization's successful functioning. ’ (Organ, 1988, p. 4).

OCB is now seen to be equivalent with contextual performance, which is described as

"performance that supports the social and psychological environment in which task
performance occurs." (Organ, 1997, p. 95). While this acknowledges that employees are
recognised and rewarded for engaging in OCB, the colloquial understanding of OCB as going
"the extra mile" or "above and beyond" to help others at work is an idea that many are familiar
with, and these ideas continue to be a popular way of conceptualising OCB. Offering to assist
a newbie in becoming comfortable with his or her position and the workplace, a colleague who
may be struggling with deadlines, or volunteering to swap shifts are all instances of OCB.
Importantly, OCB also includes activities connected to organisations, such as working overtime
without (expecting) pay or volunteering to arrange office-wide festivities. Individual conduct
is discretionary in OCB, according to Organ (1988). The formal incentive system does not
directly or openly acknowledge this conduct, yet it contributes to the organization's overall
effectiveness. Katz (1964) drew attention to extra-role actions of employees. Employees are
willing to put in extra effort to achieve corporate goals, according to Katz. Organ's OCB
architecture was based on both Barnard's (1938) and Katz's (1964) ideas.

25
CHAPTER 2: LITERATURE REVIEW

26
Literature Review:

Previous assessments of business ethics research have expressed a number of issues about the
state of empirical business ethics research (Ford and Richardson, 1994; O’Fallon and
Butterfield, 2005; Randall and Gibson, 1990). For starters, they've demanded more research
with a theoretical foundation and formal assumptions. Second, they have expressed
reservations about the use of student samples, citing the ease with which they may be obtained
and the scarcity of relevant samples. In addition, evaluations have advocated for more testing
of the ethical decision-making process “individual, situational, and issue-related aspects."
(O’Fallon and Butterfield, 2005, p. 399).

Emotional intelligence (Salovey and Grewal, 2005) is a subject that has gotten a lot of attention
from organisational psychologists in recent years. After the release of Daniel Goleman's book,
Emotional Intelligence, in 1995, this issue received a lot of attention in the popular media.
While there are other definitions of emotional intelligence, Davies et al. (1998) offered a four-
dimensional description that is often regarded as the most thorough (Law et al., 2004).
Evaluation and expression of emotion in oneself, appraisal and recognition of emotion in
others, self-regulation of emotions, and the use of emotions to enhance performance are the
four dimensions. The emotional intelligence survey utilised in this study is similarly based on
these four characteristics. In a meta-analytic study, Van Rooy and Viswesvaran (2004)
discovered that emotional intelligence may accurately predict performance in a variety of
professional and non-occupation scenarios. People with high emotional intelligence are also
said to be able to effectively comprehend and manage their own emotions in order to take
focused actions (Law et al., 2004). Emotional intelligence was found to be substantially related
with hazardous conduct among male college students by Brackett et al. (2004).

There has been very little study into the influence of emotional intelligence on professional
nurse practises (Kooker et al., 2007). McQueen (2004) proposes that emotional intelligence
abilities can significantly affect patient care and staff wellbeing in a theoretical investigation
of the utility of emotional intelligence in nursing. Emotional intelligence, according to
Akerjordet and Severinsson (2007), may help nurses manage better with stress, use more
effective coping mechanisms, and improve their quality of work life in nursing. In their research
of clinical staff nurses, Codier et al. (2008) found that nurses' performance was favourably
correlated with their level of emotional intelligence. In a research of 198 undergraduate

27
students, Mesmer-Magnus et al. (2008) found that emotional intelligence can also assist us
anticipate ethical conduct.

Emotion intelligence researchers and theorists seek understanding about what it means to utilise
emotions properly, while healthcare academics aim to determine the influence of emotions on
persons and their settings. The use of emotions in thinking and decision making can be a sort
of intelligence, according to emotional intelligence ideas. This viewpoint suggests that
combining emotions and intellect effectively promotes decision-making, controls emotions,
enhances relationships, and eventually leads to better informed decisions (George, 2000; Mayer
and Salovey, 1997)

Theory and studies on emotional intelligence have been published in the psychology and
business journals for over 15 years, but talks about emotional intelligence in nursing are newer.
Despite the fact that the notion of emotional intelligence is contentious (Matthews et al., 2002),
the nursing literature on emotional intelligence shows a lot of interest and growth. Emotional
intelligence has been chastised for being inadequately defined, unmeasurable, and overvalued.
While there is a growing interest in emotional intelligence, several writers warn that blindly
accepting emotional intelligence principles may be premature (Freshwater and Stickley, 2004;
Vitello-Cicciu, 2002).

Emotion intelligence researchers and theorists seek understanding about what it means to utilise
emotions properly, while healthcare academics aim to determine the influence of emotions on
persons and their settings. The use of emotions in thinking and decision making can be a sort
of intelligence, according to emotional intelligence ideas. This viewpoint suggests that
combining emotions and intellect effectively promotes decision-making, controls emotions,
enhances relationships, and eventually leads to better informed decisions .

28
CHAPTER 3: RESEARCH METHODOLOGY

29
 RESEARCH METHODOLOGY

Meaning of Research Methodology

Research methodology is the specific procedures or techniques used to identify, select, process,
and analyze information about a topic. In a research paper, the methodology section allows the
reader to critically evaluate a study’s overall validity and reliability. Meaning of Research:
Research is defined as the creation of new knowledge and/or the use of existing knowledge in a
new and creative way so as to generate new concepts, methodologies and understandings.
Research is an organized and systematic way of finding answers to questions” Systematic
because there is a definite set of procedures and steps which you will follow. There are certain
things in the research process which are always done in order to get the most accurate results.

Research Problem

The first step while conducting research is careful definition of Research problem. To ERR IS
THE HUMAN is a proverb which indicates that no one is perfect in this world. Every
researcher has to face many problems which conducting any research that is why problem
statement is defined to know which type of problems a researcher has to face while conducting
any study. It is said that, problem well defined is problem half solved. The problem statement
here is:

“A STUDY ON EMOTIONAL INTELLIGENCE AND ORGANISATIONAL

CITIZENSHIP BEHAVIOUR AMONG NURSES”

Research Design

Research Design is the conceptual structure with in which research in conducted. It constitutes
the blueprint for the collection measurement and analysis of data. Research Design includes
and outline of what the researcher will do form writing the hypothesis and it operational
implication to the final and collection and analyzing the data. It is a strategy specifying which
approach will be used for gathering and analyzing the data.

Types of Research Design:

Exploratory Research Design: This research design is preferred when researcher has a
vague idea about the problem the researcher has to explore the subject.

30
Experimental Research Design: The research design is used to provide a strong basis for the
existence of casual relationship between two or more variables

Descriptive Research Design: It seeks to determine the answers to who, what, where, when
and how questions. It is based on some previous understanding of the matter.

Diagnostic Research Design: It determines the frequency with which something occurs or its
association with something else.

Research design used in this project: Research Design chosen for this study is Exploratory
Research Design.

Sample Size

During research the questionnaire was given to 50 nursing students of district hospital
Baramulla of Kashmir Division for collecting the data.

Data collection

The data and information collected has been analysed statistically in order to determine the
level of Emotional Self Awareness, Accurate Self Assessment, Emotional Self Control and
organizational Citizenship Behaviour among nurses in Kashmir division.

The current research study has been carried out with the
help of both primary as well as secondary data. Secondary data was collected from various
secondary sources like research journals, magazines, reports published by health department as
central, UT, Zonal as well as at district level. Primary data has been collected using a pretested
questionnaire based on items of Emotional Self Awareness, Accurate Self-Assessment,
Emotional Self Control and organizational Citizenship Behaviour. The data and information
collected has been analysed statistically in order to determine the level of Emotional Self
Awareness, Accurate Self Assessment, Emotional Self Control and organizational Citizenship
Behaviour among nurses in Kashmir division.

31
Objectives:

• To access the level of Emotional Self Awareness among Nurses in Kashmir

division.
• To identify the level of Accurate Self-Assessment among Nurses in Kashmir
division.
• To access the level of Emotional self-control among Nurses in Kashmir
division.
• To identify the level of organisational Citizenship Behaviour among Nurses in
Kashmir division.

32
CHAPTER 4: DATA ANALYSIS AND INTERPRETATION

33
Demographic Profile of the Respondents:

Gender

2%

Male
Female

98%

Fig: 1

From figure 1 we interpret that 98% of the respondents were females and only 2% were
males. So it is inferred that highest number of respondents fall in female category.

34
Marital Status

44%

56%
Married
Unmarried

Fig:2

From figure 2 we interpret that 56% of the Respondents were married and 44% of the
respondents were unmarried. So it is inferred that most of the respondents were married.

35
Age

29%

25-35
36-50

71%

Fig:3

Figure 3 shows the composition of the participants to the study based on their ages. It can be
clearly inferred that 71% of the respondents are of the age group between 25-35 and 29% of
the respondents are of the age group between 36-50. So it is inferred that majority of
respondents are of the age group between 36-50.

36
Experience

2%
17%

51% Below 5Years

6-10 Years
30% 11-15 Years
Above 15 Years

Fig.4

From the Figure above it is inferred that 51% of the respondents have below 5 years of
experience, 30% of respondents have 06-10 years of experience, 17% of respondents have 1115
years of experience and 2% of respondents have above 15 years of experience.

37
Analysis and interpretation:

Emotional Self Awareness:

Q.No1. I express my own feelings clearly to

others.

2%

6% strongly agree
Agree
Neutral
29%
19% Disagree
Strongly Disagree

44%

Fig: 5

From figure 5 it is inferred that 29% of the respondents strongly agree that they express their
feelings clearly to others, 44% of the respondents Agree, 19% of the respondents are neutral
6% of the respondents disagree and 2% of the respondents are strongly disagree. So it is inferred
that highest level of respondents fall agree

38
 Q.No. 2.I have the ability to recognise the
situations that trigger my own emotions.

11%

29%
Strongly agree
Agree
Neutral
Disagree
60%
Strongly disagree

Fig:6

From the figure 6 it is inferred that 29% of the respondents strongly agree that they have the
ability to recognise the situations that trigger their emotions, 60% of the respondents Agree and
11% of the respondents are neutral. So it is inferred that highest level of respondents fall agree.

39
 Q.No. 3. I am aware how my own feelings impact
my performance.

2%

38%
Strongly agree
Agree
60% Neutral
Disagree
Strongly disagree

Fig:7

From the figure 7 it is inferred that 38% of the respondents strongly agree that they are aware
how their own feelings impact their performance, 60% of the respondents Agree and 2% of the
respondents are. So it is inferred that highest level of respondents fall agree

40
Accurate Self-Assessment:

Q.No. 4. I acknowledge my strenghts and area of

weakness.

2%

2%

31%

Strongly agree
Agree
Neutral
65% Disagree
Strongly disagree

Fig:8

From the figure 8 it is inferred that 31% of the respondents strongly agree that they
acknowledge their strengths and area of weakness, 65% of the respondents Agree, 2% of the
respondents are neutral and 2% of the respondents disagree. So it is inferred that highest level
of respondents fall agree.

41
 Q.No. 5. I have a sense of humour about myself.

2%

2%

40% Strongly agree

56% Agree
Neutral
Disagree
Strongly disagree

Fig:9

From the figure 9 it is inferred that 56% of the respondents strongly agree that they have a sense
of humour about themselves, 40% of the respondents Agree, 2% of the respondents are neutral
and 2% of the respondents disagree So it is inferred that highest level of respondents fall
Strongly agree.

42
 Q.No. 6. I am not defensive in receiving new
information or outlook about myself.

6% 4%
9%

33%
Strongly agree
Agree
Neutral

48% Disagree
Strongly disagree

Fig:10

From the figure 10 it is inferred that 4% of the respondents strongly agree that they are not
defensive in receiving new information or outlook about themselves, 33% of the respondents
Agree, 48% of the respondents are neutral 9% of the respondents disagree and 6% of the
respondents are strongly disagree. So it is inferred that highest level of respondents fall neutral.

43
 Q.No. 7. I have the ability to compensate for own
limitations by working with others with the
necessary strenghts.

25% 21%
Strongly agree
Agree
Neutral
54%

Fig: 11

From the figure 11 it is inferred that 21% of the respondents strongly agree that they have the
ability to compensate for own limitations by working with others with the necessary strengths,
54% of the respondents Agree and 25% of the respondents are neutral. So it is inferred that
highest level of respondents fall agree.

44
 Q.No. 8. I have the ability to make career choices
to leverage opportunities to learn new things or
broaden my experience.

2%

38% Strongly agree

Agree
60% Neutral
Disagree
strongly Disagree

Fig: 12

From the figure 12 it is inferred that 38% of the respondents strongly agree that they have the
ability to make career choices to leverage opportunities to learn new things or broaden my
experience, 60% of the respondents Agree and 2% of the respondents are neutral. So it is
inferred that highest level of respondents fall agree

Q.No. 9. I seek out opportunities to broaden my

set of skills.

13%

37% Stongly agree

Agree
Neutral
50% Disagree
Strongly Disagree

45
Fig: 13

From the figure 13 it is inferred that 37% of the respondents strongly agree that they seek out
opportunities to broaden their set of skills, 50% of the respondents Agree, 13% of the
respondents are neutral. So it is inferred that highest level of respondents fall agree.

Q.No. 10. I feel confident to work without the

need for direct supervision.

17%
23%

Strongly Agree
18% Agree
Neutral
22%
Disagree
20% Strongly Disagree

Fig: 14

From the figure 14 it is inferred that 17% of the respondents strongly agree that they feel
confident to work without the need for direct supervision, 18% of the respondents Agree, 20%
of the respondents are neutral 22% of the respondents disagree and 23% of the respondents
strongly disagree. So it is inferred that highest level of respondents fall strongly disagree.

46
Self-confidence:

Q.No. 11. I believe in myself to be among the

most capable for a job and likely to succeed.

4%

Strongly agree
40%
Agree
56%
Neutral
Disagree
Strongly Disagree

Fig: 15

From the figure 15 it is inferred that 56% of the respondents strongly agree that they believe in
themselves to be among the most capable for a job and likely to succeed, 40% of the
respondents Agree and 4% of the respondents are neutral. So it is inferred that highest level of
respondents fall strongly agree.

47
 Q.No. 12. I am able to make decision.

8%

46% Strongly agree

Agree
46%
Neutral
Disagree
Strongly Disagree

Figure: 16

From the figure 16 it is inferred that 46% of the respondents strongly agree that they are able
to make decisions, 46%% of the respondents Agree, 8% of the respondents are neutral so it is
inferred that highest level of respondents fall strongly Agree and Agree.

48
 Q.No. 13. I can present myself in an assured,
forceful and unhesitating manner.

8%
19%

29% Strongly Agree

Agree
Neutral
Disagree
44%
Strongly Disagree

Figure: 17

From the figure 17 it is inferred that 19% of the respondents strongly agree that they can present
themselves in an assured, forceful and unhesitating manner, 44%% of the respondents Agree,
29% of the respondents are neutral and 8% of the respondents strongly disagree. So it is inferred
that highest level of respondents fall agree.

49
 Q.No. 14. I have the capacity to make myself
stand out in a group.

4%
17%
37%
Strongly Agree
Agree
Neutral
Disagree
42%
Strongly Disagree

Fig:18

From the figure 18 it is inferred that 37% of the respondents strongly agree that they have the
capacity to make myself stand out in a group, 42%% of the respondents Agree, 17% of the
respondents are neutral and 4% of the respondents disagree. So it is inferred that highest level
of respondents fall agree .

50
 Q.No. 15. I can take significant personal and
professional risk to accomplish important goals.

8%
4%
25%

Strongly Agree
25%
Agree
Neutral
Disagree
38% Strongly Disagree

Fig: 19

From the figure 19 it is inferred that 25% of the respondents strongly agree that they take
significant personal and professional risk to accomplish important goals, 38% of the
respondents Agree, 25% of the respondents are neutral 4% of the respondents disagree and 8%
of the respondents are strongly disagree. So it is inferred that highest level of respondents fall
agree

51
Emotional Self Control:

Q.No. 18. I behave cammly in stressful

situations.

31%

47% Strongly Agree

Agree
Neutral
Disagree
22%
Strongly Disagree

Fig:20

From the figure 20 it is inferred that 31% of the respondents strongly agree that they behave
calmly in stressful situations, 22% of the respondents Agree and 47% of the respondents are
neutral. So it is inferred that highest level of respondents fall Neutral.

52
 Q.No. 19. I stay composed and positive even in
difficulties.

4%
13%
29%
Strongly Agree
Agree
Neutral
Disagree
54%
Strongly Disagree

Fig:21

From the figure 21 it is inferred that 29% of the respondents strongly agree that they stay
composed and positive even in difficulties, 54% of the respondents Agree, 13% of the
respondents are neutral and 4% of the respondents disagree. So it is inferred that highest level
of respondents fall agree.

53
 Q.No. 20. I calm others in stressful situations.

11%
28%

Strongly Agree
28%
Agree
Neutral

1% Disagree
32% Strongly Disagree

Fig:22

From the figure 22 it is inferred that 28% of the respondents strongly agree that they calm others
in stressful situations, 32% of the respondents Agree, 1% of the respondents are neutral 28%
of the respondents disagree and 11% of the respondents strongly disagree. So it is inferred that
highest level of respondents fall agree.

Organisational Citizenship Behaviour:

54
 Q.No. 22. I listen to co-workers problems and try
to suggest solutions.

0%

42% Strongly Agree

Agree
58%
Neutral
Disagree
Strongly Diasgree

Fig:23

From the figure 23 it is inferred that 58% of the respondents strongly agree that they listen to
co-workers’ problems and try to suggest solutions and 42% of the respondents Agree. So it is
inferred that highest level of respondents fall Strongly agree.

55
 Q.No. 24. I volunteer to take additionals tasks,
not part of the work.

4%
23%
Strongly Agree
38%
Agree
Neutral
35% Disagree
Strongly Disagree

Fig:24

From the figure 24 it is inferred that 23% of the respondents strongly agree that they volunteer
to take additional tasks not part of the work, 35% of the respondents Agree, 38% of the
respondents are neutral and 4% of the respondents disagree. So it is inferred that highest level
of respondents fall agree.

Q.No. 26. I help co-workers when required.

4% Strongly Agree
Agree
44% Neutral
52% Disagree
Strongly Disagree

56
Fig:25

From the figure 25 it is inferred that 44% of the respondents strongly agree that they help
coworkers when required, 52% Agree and 4% of the respondents are neutral. So it is inferred
that highest number of respondents fall agree.

Q.No. 27. I give constructive suggestions for

improvement.

8% 4%0%

36%
Strongly Agree
Agree
Neutral
52% Disagree
Strongly Disagree

Fig:26

From the fig 26 it is inferred that 36 % of the respondents give constructive suggestions for
improvement, 52% of the respondents Agree, 8% are Neutral and 4% disagree to it. So it
inferred that highest number of respondents fall agree.

57
 Q.No. 28. I don’t complaint about insignificant
things at workplace.

6%
11% 25%
Strongly Agree
Agree
29% Neutral
29% Disagree
Strongly Disagree

Fig:27

From the figure 27 it is inferred that 25% of the respondents strongly agree that they don’t
complain about insignificant things at workplace, 29% of the respondents agree,29% are
neutral, 11% disagree and 6% Strongly disagree to it. So it is inferred that highest level of
respondents fall agree and neutral

Q.No. 32. I help subordinates to devlop

required skills.

8%

Strongly Agree
33% Agree
59%
Neutral
Disagree
Strongly Disagree

Fig:28

58
From the Fig 28 it is inferred that 59% of the responds strongly agree that they help subordinates
to develop required skills, 33% agreed and 8% are neutral. So it is inferred that highest number
of respondents fall Strongly agree.

Q.No. 36. I oppose favouritism in the

organisation.
4%

2%
17%
Strongly Agree
46%
Agree
Neutral
31% Disagree
Strongly Disagree

Fig:29

From the fig 29 we infer that 46% of respondents strongly agree that they oppose favouritism
in the organisation, 31% agree, 17% are neutral, 2% Disagree and 4% Strongly Disagree. So it
is inferred that highest number of respondents fall strongly Agree.

59
 Q.No. 37. I encourage family members to
patronize our organisation.

2%
2% 9%

Strongly Agree
42% Agree
45% Neutral
Disagree
Strongly Disagree

Fig:30

From the fig 30 it is inferred that 9% of the respondents strongly agree that they encourage their
family members to patronize their organisation, 45% of the respondents agree, 42% of the
respondents are neutral, 2% of respondents disagree and 2% of respondents strongly disagree.

60
 Q.No. 41. I provide suggestions to co-workers
related to their work.

11%
29%
Strongly Agree
Agree
Neutral
60% Disagree
Strongly Disagree

Fig:31

From the Fig. 31 it is inferred that 29% of respondents strongly Agree that they provide
suggestions to co-workers related to their work, 60% of the respondents Agree, 11% of the
respondents neither agree nor disagree.

Q.No. 42. I encourage to co-workers to give

suggestions for improving our
productivity/efficiency.

6%

42% Strongly agree

Agree
52%
Neutral

Fig:32

61
From the Fig:32 it is inferred that 42% of the respondent strongly agree that they encourage co-
workers to give suggestions for improving productivity, 52% of the respondents agree and 6%
neither agree nor disagree. So it is inferred that highest number of respondents fall in agree.

Q.No. 45. I welcome good change without

resistance.

4%

36%
Strongly agree
Agree
60%
Disagree

Fig:33

From the figure 33 it is inferred that 36% of the respondents strongly Agree that they welcome
good changes without resistance, 60% of the respondents agree and 4% of the respondents
disagree. So it is inferred that the highest number of respondents fall in agree.

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 Q.No. 49. I protect the organisation resources.

18%

Strongly agree
50%
22% Agree
Neutral
10% Disagree

Fig: 34

From the figure 34 it is inferred that 18% of the respondents fall under strongly agree category,
22% of the respondents agree that they protect the organisational resources, 10% of the
respondents are neural and 50% of the respondents fall in disagree. So it is inferred that the
highest number of respondents fall under disagree.

63
 Q.No. 50. My actions are such that they do not
create problems for co-workers or hurt them.

8%0%

Strongly agree
48%
Agree
44%
Neutral
Disagree
Strongly Disagree

Fig: 35

From the Fig 35 we infer that 48% of the respondents strongly agree that they don’t create
problems for co-workers or hurt them, 44% of respondents agree that they don’t create
problems for co-workers or hurt them and 8% of the respondents are neutral. So it is inferred
that the highest number of respondents fall in strongly agree.

64
CHAPTER 5: FINDINGS

65
Findings of the study:

• Most of the Nurses express their feelings clearly to others.

• Most of the Nurses have the ability to recognize the situations that trigger their
emotions.
• Most of the Nurses are aware how their feelings impact their performances.
• It was found that the level of emotional self-awareness of Nurses is quite high
in Kashmir Division.
• Most of the nurses acknowledge their strengths and areas of their weakness.
• Almost all of the Nurses have a good sense of humour and do bear and make
jokes on them.
• A good number of health workers don’t act defensive when new information
about themselves or when someone corrects them
• Most of the Nurses think that they can compensate their short comings by
working with others with the necessary strengths.
• Almost all of the nurses have the ability to make career choices to leverage
opportunities to learn new things or broaden their experience.
• Health workers generally seek out opportunities to broaden their set of skills.
• The Nurses in Kashmir division are not usually much confident to work without
direct supervision yet there is a good proportion of nurses who feel confident
in doing so.
• It was found that the level of Accurate Self-Assessment of Nurses is quite high
in Kashmir division
• The confidence of nurses in Kashmir division is quite high as most of them
believe that they are most capable for their job and likely to succeed
• Almost all of the Nurses among Kashmir division think that they are able to
make a decision
• Most of the nurses can present themselves in an assured, forceful and
unhesitating manner in Kashmir division
• Most of the nurses have the ability to make themselves stand out in a group in
Kashmir division.

66
• The nurses working in Kashmir division are usually confident and bold enough
to take risks. Most of the nurses take significant personal and professional risk
to accomplish important goals.
• By and large, the nurses in Kashmir division possess high levels of self
confidence.
• Most of the Nurses behave calmly in stressful situations in Kashmir division.
• Almost all of the Nurses stay composed and positive even in difficulties in
Kashmir Division.
• Most of the Nurses calm others in stressful situations in Kashmir division.
• Almost all Nurses listen to co-workers’ problems and try to suggest solutions
in Kashmir Division.
• Most of the Nurses volunteer to take additional tasks not part of the work in
Kashmir Division
• Most of The Nurses help co-workers when required in Kashmir Division.
• Almost all Nurses give constructive suggestions for improvement in Kashmir
Division.
• Almost all Nurses help subordinates to develop required skills in Kashmir
Division.
• Most of the Nurses oppose favouritism in the organization in Kashmir Division.
• Almost all Nurses provide suggestions to co-workers related to their work in
Kashmir division.
• Almost all Nurses encourage co-workers to give suggestions for improving
productivity in Kashmir Division.
• Almost all Nurses welcome good changes without resistance in Kashmir
Division.
• Almost all Nurses don’t create problems for co-workers or hurt them in
Kashmir Division.

67
CHAPTER 6: CONCLUSION AND SUGGESTIONS

68
 Conclusion:

Healthcare industry is one of the fast growing industry in the world as of now. Everyone is
health conscious nowadays. Everyone wants himself/herself to be physically and mentally fit.
As this consciousness is increasing so is the role of health service providers and people
associated with it like doctors, Nurses and other medical Practitioners among all these health
workers, Nurses have been known for their hectic work schedule and as such they are required
to efficiently and effectively their professional and personal roles and avoid work life conflicts.
In order to maintain this work life balance one should be able to cope up with daily demands
and threats at workplace and equally pay attention to personal goals. Being Emotionally
Intelligent enables these health workers to easily cope up with various negative situations and
avoid burnouts. From the current research study, it has been found that Emotional Self
Awareness level among Nurse is on the higher side. Furthermore, it was also witnessed that
Accurate Self-Assessment and Emotional self-control is also high among nurses working in
Kashmir division. Organizational Citizenship Behaviour which is one of the critical
requirement for enhancing performance and leads to job satisfaction has also been found to be
significant among female health workers in Kashmir division.

69
CHAPTER 7: LIMITATIONS

70
May make you overly sensitive or cool-headed

You have heard people say that they are too sensitive. That they can’t do this or that because they
“care” too much. There may be some truth to that. High emotional intelligence may make it hard for
you to deliver critical or negative feedback to others.

Moreover, high EQ scorers can be so highly cool-headed that they may be unable to react to negative
feedback they receive. Indeed, high EQ scores can be hard to shake up, since they are generally so
calm, adjusted, and positive.

Can be used in manipulation

Scam artists play to emotions, not intelligence. EI is a huge skill for successful con artists. A good
con man will put his victim at ease by telling stories that reveal his own anxieties, faults, and
desires, thereby fabricating what feels like common ground. As research shows, we’re quick to trust
people we see as imperfect (like ourselves).

This also applies to spouses, politicians and public figures who, at many times, use emotions to
sway their audience and thereby preventing them from using logical thinking in judging them.

Makes you susceptible to manipulation and exploitation

Its not uncommon for high EQ individuals to play the hero. They always feel like its their
responsibility to help others through their emotions. This in turn puts them at a high risk of
manipulation from con artists and any individual who may be wanting to take advantage of their
empathetic side.

May lower your creativity

Researchers have come to find out that most people with high IQ have greater creativity as
compared to individuals with high EQ.

Takes a lot of your time

Don’t expect to be good at dealing with emotions and feelings overnight. Even though its a TV
Show, ‘The Big Bang Theory’ is a clear indicator of this. Sheldon, who has a very high IQ at the
beginning of the series, starts practicing his people skills at the very beginning but only ends up
being FAIRLY good at it after 5 seasons (that is 5 years by they way).
71
Takes a lot of patience

Connecting with other people is hard, it entails you knowing who they are, what they like, what
they dislike and their feelings on different topics and concepts. This is also hard when it comes to
knowing ourselves. It requires a lot of patience and motivation.

Not everyone takes emotional intelligence seriously

I remember when I started blogging about emotional intelligence, some of my friends kept asking
me, “why are you even writing about this?”, “will people even read any of these articles?”,”people
don’t think about these things you know.”

72
QUESTIONNAIRE

73
 QUESTIONNAIRE
Section-A

DEMOGRAPHIC PROFILE OF THE RESPONDENTS

1. Name:

2. Gender: Male Female

3. Marital Status: Married Unmarried Other

4. Age (in years): 25-35 36-50 Above 50

5. Designation:

6. Qualification:

7. Experience: Below 05 years 06-10 years

11-15 years Above 15 years

8. Place of Posting: .

SECTION B:

The following statements shall measure your experience regarding Emotional Self
Awareness, Accurate Self-Assessment, Self-confidence, Emotional Self Control and
organisational Citizenship Behaviour. Please answer each of the following questions by
putting a “TICK” in the box given against each question that describes your opinion in the
best possible way. Please read each question carefully.
S. Statements Strongly Agree Neutral Disagree Strongly
No. Agree Disagree

I express my own feelings clearly to

1 others

I have the ability to recognise the

2 situations that trigger my own
emotions.
3 I am aware how my own feelings
impact my performance
4 I acknowledge my strengths and areas
of weakness.

74
 I have a sense of humour about
5 myself

6 I am not defensive in receiving new

information or Outlook about myself

I have the ability to compensate for

7 own limitations by working with
others with the necessary strengths.
I have the ability to make career
choices to leverage opportunities to
learn new things or broaden my
8 experience
9 I seek out opportunities to broaden
my set of skills
10 I feel confident to work without the
need for direct supervision
I believe in myself to be among the
11 most capable for a job and likely to
succeed.
I am able to make decisions.
12

13 I can present myself in an assured,

forceful and unhesitating manner.
I have the capacity to make myself
14 stand out in a group.

I can take significant personal and

15 professional risk to accomplish
important goals.
16 I believe in or speak out for a course
of action when others disagree.
I have the ability to resist my impulse
17 to act immediately.

18 I behave calmly in stressful

situations.
19 I stay composed and positive even in
difficulties.
20 I calm others in stressful situations.

I create healthy and cheerful

atmosphere at workplace.
21
I listen to co-workers problems
and try to suggest solutions
22

75
 I try to improve the working
conditions
23
I volunteer to take additional
tasks, not part of work
24
I spread goodwill in the
organization
25

26 I help co-workers when required

I give constructive suggestions for

improvement.
27

I do not complaint about

insignificant things at workplace
28

29 I am enthusiastic about my job

I am enthusiastic about my
coworkers” welfare.
30

I develop myself on my own as per

the changes taking place.
31

I help subordinates to develop

required skills.
32

33 I put extra effort on my job.

I take feedback from my Coworkers

and superiors.
34

I use cheaper resources during

tours to save organizational
resources.
35

76
 I oppose favoritism in the
organization.
36

I encourage family member to

patronize our organization.
37

I promote my organization's
products and services.
38

I project a good image of my

organization to the people.
39

I praise the working conditions of

my organization.
40

I provide suggestions to coworkers

related to their work.
41

I encourage co-workers to give

suggestions for improving our
productivity/efficiency.
42

I consult my colleagues whenever

possible.
43

I follow my organization's rules

even when not watched.
44

I welcome good change without

resistance.
45

I take initiative for new

assignments.
46

I help new employees adjust in

new working environment.
47

77
 I do not take personal credit for
teamwork.
48

I protect the organizational

resources.
49

My actions are such that they do

not create problems for coworkers
or hurt them.
50

I switch off / close the tap, without

waiting peon to come.
51

I emotionally blackmail my
coworkers for desirable results.
52

THANKS YOU FOR COPERATION

Rifat Nabi
MBA Student
Department of Management Studies,
Rayat Bahra University.

78
REFERENCES

79
References:
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