Chapter 1

Introduction
1.1 Introduction
The World Economic Forum listed EI ("emotional quotient" or "EQ") as the sixth most
important quality for future employees to acquire. Every day, EQ plays a role in how
businesses make decisions like who to market to, who to hire, and who to fire. As much as
seventy-one percent (71%) of hiring managers asked by CareerBuilder in 2011 claimed that a
candidate's EI (EQ) was more important to them than their intelligence. A further 75% of the
managers agreed that a candidate with strong EI would have a better chance of being
promoted. Around 60% of them responded that a nominee with a great IQ but little EQ would
not be hired.
When deciding who should get a raise or a promotion, employers typically factor in an
employee's emotional quotient as part of their assessment of their leadership skills. For
example, Travis Bradberry, author of the best-selling book "EI 2.0," once told Forbes in
2014, "Of all the individuals we have observed at work, we have found that 90% of the
highest performers are also high in their EI, and on the flip side, just 20% of the bottom
performers are high in their EI" (Forbes, 2014).
The importance of strong leadership in achieving business goals cannot be overstated. A
leader in today's workplace, marked by open cooperation and coordination, must consider
their followers and understand how to properly empower them. This is why "EI," a concept
developed in the 1990s by Salovey and Mayer, has become popular in the corporate world.
Ability to function well in both a leadership and employee role is essential for the
achievement of organisational goals.According to the World Economic Forum's report on
"The Future of Work," "Emotional Awareness" is expected to be one of the most sought-after
qualities in a prospective employee by the year 2020. Consequently, the aim of this study is
to inspect the relevance of EI in the information technology sector, with a focus on the Indian
setting.
 Figure 1.1– EI ranking in required skill set for employees
Source: “World Economic Forum (2016) ranked EI sixth in the top ten skills employees need
by 2020.”

1.2 Information Technology Industry in India

1.2.1 Introduction
Compared to India's IT business, the global sourcing sector has been growing at a faster rate
recently. By 2020-21, the global service sourcing sector will be worth between $200 and
$250 billion, with around $55 billion of it coming from India. Indian IT companies have
established over a thousand global distribution hubs in around 80 locations worldwide. Over
75% of the world's digital talent is located in India, making it the global capabilities hub.
1.2.2 Scale of Business
The IT industry is projected to generate over 191 billion USD in sales by 2020, an annual
increase of 7.7 percent. It is probable to reach $350 billion in 2 years. Furthermore, by 2025,
it is expected that digital revenue would account for 38% of the industry's total revenue. The
digital economy is predicted to be worth over $1 trillion by 2025. It was predicted that the IT
industry will earn $44 billion in domestic sales and $147 billion in export revenue in 2020.
As of December of this year (2019), the combined IT workforce of the four largest Indian IT
companies was 1.02 million. There were almost two million new hires in India's IT industry
this year, along with over eight million newly trained digital talent.
1.2.3 Developments/ Acquisitions
In recent years, numerous countries have made large investments in Indian IT companies
because of the unique skillsets and expertise they possess. Between year 2000 and 2020, FDI
in India's computer software and hardware industry totalled 44.91 billion USD. The Indian
information technology industry attracted the second most foreign direct investment (FDI) in
the world, according to figures issued by DPIIT.
Through innovation hubs and R&D centres, top Indian IT companies are introducing cutting-
edge block chain and AI concepts to customers in order to generate unique solutions.
Important recent changes in India's IT industry include the following:
 SirionLabs, a SaaS company, raised $44 million USD in a Series C investment that
was headed by Tiger Global and Avatar Growth Capital in May of 2020.
 The total amount of private equity capital for the IT industry in 2019 was $11.8
billion across 493 deals.
 Tata Consultancy Services won a contract in February 2020 from the Walgreens
Boots Alliance pharmaceutical company valued Rs 10,650 crore ($1.5 billion).
 Cognizant has acquired the software consultancy firm Contino, located in the United
Kingdom.
 As of June 2019[update], Mindtree was officially owned by L&T.
 Of the 417 authorised SEZs in the globe as of February 2020, 274 were in the
information technology sector and 143 were export SEZs.
1.2.4 Initiatives by Government
The government has taken many key initiatives to strengthen India's information technology
sector.
 In May of 2019, MeitY launched the MeitY Start-up Hub (MSH) platform.
 To expand India's position as a software-producing nation, the government unveiled
its 2019 National Digital Products Strategy in February. Additionally, the government
has designated the IT industry as one of 12 "champion service sectors" for which an
implementation strategy is currently under formulation. The administration has also
established a five thousand crore fund to help these service giants deliver on their
potential (745.82 million USD).
 The Union Budget for 2018–19 included funding for NITI Aayog to establish a
nationwide plan to facilitate artificial intelligence (AI) initiatives and to maximise the
benefits of AI in international development.
  Plans for a nationwide artificial intelligence programme and infrastructure were
included in the interim budget for 2019–20.
1.2.5 Accomplishments
The following are examples of the government's achievements in 2019–20: More than 200
Indian IT enterprises have a presence in over 80 countries worldwide.
 The industry's entire export income is expected to expand by over 8 per cent year-on-
year to 147 billion USD in FY20.
 When it comes to Indian service exports, the information technology sector accounts
for over half of all transactions.
1.2.6 Road Ahead
IT companies increasingly look to India as an offshoring option. As a result of India's success
in both the on-shore and off-shore sectors, promising new opportunities exist for the country's
leading IT companies to capitalise on developing technology. The IT market is predicted to
reach USD 350 billion by 2025, with BPM contributing anywhere between USD 50 and USD
55 billion in revenue.

1.3 EI
1.3.1 Intelligence
One of the most prized characteristics in modern society is intelligence. Nowadays, IQ tests
are utilized for a wide range of purposes, from data collecting and diagnosis to evaluation and
placement. It has long been believed that an individual's IQ is the best predictor of their
future academic and professional success (Saenz, 2009). Knowledge, according to some IQ
sceptics, depends more on the tools at one's disposal than on one's innate intelligence. They
also feel that numerous individual characteristics—including motivation, interest, and
persistence in school—are crucial for successful academic achievement. It has been theorized
by several studies that children’s' academic success is influenced not just by their immediate
social environment but also by their families, professors, and the larger cultural context.
When compared to EQ assessments, IQ exams have a lower impact on changing societies,
communities, and individual behaviours.
Numerous studies have demonstrated that, under low-stress settings, a person's IQ is a strong
predictor of their leadership abilities. Another concern is whether or not IQ testing actually
works. Human intelligence specialists today, such as Sternberg and Gardner (1983), contend
that IQ tests only assess a subset of total intellect.
Moreover, these experts emphasized the need of taking one's own cultural background into
account when making fair assessments of human performance. Western Intelligence tests
can't be used in non-Western societies since they were developed and tested with a specific
set of values in mind. All of this lends credence to the idea that there are several forms of
intelligence, and emerging theories necessitate even greater diversification in this regard.
1.3.2 EI
The most popular definition of EI is “the ability to monitor one's own and other people's
emotions, to discern between them, and to use the knowledge to shape one's thinking and
behaviour” Salovey & Mayer (1990).
Emotionally intelligent workers, as described by Goleman (1998), are able to adapt rapidly to
new situations at work, juggle competing priorities, and come up with creative solutions on
the fly. Physiological reactions and concepts that offer information about interpersonal
connections are what Chandra Mohan and B V S Prasad mean when they talk about
emotions. Employees' actions are often attributed to their emotions, which are directed
sentiments about a certain person or item. It combines rational thought with feeling. When
this concept emerged, IQ was the sole known indicator of future success in the workplace.
McClelland (1973) argued that IQ tests were inadequate for predicting how well people
would do in any given job. The way others think and act has a major impact on his
professional and social achievements.
When it comes to defining EI, nobody can seem to come to a consensus. With these results in
hand, several scholars have proposed new definitions of EI. To be emotionally intelligent, as
defined by psychologist George (2000), requires the capacity to recognize and manage one's
own feelings as well as those of others.
EI is a broad term that encompasses a wide range of skills and abilities. EI isn't a personality
trait in and of itself, but it helps shape who you are. There is a profound effect on our
emotions, thoughts, and actions.
According to Gani (2013), the capability to identify and control one's emotions is at the heart
of EI. As emotions are directed and sometimes triggered by real workplace events (such as
being angry at someone, upset about a problem, or delighted with oneself for a job well
done), EI was regarded a talent that can be honed and developed through time.
The minimum skills required for EI are commonly agreed upon to be emotional sensitivity
(also known as the capacity to recognize and name one's own feelings), the capacity to
channel and relate certain feelings to activities like reasoning and problem solving, and the
capacity to manipulate emotions (i.e., the capacity to manage one's own emotions when
necessary and also assist others in doing so).
Whilst many argue that IQ testing are flawed, the notion of EI (sometimes called the
emotional quotient or EQ) has become more popular. There has been a rise in the use of EI
assessments in the hiring process in recent years, with the reasoning behind this being that
empathic people are more effective leaders and team players overall.
Even though there isn't a reliable way to quantify EI, studies have shown a link between EI
and success on the job.
1.3.3 Emotionally intelligent person
A person with high EI is in tune with and in command of all of his or her feelings, whether
positive or negative, overt or subtle. These people have a keen awareness of the mental states
of those around them. It seems to make sense that being open to emotional cues from one's
own experiences and from one's surroundings would help one become a more effective
partner, parent, leader, or romantic interest. Thankfully, developing these abilities is crucial.
These characteristics seem to be more prevalent among those who are emotionally unclear.
 Attributing unfavourable outcomes to third parties
 Not handling negative feedback well
 Reacting poorly to stress, for example, by shouting at employees
 Judging other people harshly
 Ignoring the thoughts and feelings of others
 Lack of compassion

1.3.4 Evolution of EI
EI may be drawn back to Darwin's initial research on the need of communicating feelings to
survival. While earlier notions of intelligence in the 1900s placed a premium on cognitive
abilities like memory and problem solving, researchers have since come to recognize the
significance of intelligence's non-cognitive components. When psychologists initially began
studying and writing about intelligence, they zeroed particularly on mental abilities like recall
and problem solving. To be sure, there were professors who understood the value of non-
cognitive aspects of intelligence.
In 1940, David Wechsler catered to both non-cognitive and cognitive dimensions of
intelligence with the development of the Adult Intelligence Scale. He discovered that factors
outside of cognition may influence rational action. Later, he argued that one's emotional,
psychological, and social influences, in addition to their intellectual contributions, were the
most reliable predictors of future success. The study's author concluded that unless these
factors were adequately accounted for, intelligence models remained incomplete.
Interpersonal intelligence is the knowledge of how other people think and feel and what they
want, while Intrapersonal intelligence is the knowledge of individual thoughts, fears, and
motivations. Both were included in Howard Gardner's 1983 book, “2 Frames of Mind: The
Philosophy of Multiple Intelligences”. Gardner believed that traditional measures of
intelligence, like IQ, fell short of providing an accurate portrait of mental ability. As a result,
widespread belief emerged that traditional understandings of knowledge lacked the depth to
properly represent success impacts.
EI was first described by Mayer and Salovey (1990) as “the ability to control and coordinate
one's own emotional reactions, thoughts, and state of mind. EI was defined as the ability to
understand and work with one's emotions, draw on one's emotional reserves when needed,
demonstrate self-awareness and empathy, and exercise self-reflective control over one's
emotional responses”.
Due to the increasing importance of EI, several research were conducted before the release of
the now-classic work by Daniel Goleman, "EI: Why It Should Matter More Than IQ". In
1995, Goleman's book was used as an example in a piece by Nancy Gibbs in Time magazine,
which helped to popularize EI. As time went on, reports about EI began to emerge regularly
in a wide range of academic and popular periodicals.
According to Bar-On (2000), an individual's level of EI may be gauged by how well they are
able to express and understand their own feelings, as well as those of others. The Bar-On EQ-
I assessment was the first EI indicator to be statistically constructed and evaluated; it
measures a person's capacity for self-awareness, social awareness, and self-management, all
of which contribute to their success in the office and also in personal life.
Many methods for teaching social and emotional skills were addressed by Richardson and
Evans in 1997, inside a culturally diverse society. Researchers hypothesized that students'
interactions with one another would promote growth in their I.Q., EQ, and SN. They
concluded that these facets of intelligence are crucial for students' success in life.
AbiSamra (2000) argues that a person's mental state—their feelings, thoughts, and
convictions—has a significant impact on their happiness and success. In addition, the study's
author suggested that scientific educators stress the inextricable link between the emotional
and intellectual spheres. In addition, it was shown that when pupils have positive self-
perceptions, they are able to give their all in the classroom.
As the senior editor of Educational Leadership, Pool (1997) argued in an essay that one of the
most significant predictors of academic and professional success is one's state of mind.
Finegan (1998) argued that formal education environments are optimal for fostering students'
EI. Gaining even one of these abilities can boost your professional success.
AbiSamra (2000) stressed the need of instilling pupils with emotional and social competence
in the classroom, noting that doing so would have a good effect on their academic
achievement not just in the year they were taught but also in the years that followed. Long-
term success can be influenced by instilling certain traits.
According to Nelson and Low (2005), EI is the single most important aspect in one's success,
advancement, leadership, and overall happiness.
1.3.5 Definitions of EI
“Salovey and Mayer “The ability to monitor one’s own and others’ feelings and
(1990)” emotions, to discriminate among them and to use this
information to guide one’s thinking and actions.”

“Bar-On (1996)” “An array of non-cognitive (emotional and social)

capabilities, competencies and skills that influence one’s
ability to succeed in coping with environmental demands and
pressures.”

“Six Seconds Team “The capacities to create optimal results in your relationships
(1997)” with yourself and others.”

“Elias (2001)” “EI is the set of abilities that we like to think of as being on
the other side of the report card from the academic skills.”

“Salovey and Mayer “The ability to perceive emotions, to access and generate
(2002)” emotions so as to assist thought, to understand emotions and
emotional meanings, and to reflectively regulate emotions in
ways that promote emotional and intellectual growth.”
 “Hein (2005, 2008, “The mental ability we are born with which gives our
2009)” emotional sensitivity and potential for emotional management
skills that help us maximize our long term health, happiness
and survival.”(2005) 24
“Knowing how to separate healthy from unhealthy feelings
and how to turn negative feelings into positive ones.”(2008)
“EI is the innate potential to feel, use, communicate,
recognize, remember, learn from, manage, understand and
explain emotions.”(2009) ,

“Stock (2007)” “EI (EI) is the ability to acquire and apply knowledge from
your emotions and the emotions of others.”

“Bradberry and Greaves “EI is your ability to recognize and understand emotions in
(2009)” yourself and others, and your ability to use this awareness to
manage your behaviour and relationships.”

“Chris (2009)” “EQ is achieving Self- and Social Mastery by being smart
with core emotions.”

Table 1.1 - Definitions of EI

1.3.6 Advantages in Workplace EI
Several businesses rely on EQ when deciding on mission-critical matters like hiring new staff
or settling on salary increases. World Economic Forum (2016) identified EI as the sixth most
important skill for workers to have by 2020.
Being an emotionally intelligent employee also has other benefits, such as:
 The ability to listen attentively.
 Being able to effectively deal with adversity.
 Keeping an eye out for signs of mental health problems in the workplace.
 You should encourage your co-workers to speak their minds and share their concerns
openly.
 To have self-assurance and a positive attitude always.
 Quickly gaining support and trust.
 Exhibits compassion and empathy for one's co-workers and clients.
  Having the ability to maintain composure under difficult situations.
 Being able to take both positive and negative feedback in stride
 Motivating others.
1.3.7 Models of EI
During the past two decades, researchers in the field of EI (EI) have developed three
competing ideas. The three major ones are the ability model, the mixed model, and the trait
model. The most important distinction between the three types of theories is whether or not
they view EI as a static, innate characteristic of humans or a talent that can be deliberately
taught through time. So, the model can dictate whether or not the evaluation of EI is
conducted using right and wrong response tests, which are more objective, or by self-report
surveys, which are more subjective.

EI models

Ability Models Trait Models Mixed Models

Figure 1.1 - Types of EI Models

EI is seen by talent models as a pure sort of psychological ability and consequently as “pure
intelligence”. On the other hand, mixed EI models combine IQ with traits like self-assurance
and happiness.
(A) Ability Model

Since John Mayer and Peter Salovey coined the term EI in 1990, researchers have poured
through their findings. The essential concepts of both intellect and emotion are interwoven
within their theory of just EI. The experiential (the ability to perceive, respond to, and govern
emotional knowledge unconsciously) and the strategic (the ability to plan for and implement
change) domains make up EI, which is based on a model of intelligence (ability to recognise
and control emotions without actually perceiving or experiencing feelings well or fully). Here
are the four key aspects of EI that have been recognised by the researchers:
 The capacity to recognise and control one's own emotions and those of oneself
and others constitutes the first component of emotional intelligence. The ability to
 recognise sincere expressions of emotion and dismiss the fakes is an essential part
of emotional maturity.
 Emotional integration, the second part, is the capacity to identify and categorise
one's own emotions, including those that have a bearing on one's reasoning.
 The third element, emotional comprehension, is the ability to recognise and
process a wide range of emotions, including the ability to notice the blending of
different sentiments.
 Emotional control, the fourth and final factor, is the ability to focus on or let go of
an emotion at any given time, depending on the situation's context.
According to Salovey and Mayer's (1990) definition, EI is an attempt to
characterise EI within the normative conditions for new intelligence. The initial definition of
EI, "the capacity to perceive emotions, to mix emotions to provoke contemplation, to
consider emotions, and to manage emotions to support human growth," has been revised to
reflect their ongoing investigations. Thus, according to the skill-based paradigm, emotions
are seen as an useful source of information that facilitates social functioning. The model is
depicted in the following figure:

"Perceiving emotions" "Using emotions"

EI

"Understanding "Managing emotions"

emotions"

Figure 1.2 –Model of EI given by Mayer & Salovey (1990)

“Source: http://ehealthaustralia.org/article/emotional-intelligence-101-for-healthcare/”
The four categories of skills in this EI framework are as follows:
Identifying and recognising one's own emotions, as well as those of others, in a variety of
contexts, including but not limited to gestures, images, and noises.
The use of one's thoughts to influence feelings and other mental processes, such as reasoning
and problem solving.
One such skill is the capacity to understand and interpret emotional language and to take into
account shifting social dynamics. Knowing emotions involves a number of skills, including
sensitivity to subtleties in emotional expression and the capacity to recognise and articulate
the evolution of emotions.
Controlling one's emotions entails learning to restrain one's own and other people's urges.
The emotionally savvy person then learns to make connections between their feelings,
including negative ones, and uses this manipulation to acquire what they want.
(B) Mixed Model of EI
1. Bar-On Model
EI consists of self-awareness, social competence, and the ability to read and respond to one's
immediate surroundings. Bar-On’s model of EI places a premium on the processes involved
in reaching one's goals rather than the final outcomes itself (Bar-On, 2000). It considers (1) a
set of cognitive and social abilities that includes SA, self-appreciation, and effective
communication, as well as interpersonal awareness, appreciation, and connection, and (2)
emotional regulation and adaptive behaviour in the face of adversity (Bar-On, 2001). EI
develops through time, according to Bar-On, and may be fostered through instruction,
computerised training, and professional guidance (Bar-On, 2002).
According to Bar-On, those with above-average EQ are better able to deal with the pressures
and expectations of their environments, whereas those with below-average EQ may be
experiencing performance issues and emotional distress. Based on his research, Bar-On
concludes that both “emotional and cognitive intelligence” contribute equally to a person's
overall IQ, providing a measure of their potential for success in life (Bar-On, 2001).
"A cross-section of interrelated emotional and social capabilities, talents, and facilitators that
decide how well we understand and communicate ourselves, understand and connect with
others, and deal with everyday needs, difficulties, and strain," is as defined by the Bar-On
model of EI.
In his approach, Bar-On separates EI into five subdomains: introspection, behaviour,
flexibility, stress management, and disposition. These components include sub-components
that are defined in Fig. below:
 Figure 1.3- Bar-On Model of EI
“Source: http://www.cakitches.com/books/reuven-bar-on.html”
All of the following key parts have been employed in most explanations, meanings, and
conceptualizations of emotional-social knowledge from Darwin to the present, and may be
found in the Bar-On conceptual model as well:
[1] The capacity for feeling and articulating what one is feeling and thinking.
[2] Empathy and the capacity to form meaningful relationships with others.
[3] The freedom to say what we think and how we feel.
This meta-factor of psycho-social maturity includes the following sub-factors:
interpersonal, self-interest, personal self-awareness, firmness, freedom, and self-
actualization. This meta-factor mostly affects our capacity for introspection and
communication, including our ability to recognise and accept our own emotions and those
of others, as well as our own strong point and flaws.
 Self-Regard: This intrapersonal element is characterised by our ability to accurately
analyse, consider, and accept oneself. Being able to respect oneself is appreciating
and accepting oneself for who they really are.
 Emotional Self-Consciousness: This intrapersonal element refers to one's awareness
of and control over one's own feelings. Emotional self-awareness refers to our own
capacity for feeling and recognising our own feelings.
 Assertiveness: this intrapersonal quality refers to one's capability to convey feelings in
a healthy way to others. Hence, assertiveness consists of three key components: I the
capacity to communicate feelings; (ii) the capacity to share perspectives and
viewpoints.
  Independence: This quality describes one's ability to rely on oneself and not others
emotionally. It's also about being able to control our own emotions and think and act
independently.
 Self-Actualization: The ability to create personal objectives, the motivation to pursue
those goals, and the drive to fully realise one's potential are all components of this
intrapersonal aspect. Reaching one's full potential is at the heart of the self-
actualization process.
(ii) Interpersonal:

The following discussion will elaborate on the nature and importance of these emotional-
social intelligence sub factors as they pertain to such topics as empathy, social responsibility,
and interpersonal interactions. This term is narrowly defined to mean "social intelligence,"
which includes both the capacity for and interest in interacting with others. This meta-factor
is primarily concerned with our capacity to understand and accommodate the feelings,
preferences, and requirements of others and to form and maintain harmonious social bonds.
 One interpersonal quality is "empathy," which is the awareness and acceptance of the
emotions of one's peers. It can change depending on what, how, and why other people
are feeling a certain way. To truly be empathic, one must have the capacity to
understand and share the feelings of others around them.
 This interpersonal aspect is referred to as "social responsibility," and it encompasses
our propensity to engage in social activities and work with others. Responsibility to
one's community requires actions that show you can get along with others and
contribute to society in meaningful ways (at home, with friends, and at work).
 Connection with others: This interpersonal element describes one's motivation to form
and maintain satisfying connections with others. Having positive social encounters
that are mutually satisfying is what makes them worthwhile and pleasurable for all
parties involved.
(iii) Stress Management:
Resistance to stress and control over impulses are two components of this meta-factor. One’s
ability to analyse and deal with one’s emotions and make them work for them instead of
against them is at the heart of this facet of emotional-social intelligence.
Stress tolerance, or the ability to deal with pressure well, is one facet of stress management.
To put it simply, stress resistance is the capacity to endure and cope with adversity and
difficult conditions without becoming dissatisfied.
(iv) Adaptability:

This meta-component of emotional-social development is shown by the following

characteristics: reality checking, resilience, and problem resolution. How we as individuals
and as a society adapt to and deal with shifts in our surroundings is at the heart of this meta-
focus factors on change management.
The capacity to check our feelings and thoughts against objective truth is a key component of
adaptability. In its most basic form, fact-checking entails paying attention to the here-and-
now, making an effort to maintain a sense of perspective, and learning to perceive things as
they are.
One facet of adaptability is called "flexibility," and it refers to how easily one can adjust their
feelings, thoughts, and behaviours in response to a shift in their environment. Feelings, ideas,
and actions all need to be moulded to fit the ever-shifting circumstances.
Individual and group problem-solving prowess are influenced by this facet of flexibility. The
capacity to identify and define issues, as well as produce and implement workable solutions,
is essential for problem resolution.
(v) Mood General:

This factor of emotional-social intelligence comprises a combination of confident enjoyment,

as will be discussed later. Having a strong internal drive is connected to this meta-factor. It
shapes our outlook on the world and the pleasures we find in it, and it determines how much
we love ourselves, other people, and the world.
Optimism is a component of one's overall emotional state that is characterised by a positive
outlook on life regardless of external circumstances. It exemplifies a constructive outlook on
daily life and serves as a crucial source of inspiration for all that we accomplish.
Happiness: The ability to take pleasure in one's own company, the company of others, and
life in general. Happiness is the capacity to love and be loved, to laugh and enjoy life. In this
perspective, happiness entails a combination of “self-satisfaction”, “contentment”, and the
“capacity to take pleasure in life”.
2. Goleman - Mixed Model of EI
Psychologist and New York Times columnist Daniel Goleman discovered Salovey and
Mayer's work by chance in the 1990s. His interest in the issue was sparked by their findings,
and he eventually published book on EI, the seminal work that popularized the concept of EI
in the business and public spheres. Goleman's (1998) initial model of EI specified twenty-five
skills over five domains or aspects of EI. Self-awareness, self-regulation, and motivation are
the three components that make up the personal skills of understanding oneself and managing
one's emotions. The final two measures, empathy and social skills, defined an individual's
emotional awareness and self-control in social settings. Following his EI paradigm, Goleman
would continue to place emphasis on the duality of EI, or the gap between an individual's
sense of self and their capacity to empathize with and care for those different from
themselves.
Boyatzis (1994) undertook a mathematical study of the twenty-five competences and found
that they could be whittled down to twenty, with the five domains being broken down into
four: self-awareness, environment-awareness, self-awareness in relation to others, and
relationship-mastery (Boyatzis, Goleman & Rhee, 2000). In spite of the fact that the study
indicates that the competencies are entrenched within the EI domain, it also hints that
separating the social knowledge cluster from the relationship management cluster may be
more theoretical than practical. Goleman's new theory of relational intelligence is illustrated
in the figure below.

Figure 1.4- Goleman- Mixed Model of EI

“Source: Source: http://www.transgrowth.com/transgrowth_website/ei_competencies.php”
Goleman defines psychological intelligence as “the opportunity to understand our own and
others' thoughts, to empower ourselves, to control emotions well in ourselves and our
relationships”.
i) Self-Awareness
Self-awareness, according to Goleman (1998), is crucial for noticing and caring about other
people. To be self-aware is to know and accept one's own thoughts, feelings, and abilities.
Emotional self-awareness, which is defined as being conscious of one's own emotions and the
reasons behind them, is the foundational skill in emotional quotient (EQ). Goleman (1998)
defines EI as “the ability to recognise and comprehend one's own feelings as well as the
impact those feelings have on oneself and others”.
High-scoring self-assessment individuals are aware of their strong point and flaws, are
willing to accept criticism and use it to improve, recognise when they need training and know
how and when to toil with people who have different skill sets.
Self-confidence is the conviction that one possesses the skills and knowledge necessary to
successfully complete a task or decide on the best way to respond to a given question
(Goleman, 1998). In order to meet the requirements of this description, one must have
confidence in one's own talents, as evidenced by one's ability to handle progressively more
challenging situations, as well as confidence in one's own decisions or points of view.
(ii) Self-Management
Second, one must be able to exercise restraint and control when unpleasant emotions, such as
rage and despair, develop (Goleman et al., 2002). The EI skills of motivation, confidence, and
emotional regulation all rest on the basis of self-management.
Daniel Goleman (1998), a psychologist, defines emotional self-management as the capacity
to maintain composure in the face of aversive situations, such as when dealing with the anger
or aggressiveness of others or when working under stress.
Transparency: Transparency, often called honesty, is when a person's actions match their
words. In difficult situations, it implies expressing one's intentions, ideas, and emotions
openly and honestly.
The ability to see a problem or opportunity and act appropriately to address the problem or
capitalise on the opportunity when the time is right is an example of initiative.
Goleman (1998) defined optimism as the confidence that one can succeed in spite of
setbacks. One's level of optimism may be used as a barometer to measure how well they
bounce back from setbacks.
(iii) Social-Awareness

Empathy, organisational awareness, and service orientation are the three major skills
employed in the field of social consciousness. To what extent we value and nurture our
relationships depends on our social cognitive skills.
The ability to put oneself in another person's shoes and feel what they are going through
(both positive and negative) allows one to empathise with them and comprehend their
motivations and feelings. Emotional currents are read by the empathic individual, who is
attuned to nonverbal cues such as tone of voice and facial expression (Goleman, 1998).
Mindfulness in the Workplace: To have a knowledge of organisations means to be able to
recognise and analyse the ways in which internal and external forces interact with one
another inside a given organisation. Learning who the real decision-makers and power
players are in an organisation is essential for success (Goleman, 1998).
In order to meet their own needs, those who have a service orientation are always ready to
lend a helping hand to those around them. For instance, it requires distinguishing between
top-notch salespeople and the rest of the pack by focusing on the client's or customer's wants
and requirements.
(iv) Relationship Management

Management of interpersonal connections requires a set of skills that are among the most
important in any profession. One's capacity to either harmonise with or manipulate another
person's emotions is fundamental to the success of one's social skills.
Recognizing the needs of others and working with them to build up their abilities is what we
mean when we talk about "designing" them. Since this ability has always been crucial for
individuals in leadership positions, it has become increasingly important at the highest levels
(Goleman, 1998).
To Inspire Future Leaders: That's what we mean when we talk about inspiring leadership.
Leaders that are able to motivate their followers by setting an example of selflessness and
dedication to the team's mission are the ones who truly inspire.
To have influence is to be able to convince other people to go along with your plans or
decisions by assuring them that you have their best interests at heart.
Dispute Resolution: Conflict Management is the ability to negotiate with diplomacy and tact
while dealing with difficult individuals, groups, or stressful situations. Finding the correct
resolution to a specific query or disagreement is an integral aspect of this knowledge.
Coordination and cooperation: Teamwork is the willingness to cooperate with others rather
than compete with them.
(C) Trait Model

Bellack (1999) suggested a distinction in methodology amongst the “ability-based model”

and the “trait-based EI model” An individual's own estimation of their own emotional
competence is at the heart of the Trait EI framework. Self-report measures of EI take into
account a varied range of factors, such as inclination and estimation of one's own strengths
and success. Trait EI merits research within the context of a comprehensive personality
framework. Sometimes this concept is referred to as "emotional self-efficacy," however both
terms refer to the same thing.
1.3.8 EI Applicability on other variables
It's not a big leap to assume that our emotional states have an impact on our cognitive
processes, which includes our capacity for inspiration and original thought. When we have
confidence in ourselves, we realise that the world around us is a great source of inspiration.
The confidence we gain from this encouragement allows us to express ourselves more freely,
imaginatively, and enthusiastically. This phase of the process may be accomplished in every
given circumstance through the use of social cognition and appropriate emotional responses.
Better results may be achieved in both professional and personal settings when people are
emotionally intelligent because they are more likely to be self-motivated and socially-
motivated. What's more, when people understand what EI is, it boosts morale on the job and
improves productivity.
The key to good decision making, according to many authorities, is to take into account both
logic and emotion. A positive frame of mind aids in the decision making process. The ability
to think critically, have a positive outlook, and make sound decisions is within everyone's
reach.
Everyone knows that negotiating is an emotional process, but it doesn't make it any less
important. One's ability to deal with interpersonal conflict and adversity depends on his or her
capacity to effectively utilise emotions and to monitor his or her own and others' emotional
states. One's negotiating prowess may be enhanced by his active listening abilities and his
awareness of nonverbal cues.
In order to convey their messages, effective leaders often rely on their emotions. When
leaders are enthusiastic, engaged, and vested in the process, they tend to inspire their teams
and send feelings of competence, honesty, anticipation, and pleasure (Robbins and Judge,
2009). That's why it's so significant for leaders to have a robust grasp on their own emotions.
Benefits to Your Emotional Growth: Studies show that people who can recognise and cope
their emotions have more success in their professional, academic, and personal lives. They
are adaptable enough to think about the substantial ways in which they may benefit from
developing EI abilities.
Education: EQ can have an effect on IQ-based teaching methods that rely on deductive
reasoning, empirical data, concrete examples, and long-term memory. For students to thrive
in the classroom, educational programmes must incorporate EI skills. Adolescents benefit
from EI since it aids in their process of self-discovery.

1.3.9 Measurement Models for EI

EI Measurement Model No of Items Other Details

Name

“Mayer and Salovey’s 141 items EI is tested by having test takers identify the
Model intensity and kind of emotion depicted in a
series of photographs. People's ability to
the Mayer-Salovey-
think more creatively is measured by having
Caruso EI Test
them make analogies between mental states
(MSCEIT)”
and bodily experiences (e.g. light, colour,
and temperature). One way to test a student's
comprehension is to have them describe the
ways in which one emotion could be merged
with another (e.g. how emotions, such as
anger and frustration, can shift from one to
another). Those who have practised self-
management and other forms of effective
management apply their own formulas to the
task of emotional control (or management).

“Bar-On’s Model 133 items There are five main parts to the Bar-On
model, and they are: intrapersonal,
Reuven Bar-On’s measure behavioural, adaptability, tension control,
of EI, the Bar-On and general attitude. On a scale from 1
Emotion Quotient (extremely rarely) to 5 (very often) (often
Inventory (EQ-I)” valid for me), how often something occurs is
considered. The raw values are transformed
into standard scores with a mean of 100 and
a standard deviation of 15. (Bar-On, 2002).
Bar-On has made many adaptations of the
Emotion Quotient Inventory so that it may
be utilised with a wide range of people and
in various settings. The EQ-I (originally
consisting of 125 items) has been condensed
to a 52-item version, the EQ-I: (originally
consisting of 125 items) has had the negative
impression scale removed, the EQ-I Youth
Version (originally consisting of 125 items)
has been adapted for children and
adolescents aged 7 to 15, and the EQ-360
Evaluation has been developed for use with
groups (a multi-rate tool used in combination
with the standard self-report). Also available
are translations of the original EQ-I into
Danish, Dutch, Spanish, French, Swedish,
Norwegian, Finnish, and Hebrew.

“Measures of Goleman’s 20 Twenty different skills are evaluated,

Model Competencies organised according to the four pillars of the
Goleman paradigm: self-awareness, social
Emotional Competency
awareness, self-control, and relationship
Inventory (ECI), the EI
management. Respondents are asked to rate
Appraisal (EIA), and the
how well they (or the other respondent) fit
Work Profile
the characteristics being sought for each
Questionnaire – EI
object on a scale from 1 (the behaviour is not
Version (WPQei).”
very characteristic of the individual) to 7 (the
 behaviour is very indicative of the
individual).

“Group Emotional 57 items According to their research, GEC principles

Competence (GEC) boost community effectiveness by fostering
Inventory relational relationships, which in turn
inspires positive mindsets and good
Vanessa Druskat and
practices.
Steven Wolff in 2001.”

“The Genos EI Inventory 70 items The seven components of EI (EI) that make
(GENOS EI) up this assessment are as follows: emotional
self-awareness; emotional communication;
The Genos EI Inventory
emotional other-awareness; emotional
(Genos EI) is referred to
thinking; emotional management; emotional
as the Swinburne
other-management; and emotional self-
University EI Test (or
control.
SUEIT).”

“Schutte Self Report EI 33 items The test elements pertain to the three facets
Test (SSEIT)” of EI:(1) Emotion evaluation and speech, (2)
Emotion control and (3) Use of emotions

“Trait EI Questionnaire Full Form- The TEIQue family is open source and free
(TEIQue)” 153 items to use for research and medical applications,
and there are many paid resources accessible
Short Form –
for industry. To date, there are more than
30 items
twenty language adaptations of the various
Child Form - TEIQue styles.
75 items

“Work Group EI Profile The WEIP measures two types of EI: self-
(WEIP)” regulation (Scale 1, 18 items) and social-
emotional awareness (Scale 2, 12 items) that
 Jordan et al (2002). Each of the first two
grading scales consists of five distinct
dimensions. Subscores on this scale measure
one's self-awareness, emotional-
communicative skills, and emotional-
management prowess. The subscales that
make up Scale 2 are people's sensitivity to
and mastery over the emotions of others
around them.

“Wong’s EI Scale 40 items The EI domain's four dimensions of

(WEIS)” capability form the basis of the WEIS scale:
(1) self-evaluation and emotional expression;
(2) social awareness; (3) relationship skills;
and (4) adaptive problem solving. the ability
to (2) assess one's own emotional state and
recognise the expressions of others, (3) exert
control over one's own feelings, and (4)
employ one's feelings to maximise
productivity.

“The Scale of Emotional 30 items The five skills are as follows: 1) appropriate
Competencies feeling depth; 2) adequate emotional
expression and control; 3) the capacity to
Developed by R.
function with feelings; 4) the ability to
Bhardwaj and H. Sharma
manage with problematic feelings; and 5)
in 1998.”
positive emotion enhancement. Similar to
the Likert scale, this one has five levels, with
the emphasis being on a set of five possible
replacements for each object. Scoring for
these five options is as follows: 1, 2, 3, 4,
and 5, from highest to lowest. Using the
item-wise scores and the table provided on
the scale's last page, one may calculate a
variety of competency scores. Each
 competency grade (A, B, C, D, and E) will
be added to the horizontally-combined item
scores individually. Including emotional
maturity scores into the vertical integration
of the five competencies. The age range
covered by this scale is between 13 and 44.

“Mangal EI Inventory 100 items (1) Intra Personal Awareness (own feelings),
(2) Inter Personal Awareness (other
Developed by Dr. S. K.
feelings), (3) Intra Personal Management
Mangal and Mrs. Shubhra
(own feelings), (4) Inter Personal
Mangal in 2009.”
Management (other feelings).

“Multifactor EI Scale 144 items EI may be broken down into four

(MEIS) subdomains, and this scale evaluates all four
of them: (a) feeling perception; (b) utilising
Developed by Dr. Vinod
emotions to simplify reasoning; (c) knowing
Kumar Shanwal in 2004.
emotions; and (d) emotion regulation. It's
The MEIS is Indian
standard for 200 elementary school students
version of Mayer-
across all demographics (rural/urban,
Salovey-Caruso EI Test
male/female). Students in the 8–12 age range
(MSCEIT)”
are represented on this scale.

“EI Scale 77 items EI-based assessment of self-awareness, self-

control, social awareness, relationship
developed by Dr.
management and empathy.
Pallaviben P. Patel and Dr.
Hiteshbhai P. Patel in
2006”
1.4 EI during COVID-19
The COVID 19 pandemic has engulfed the world and its effects are predicted to be far-
reaching and devastating (Romi et al., 2021). Every member of the human population faces
several challenges in his or her private life as well as in the workplace. The most challenging
issue for corporations during a pandemic is maintaining operations (Warrier et al., 2021).
Communities and companies have felt the effects of the pandemic's social and economic
uncertainty (Ivanov, 2021), and the epidemic has also had an impact on critical social
systems, infrastructure, and the environment. In light of the lockdown and social isolation
policies, firms had to ensure that their employees could conduct productive work from home.
It is not uncommon for employees of many companies to do their duties from the comfort of
their own homes, due to advancements in communication and computing.
1.4.1 Applications of EI during COVID-19
Five EI (EI) skills—intrapersonal and interpersonal, adaptability, stress management, and
general mood skills—have been identified as particularly helpful for educators and
executives in higher education. Self-awareness, social intelligence, flexibility, stress
resistance, and emotional stability are the five facets of these abilities.
COVID-19 is a leading cause of death, job loss, business failure, and emotional distress.
Sadness, concern, and fear are just some of the various emotions and reactions it might bring
on. It is crucial to apply EI skills to battle the pandemic, especially in the IT industry, because
doing so requires cognitive engagement, emotional engagement, and behavioural
engagement. Capabilities and character qualities
Self-awareness, which refers to educators having a firm grasp of their emotions and complete
comprehension of their influence on others, is one of the five subscales by which Bar-On
(1996), an Israeli psychologist and pioneer in EI, measures an individual's EI. The others in
this context would be their co-workers and other employees.
Communication abilities are crucial.
Based on his research, Bar-On (1997) identified three facets of interpersonal competence:
interpersonal relationships (the ability of workers and leaders in the IT industry to form
strong bonds with co-workers and other stakeholders), empathy (the capacity to understand
and empathise with the feelings of one's customers), and social responsibility (which refers to
the ability of employees and leaders in IT Industry to engage in activities that promote social
responsibility and civic engagement).
It's crucial to have the ability to adapt.
Studies have established three major subscales to evaluate adaptability. The capacity to be
objective and see things as they actually are, as well as other EI skills like problem-solving,
which refers to the critical requirement for workers in the IT industry to approach challenges
head-on and find answers despite the emotional stakes, were determined to be of utmost
importance.
How to Take Control of Your Stress
Researchers have found two subscales to be particularly helpful in assessing coping with
stress. To be more precise, those who work with customers in the IT sector are considered to
have high stress tolerance if they are able to actively and productively cope with their
emotions and situations in the face of adversity, as measured by the COVID-19 scale. Use of
self-control is also required.
Capacity to regulate one's emotions
General emotional competence is measured on two subscales: happiness, which refers to the
idea that despite the obstacles, some amount of patience, humour, and fun is still necessary to
traverse the COVID-19 learning environment, and optimism, which refers to the idea that
people dealing with clients should retain an optimistic attitude and view on life.
An unprecedented level of pain was inflicted upon the Indian population by COVID-19
during its second round of attacks. The emotional toll that this global epidemic has taken on
the human spirit is comparable to the toll it has taken on the body. The negative effects of
human emotions are felt widely around the globe.
Yet, the emotional impact may vary from place to country according to cultural norms. There
is mounting evidence that EI predicts a wide range of positive outcomes in the workplace and
IT Sector, suggesting that businesses will need to rely on EI skills to overcome the challenges
posed by COVID-19.

1.5 Scope of the Study

This study is carried out in the Indian IT companies operating in Bangalore city, as it is the IT
hub of India. An attempt was made to understand the factors that influence the EI of an IT
employee at the workplace. The main objective of this research was to identify the most
important determinants of EI in perspective of the employees and the impact of demographic
and work profile of the employees on the identified factors of EI. The study is confined to
randomly selected employees in select IT companies at Bangalore city.
1.6 Statement of the Problem
Forty or fifty years ago, it was widely held inside businesses that leaders exhibited traits such
as intellect, decisiveness, tenacity, and vision in order to achieve their goals. Yet, in 1983, a
famous psychologist named Howard Gardner introduced the notion of "multiple intelligence
theory," in which the researcher presented around seven distinct elements to describe the
concept of intelligence and predict success in the job.
Two of these seven components, "intrapersonal intelligence" and "interpersonal intelligence,"
refer to an individual's self-awareness and social awareness, respectively, which in turn
facilitates successful cooperation and communication with others (Gardner et al., 2010). EI is
the combination of "intrapersonal intelligence" and "interpersonal intelligence," and it refers
to a person's capacity to understand their own and other people's emotions and motives.
The IT industry's constant push for better results has resulted in higher levels of stress among
workers. Relational communication and EI are crucial in every business. Employees' ability
to do their jobs effectively is closely linked to their EI. EI on its own is not enough to
increase productivity, however, unless it also affects how people make use of their emotions
while working.
By controlling their emotions and adopting specific behaviours while on the job, employees
may, of course, improve their data collection. Success in management, in projects, and in
overall productivity may all stem from a high level of emotional IQ. As a result, the IT sector
should place a premium on EI when hiring new workers and training existing ones to increase
their mental acumen.

1.7 Research Framework to be tested

From an extensive review of literature and study of various models of EI, the following 4
factors which may be very prominent to IT industry or knowledge workers were selected
under the study and the researcher aims to validate this model for measuring EI at IT
Industry.
1.8 Research Objectives of the Study
 To determine the factors of EI with reference to IT employees and to empirically
evaluate the strength of each factor.
 To develop and test the model showing the empirical relationship of EI with the
factors of EI.
 To analyze the impact of demographic and work profile on the EI of the respondents.

1.9 Operational Definitions

Variables in a study's title should convey their intended meaning to the reader. A person's
interpretation of a sentence's vocabulary might vary greatly from another's. Words in the title
must be defined in their classical and/or operational senses.
 EI as per Salovey & Mayer (1990) is “the ability to monitor one's own and others'
feelings and emotions, to discriminate among them and use this information to guide
one's thinking and actions”.
 Self-Awareness as per Goleman (2000) is “Recognizing one's emotions and their
effects”.
  Self-Management as per Goleman (2000) is “the ability to regulate distressing affects
like anxiety and anger and to inhibit emotional impulsivity”.
 Social Awareness as per Gray (2012) is “the ability to take the perspective of and
empathize with others, including those from diverse backgrounds and cultures. The
ability to understand social and ethical norms for behavior and to recognize family,
school, and community resources and supports”.
 Relationship Management as per Goleman (1995) refers to “our ability to
communicate clearly, maintain good relationships with others, connect with those
from other cultures, work well in teams, and manage conflict”.

1.10 Limitations of the Study

Some of the limitations of the present study are as listed below:
 The study was confined to the employees in IT industry of Bangalore city and the
result of the study may or may not be extrapolated to the other sectors or other
geographical areas of India.
 The survey method that was adopted for collecting primary data in this study had its
own limitations.
 The use of self-report instruments has certain inherent limitations. IT employees’ self-
reports throughout the questionnaire may be impacted by social appropriateness rather
than their genuine perceptions. As a result, another problem is that their genuine
attitudes may not be reflected.
 The sample of the study was restricted to 413 respondents.

1.11 Chapter Scheme

Chapter No Chapter

I “Introduction”

II “Review of Literature”

III “Research Design”

IV “Data Analysis and Interpretation”

V “Summary and Findings, Suggestions and Conclusion”

Table 1.
I. Introduction: This chapter deals with the introduction to the concepts under study and the
history and development of factors affecting EI. Various theories relating to EI are critically
reviewed and explained. This chapter explains the significance of studying EI in Indian
context where employment management system is influenced by psychological well-being of
individuals.
II. Review of Literature: Review of literature deals with studying the past literature from
both Indian and Global perspective. In this chapter, the factors determining EI at work are
extensively reviewed from 1991 till date. The conceptual agenda of the study derived from
the research gap and theoretical framework is explained in this chapter.
III. Research Methodology: This section gives insight on the need for the study, its scope
and statement of the problem. The chapter specifies the objectives and hypotheses included in
the study. The data collection techniques and sources of data collection are explained in detail
along with the sample design. The tools of analysis and the limitations of the study are also
discussed.
IV. Data Analysis and Interpretation: The main empirical analysis carried out is explained
in this chapter. The data collected is analysed using descriptive as well as inferential
statistics. The statistical hypotheses are tested with the help of the SPSS ver. 20 and AMOS
ver. 20 software. Interpretations for the analysis is also given in this section.
V. Summary and Findings, Suggestions and Conclusion: The last chapter formulates
Findings, Suggestions and Conclusion based on the examination conducted by the researcher.
Conclusions are drawn on the basis of objectives set and appropriate suggestions have also
been made.

1.12 Conclusion
According to both Western and Eastern philosophies, success and happiness in life are
attained when individuals handle others' and their own emotions with care. The term "EI"
became widely used after its introduction in Goleman's (1995) research. While book smarts
are important, the ability to connect with others and get things done depends just as much on
your EI. Several treatments, as seen above, allow people to keep an eye on themselves and
feel at ease even in trying situations, thanks to their increased awareness of others' feelings,
sensitivity to social cues, and ability to recognise and correct socially dysfunctional
behaviour. Hence, it's evident that successful people have developed strategies for keeping
their emotions under check.
 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).
 Chapter 3
Research Design
3.1 Introduction
In this study the research methodology was adopted to examine the factors of EI with
reference to IT employees and to empirically evaluate the strength of each factor. The
research design that was adopted was descriptive in nature as quantitative analysis has been
adopted for the study. The opinions and behaviours of the respondents were measured using
quantitative research. To simplify the data generated to comprehend the significance between
independent and dependent variable a statistical, mathematical or computational techniques
were used.
SPSS version 20 and AMOS were used for carrying out the data analysis (Arbuckle, 2017).
The responses were collected from the faculty members employed in the higher education
sector through the self-reported method. “Well-Structured, validated and reliable
questionnaire was used to carry out the survey.” Descriptive statistics was done for
computing the Means and Standard Deviation (SD), Reliability, Normality, Exploratory
Analysis Factor, ANOVA, linear regression, test for significance was taken to study the
constructs. Path analysis was done using Structural Equation Model (SEM).

3.2 Research Design

It was planned in two phases.
Phase I: Pilot Study: The data was collected over 8 months and 100 IT employees
participated and completed the survey.
Phase II: Main Study: The data was collected over 18 months and 423 IT employees
participated and completed the survey.

3.3 Variables under Investigation

 Predictor Variables-
Self-Awareness, Self-Management, Social Awareness and Relationship
Management
 Criterion Variable-
Emotional Intelligence (EI)
 Demographic/ Background Variables- Age, Experience, Gender, Marital Status

3.4 Hypotheses of the study

Hypothesis 1: There is no indication of considerable relationship amid Self-Awareness, Self-
Management, Social Awareness, Relationship Management and EI of IT employees
Hypothesis 2: There is no significant prediction of Self-Awareness by Emotional Self-
Awareness, Accurate self-Assessment & Self-Confidence.
Hypothesis 3: There is no significant prediction of Self-Management by Emotional Self-
Control, Transparency, Adaptability, Achievement, Initiative & Optimism.
Hypothesis 4: There is no significant prediction of Social Awareness by Empathy,
Organizational Awareness & Service Orientation.
Hypothesis 5: There is no significant prediction of Relationship Management by Developing
others, Inspirational Leadership, Change Catalyst, Influence, Conflict Management &
Teamwork & Collaboration.
Hypothesis 6: There is no indication of considerable prediction of EI by Self-Awareness,
Self-Management, Social Awareness and Relationship Management.
Hypothesis 7: There is no difference in EI with reference to gender (Male and Female)
Hypothesis 8: There is no difference in EI with reference to marital status (Single and
Married)
Hypothesis 9: There is no difference in EI with reference to Age (<=30, 31-40, >=41)
Hypothesis 10: There is no difference in EI with reference to the employee job roles.
Hypothesis 11: There is no difference in EI with reference to the employee experience.

3.5 Sampling Design

Sample frame
IT Employees who work for any of the companies selected under the study
Sampling Technique
Stratified sampling technique was used to identify and select the respondents. Around 20
Indian IT companies from across Bangalore city were identified from the 4 zones of
Bangalore namely Bangalore North, Bangalore South, Bangalore East and Bangalore west.
From each of the 20 IT firms, around 20 respondents were selected for the study. More
than 800 questionnaires were administered, out of which the responses from 423 IT
employees were obtained, the response rate being 52.8 per cent. The researcher collected
the data by online mode through Google forms as well as by personally visiting most of the
IT firms across Bangalore.
Pilot Study:
The researcher collected data from 100 respondents for the pilot study from employees
working in different IT firms. The data was collected over 8 months.

Main Study: The researcher divided Bangalore into North, South, East and West zone and
identified IT firms in each of these zones in order to collect the data from the IT employees
working there. Around 423 responses were collected from the IT employees working in 20 IT
firms over a period of 18 months.
Sample Size determination
The sample size was determined using Cochran’s formula for sample size determination.”
Cochran’s formula is normally used in situations with large population. The Cochran’s
formula is:
Sample Size = Z2pq/e2
Where e = margin of error
p = population proportion in question
q=1–p
The Z value can be found in the Z table.
In this study:
p = 0.5
The confidence level considered in this study is 95%, hence the margin of error would be
e = 0.05
In the Z table, the value for Z stands at 1.96 at 95% level of confidence.
Therefore,
“Sample size = (1.96)2(0.5)(0.5) / (0.05)2
Sample size = 385 IT employees
To account for individuals that the researcher is unable to reach, often researchers raise the
sample size by 10%. To account for nonresponse, the sample size is often increased by 10%.
Hence the revised sample size = 423 IT employees.

3.6 Data Collection

The instrument was administered to the IT employees across Bangalore only after obtaining
oral consent. Data was collected between January 2021 and October 2022. The pilot study -
test sample was drawn from (January 2021 – August 2021). The questionnaire was
administered to two fifty (250) IT employees and one hundred (100) completed the study at
(40%) response rate. Samples were received and used for treatment and model testing. The
main data was collected between January 2021 and October 2022. The data was collected
over a period of 18 months. The survey was administered to 800 IT employees across
Bangalore 423 responses were collected with a reply rate of 52.8 per cent.

3.7 Data collection measures

The Emotional Competence Inventory (ECI) v2.0 comprising of 72 items measures 18
competencies organized into four clusters: Self-Awareness, Self-Management, Social
Awareness and Relationship Management. Internal consistency reliability (Cronbach’s alpha)
of the instrument has been found to be good. A number of studies are presented in the manual
that highlight the criterion and construct validity of the instrument. Research presented shows
that ECI is related to outcomes such as an individual’s life success (Sevinc, 2001),
department performance (Nel, 2001), perceptions of leadership in a group (Humphrey, Sleeth
& Kellet, 2001), sales performance (Lloyd, 2001), fire fighter performance (Stagg & Gunter,
2002), softball coaches win/loss record (VanSickle, 2004), and parishioner satisfaction
(Brizz, 2004). Byrne (2003) conducted an overall validity study of the ECI using the self-
scored version. He concluded that the instrument shows good construct, discriminant, and
criterion validity. Hence ECI 2.0 self-scored version of the tool is used in the present study.
The ECI 2.0 tool used for this study is taken from the Hay Group (2005) Emotional
Competence Inventory (ECI) Technical Manual prepared by Steven B. Wolff, Bos-ton
developed by Boyatzis, Goleman & Rhee (2000).

3.8 Pilot Study

“Pilot study, is a small scale preliminary study conducted in order to evaluate feasibility,
time, cost, and statistical variability of any research. It is an attempt to improve upon the
research design prior to performance of a full-scale research. A pilot study is usually carried
out on units of the target population; these units will not be included in the final sample. It
would generate valuable insight to the researcher to improve the chances of a fruitful research
study.
Respondent Profile
The pilot study was carried out by sending out the questionnaire to 250 IT across Bangalore
out of which 100 filled responses were received and were used for the Pilot study. The
reliability of the questionnaire was tested and the standardised tools were validated using
Exploratory Factor Analysis (EFA).
The pilot study specimen (100) was spread comprising of (40%) gentlemen and (60%) ladies.
Among them (55%) were married and (45%) were unmarried. When it comes to age group
(4%) were below 25 years, (16%) were between 26 and 30 years, (40%) were between 31 and
40 years, (25%) were between 41 and 50 years and (15%) were above 50 years of age. When
it came to job roles, (25%) of employees were working at the entry level, (45%) were
working at the middle management level and (30%) were working at the top management
level.
The pilot study data was studied to understand the reliability of the seventy two (72)
construct items in the questionnaire. The data was analysed using EFA-Principal factor
Analysis (PCA): incorporating Varimax rotation factor loading: “Kaiser-Meyer-Olkin (KMO)
and Bartlett‘s test” and extraction communalities to confirm the reliability of construct‘s
factors and items. The suitability of factor analysis was measured using KMO measure of
specimen acceptability. The factor analysis could produce distinct and consistent factors. The
test of significance was analysed using PCA, factor analysis appropriateness and its
significance was tested using Bartlett‘s test of Sphericity.
Reliability Results – Cronbach Alpha Values
Coefficient
Scales Factor No. of items Item deleted
Alpha

Emotional Self- None

4 0.922
Awareness

Self-Awareness Accurate Self-

4 0.865
Assessment

Self-Confidence 4 0.908

Self- Emotional Self- 4 0.837

 Control

Transparency 4 0.735

Adaptability 4 0.779
Management
Achievement 4 0.813

Initiative 4 0.811

Optimism 4 0.911

Empathy 4 0.859

Organizational
Social 4 0.817
Awareness
Awareness
Service
4 0.795
Orientation

Developing
4 0.769
Others

Inspirational
4 0.853
Leadership

Change Catalyst 4 0.881

Relationship
Management
Influence 4 0.951

Conflict
4 0.849
Management

Teamwork &
4 0.839
Collaboration

The above table shows the ECI 2.0 tool used for the study along with their sub-dimensions
and the number of items in the measuring instrument that measures each of those factors. The
above table also shows the Cronbach alpha values for each sub-dimension scale and items
deleted (if any) from each scale.
KMO and Bartlett's Test – Self-Awareness, Self-Management, Social Awareness &
Relationship Management
“KMO and Bartlett's Test” SA SM Soc. A RM

“Kaiser-Meyer-Olkin Measure of Sampling

.921 0.935 0.944 0.929
Adequacy.”

Approx. Chi-Square 442.198 5137.78 725.25 1111.68

“Bartlett's Test of
Df 99 99 99 99
Sphericity”
Sig. .000 .000 .000 .000

From the above table, it is clearly seen that the KMO and Bartlett’s Test of Sphericity is
significant indicating that the sample is adequate as well as indicating that the Principal
Component Analysis (PCA) could be undertaken.
Phase 1: “Pilot Study”
It was conducted to analyse the study‘s viability, time, budget, and statistical erraticism. It
provides an opportunity to improvise the research methodology toward executing the final
study. This will provide useful insights to the investigator to develop the study into a robust
and fruitful exercise. A structured and valid questionnaire of seventy two (72) items of ECI
2.0 tool with 10 demographic questions in five (5) sections was used for the pilot study
survey.
First section: “This section comprised of 10 items corresponding to the respondent’s
personal details; Name (optional), Gender, Age, Marital Status, Qualification, Annual
Income, Work experience, Job Role & Name of the Organization.”
Second section: This section comprised of 12 items of the Self-Awareness sub-scale of ECI
2.0
Third section: This section comprised24 items of the Self-Management sub-scale of ECI 2.0
Fourth section: This section comprised of 12 items of the Social Awareness sub-scale of ECI
2.0
Fifth section: This section comprised of 24 items of the Relationship Management sub-scale
of ECI 2.0

3.9 Test and Validate the Conceptual model

Interpretation of the Model: It was a Good Fit
The variables fit measure (χ2/df : RMSEA; GFI; CFI; and NFI) guidelines were as per the
satisfactory range (Bollen, 1989) accepting the measure validity. The model developed and
tested was a good fit.

Statistical Techniques Adopted for Data Treatment

Reliability Test: It measures the consistencies of the measuring instrument over a period of
time and between different respondents to produce consistent results. The study adopted
reliability test to analyse the construct items for Cronbach coefficient alpha. Similarly the
internal stability of the items: individual, sub-dimension and total construct items were
analysed. The study accepted Coefficient alpha beyond (0.70) for the construct scale or items.

Normality Test: This test was used to determine if the data set was well-modelled and
normally distributed. The measure of Skewness and Kurtosis indicated the normalcy of data.
Histograms indicated the data is normally distributed.
Descriptive Statistics: This technique was used to measure the validity of descriptive
coefficients that summarise the data representation of the sample population. It is also used to
calculate the intermediate propensity and (spread) variability. Distributions of data of the
construct were measured using mean and the standard deviation.

“Exploratory Factor Analysis (EFA) Principal Component Analysis:” It is a technique as

part of multivariate statistics. To reveals the underlying formation of a moderately huge set of
construct variables exploratory factor analysis is used. It is used to recognise the fundamental
association amid the variables to be measured. The analysis of EFA is performed with
principal component analysis (PCA) integrating varimax rotation. PCA is based on alteration
extraction technique towards factor analysis. It converts quantitative data into compact
unrelated factors from a large data set.

KMO and Bartlett's Test: It is a technique to measuring sampling adequacy by

understanding the construct variable and the research model. It points out towards the
hypothesis variance among the construct variables that may occur due to fundamental factors.
A value nearby (1.0) points out that the factor analysis outcome is beneficial for the study.

Karl Pearson’s Co-efficient Correlation Analysis: It is used to identify the high and low
relationships amid study constructs.

Regression Analysis: In the statistical method, linear regression is adopted to examine the
relationship and its influence between independent variables is related to dependent variables.
Also establish the types of these relationships.

Tests for significance of mean differences: This method is engaged to determine the
difference between construct sample mean and hypothetical mean including population
variables. It is measured using ‘t-test and One-way ANOVA’. Further, post-hoc tests were
used to exposes the difference amid group means which has three or more clusters using
(ANOVA) F test of significance.
Structure Equation Model (SEM): It is based on diverse models and statistical approach
that fits the construct relationships of the research data. It is a blend of analysis that is
regression, factor or path.

ANALYSIS AND INTERPRETATION OF DATA”

This particular section relates to the investigation and inference of data of the study. The
purpose of this study was to determine the factors of EI with reference to IT employees and
to empirically evaluate the strength of each factor. Also to develop and test the model
showing the empirical relationship of emotional intelligence with the factors of EI and to
analyse the impact of demographic and work profile on the emotional intelligence of the
respondents. Through the review of literature the conceptual model is validated.
The researcher has used the following statistical approaches to analyse and present the data.
Descriptive analysis presents the quantitative data on the study construct measures.
Exploratory Factor Analysis (EFA) to identify the factors of EI, Pearson‘s correlation
presents the high and low association of the constructs. The dissimilarities among the
demographics variables are presented through t-test and One-way ANOVA. The linear
regression analysis is used to present the effect of independent on dependant variable. SEM
was used to present the path analysis and conceptual model of the study.

The presentation of the analysis and interpretation are done in seven sections.
Section One: Test of Normality
Section Two: Sample Distribution
Section Three: Descriptive Statistical Analysis
Section Four: Pearson Correlation Analysis
Section Five: Regression Analysis
Section Six: Investigation of tests for significance of mean differences
Section Seven: Model Fit investigation based on SEM

4.1 Section 1: Test of Normality

“Skewness and Kurtosis”

The respective measures were calculated for the various constructs in the study. They are
Self-Awareness, Self-Management, Social Awareness, Relationship Management and
Emotional Intelligence. They are represented in the below table 4.01

Table 4.01: “Testing for Normality using Skewness and Kurtosis”

“”Descriptive Statistics””

Number “”Skewness”” “”Kurtosis”

“Stat” “Stat”” “S. E.” “Stat” “S.E.

 Self-Awareness 423 -0.935 .081 0.873 .162

Self-Management 423 -0.969 .081 0.632 .162

Social Awareness 423 -0.847 .081 0.097 .162

Relationship
423 -0.934 .081 0.507 .162
Management

Emotional
423 -0.921 .081 0.510 .162
Intelligence

From the above table, it can be seen that all the constructs are having “Skewness and
Kurtosis” statistic value are between + 2 and -2 “(George & Mallery, 2010; Hair et al.,
2010).” Hence, the measures of Skewness and Kurtosis exhibit that the constructs are
normally distributed. The test of normality concludes that the data are not skewed.

4.2 Section-2: Sample Distribution

Table 4.02: indicates the sample distribution across respondent profile in percentage.
Demographic Categories Count Per cent

Male 215 50.82%

Gender
Female 208 49.17%

<25 years 54 12.7%

25-35 years 128 30.3%

Age
35-45 years 136 32.2%

>45 years 105 24.8%

Married 296 70%

Marital Status
Single 127 30%

PUC 11 2.6%

Graduation 100 23.6%

Post-
Highest 72 17%
Graduation
Education
Professional
220 52%
Degree

PhD 20 4.8%

< 2 lakhs 89 21%

2-6 lakhs 124 29.3%

Annual Income
6-10 lakhs 146 34.5%

> 10 lakhs 64 15.2%

Entry Level 102 24.2%

Middle Level 123 29%

Job Role Upper Middle
110 26%
Level

Top Level 88 20.8%

< 5 years 134 31.2%

Work 5-10 years 115 27.2%

Experience 10-15 years 106 25%

>15 years 68 16.6%

The above table indicates that there is a considerable representation of the various categories.

4.3 Section-3: Descriptive Statistics

Table 4.03 Self-awareness – “Awareness about one’s own feelings.”

Nvr Rarely Sometime Often Consistently

Freq. 60 42 124 145 52

Percentage 14.18 9.92 29.31 34.27 12.29

Analysis:
The above table shows that 14.18 and 9.92 percentages of the employees in IT sector are
never aware or rarely aware about their own feelings. While 34.28 and 12.29 percentages of
the employees often and consistently are aware about their own feelings.

Graph 4.01 Self-awareness – “Awareness about one’s own feelings.

Percentage
34.28
35.00
29.31
30.00

25.00

20.00 Percentage
14.18
15.00 12.29
9.93
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently
Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they sometimes and often are aware about their own feelings.

Table 4.04 Self-Awareness – “Awareness of what triggers them

Nvr Rarely Sometime Often Consistently

Freq. 65 45 98 115 100

Percentage 15.37 10.64 23.17 27.19 23.64

Analysis:
The above table shows that 15.37 and 10.64 percentages of the employees in IT sector are
either never aware or rarely aware of what triggers them. While 27.19 and 23.64 percentages
of the employees often and consistently aware of what triggers them.

Graph 4.02 Self-Awareness – “Awareness of what triggers them

 Percentage

30.00 27.19

23.17 23.64
25.00

20.00
15.37 Percentage
15.00
10.64
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they are often and consistently aware of what triggers them.

Table 4.05 Self-Awareness – “Awareness of the implications of their own emotions

Nvr Rarely Sometime Often Consistently

Freq. 75 48 121 151 28

Percentage 17.73 11.35 28.61 35.70 6.62

Analysis:
The above table shows that 17.73 and 11.35 percentages of the employees in IT sector are
either never aware or rarely aware of the implications of their own emotions. While 35.70
and 6.62 percentages of the employees often and consistently aware of the implications of
their own emotions.
Graph 4.03 Self-Awareness – “Awareness of the implications of their own emotions

Percentage

40.00 35.70
35.00
28.61
30.00

25.00
Percentage
17.73
20.00

15.00 11.35

10.00 6.62

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they are often and consistently aware of the implications of their own emotions.

Table 4.06 Self-Awareness – “Awareness of one’s emotional insight

Nvr Rarely Sometime Often Consistently

Freq. 85 24 98 113 103

Percentage 20.09 5.67 23.17 26.71 24.35

Analysis:
The above table shows that 20.09 and 5.67 percentages of the employees in IT sector are
either never aware or rarely aware of their own emotional insight. While 26.71 and 24.35
percentages of the employees often and consistently aware of their own emotional insight.
Graph 4.04 Self-Awareness – “Awareness of one’s emotional insight

Percentage

30.00 26.71
24.35
23.17
25.00
20.09
20.00
Percentage
15.00

10.00
5.67
5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they are often and consistently aware of their own emotional insight.

Table 4.07 Self-Awareness – “Awareness of one’s strengths and limitations

Nvr Rarely Sometime Often Consistently

Freq. 55 64 95 101 108

Percentage 13.00 15.13 22.46 23.88 25.53

Analysis:
The above table shows that 13 and 15.13 percentages of the employees in IT sector are either
never aware or rarely aware of their own strengths and limitations. While 23.88 and 25.53
percentages of the employees often and consistently aware of their own strengths and
limitations.

Graph 4.05 Self-Awareness – “Awareness of one’s strengths and limitations

Percentage

30.00
25.53
23.88
25.00 22.46

20.00
15.13 Percentage
13.00
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they are often and consistently aware of their own strengths and limitations.

Table 4.08 Self-Awareness – “Being open to feedback from others

Nvr Rarely Sometime Often Consistently

Freq. 42 65 96 112 108

Percentage 9.93 15.37 22.70 26.48 25.53

Analysis:
The above table shows that 9.93 and 15.37 percentages of the employees in IT sector are
either never aware or rarely open to feedback from others. While 26.48 and 25.53
percentages of the employees often and consistently open to feedback to others.

Graph 4.06 Self-Awareness – “Being open to feedback from others

Percentage

30.00 26.48
25.53
25.00 22.70

20.00
15.37 Percentage
15.00
9.93
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they are often and consistently open to feedback from others.

Table 4.09 Self-Awareness – “Having sense of humour about themselves

Nvr Rarely Sometime Often Consistently

Freq. 45 54 75 141 108

Percentage 10.64 12.77 17.73 33.33 25.53

Analysis:
The above table shows that 10.64 and 12.77 percentages of the employees in IT sector are
either never or rarely have a sense of humour about themselves. While 33.33 and 25.53
percentages of the employees often and consistently have a sense of humour about
themselves.

Graph 4.07 Self-Awareness – “Having sense of humour about themselves

Percentage
33.33
35.00

30.00 25.53
25.00
17.73 Percentage
20.00
12.77
15.00 10.64
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently have a sense of humour about themselves.

Table 4.10 Self-Awareness – “Solicit honest critics

Nvr Rarely Sometime Often Consistently

Freq. 64 88 64 98 109

Percentage 15.13 20.80 15.13 23.17 25.77

Analysis:
The above table shows that 15.13 and 20.80 percentages of the employees in IT sector either
never or rarely solicit honest critics. While 23.17 and 25.77 percentages of the employees
often and consistently solicit honest critics.

Graph 4.08 Self-Awareness – “Solicit honest critics

Percentage

30.00
25.77
23.17
25.00
20.80

20.00
15.13 15.13 Percentage
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently do solicit honest critics.

Table 4.11 Self-Awareness – “Confidence in one’s job capability

Nvr Rarely Sometime Often Consistently

Freq. 54 74 45 118 132

Percentage 12.77 17.49 10.64 27.90 31.21

Analysis:
The above table shows that 12.77 and 17.49 percentages of the employees in IT sector never
or rarely have confidence in their own capabilities. While 27.90 and 31.21 percentages of the
employees often and consistently have confidence in their job capabilities.

Graph 4.09 Self-Awareness – “Confidence in one’s job capability

Percentage

35.00 31.21
27.90
30.00

25.00

20.00 17.49 Percentage

12.77
15.00 10.64
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently have confidence in their job capabilities.

Table 4.12 Self-Awareness – “Believing in oneself

Nvr Rarely Sometime Often Consistently

Freq. 42 64 42 128 147

Percentage 9.93 15.13 9.93 30.26 34.75

Analysis:
The above table shows that 9.93 and 15.13 percentages of the employees in IT sector never or
rarely have belief in themselves. While 30.26 and 34.75 percentages of the employees often
and consistently have belief in themselves.

Table 4.10 Self-Awareness – “Believing in oneself

Percentage
34.75
35.00
30.26
30.00

25.00

20.00 Percentage
15.13
15.00
9.93 9.93
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently have belief in themselves.

Table 4.13 Self-Awareness – “Being self-assured

Nvr Rarely Sometime Often Consistently

Freq. 54 56 58 121 134

Percentage 12.77 13.24 13.71 28.61 31.68

Analysis:
The above table shows that 12.77 and 13.24 percentages of the employees in IT sector never
or rarely are assured about themselves. While 28.61 and 31.68 percentages of the employees
often and consistently are assured about themselves.

Graph 4.11 Self-Awareness – “Being self-assured

Percentage

35.00 31.68
28.61
30.00

25.00

20.00 Percentage
12.77 13.24 13.71
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently are assured about themselves.

Table 4.14 Self-Awareness – “I have presence wherever I go

Nvr Rarely Sometime Often Consistently

Freq. 64 62 68 117 112

Percentage 15.13 14.66 16.08 27.66 26.48

Analysis:
The above table shows that 15.13 and 14.66 percentages of the employees in IT sector never
or rarely feel that they have a presence wherever they go. While 27.66 and 26.48 percentages
of the employees often and consistently feel that they have a presence wherever they go.

Graph 4.12 Self-Awareness – “I have presence wherever I go

Percentage

30.00 27.66
26.48

25.00

20.00
16.08
15.13 14.66 Percentage
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently feel that they have presence wherever they go.

Table 4.15 Self-Management – “Showing restraint in all situations

Nvr Rarely Sometime Often Consistently

Freq. 54 55 91 112 111

Percentage 12.77 13.00 21.51 26.48 26.24

Analysis:
The above table shows that 12.77 and 13 percentages of the employees in IT sector never or
rarely feel that they show restraint in all situations. While 26.48 and 26.24 percentages of the
employees often and consistently feel that they can show restraint in all situations.

Graph 4.13 Self-Management – “Showing restraint in all situations

Percentage

30.00 26.48 26.24

25.00 21.51

20.00
Percentage
12.77 13.00
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently show restraint in all situations.

Table 4.16 Self-Management – “Having patience in most situations

Nvr Rarely Sometime Often Consistently

Freq. 64 61 91 102 105

Percentage 15.13 14.42 21.51 24.11 24.82

Analysis:
The above table shows that 15.13 and 14.42 percentages of the employees in IT sector never
or rarely feel that they have patience in most situations. While 24.11 and 24.82 percentages of
the employees often and consistently feel that they have patience in most of the situations.

Graph 4.14 Self-Management – “Having patience in most situations

Percentage
24.11 24.82
25.00
21.51

20.00
15.13 14.42
15.00 Percentage

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently have patience in all situations.

Table 4.17 Self-Management – “Responding calmly in all situations

Nvr Rarely Sometime Often Consistently

Freq. 75 72 80 95 101

Percentage 17.73 17.02 18.91 22.46 23.88

Analysis:
The above table shows that 17.73 and 17.02 percentages of the employees in IT sector never
or rarely respond calmly in all situations. While 22.46 and 23.88 percentages of the
employees often and consistently respond in all situations.

Graph 4.15 Self-Management – “Responding calmly in all situations

Percentage
23.88
25.00 22.46

18.91
20.00 17.73 17.02

15.00 Percentage

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently respond calmly in all situations.

Table 4.18 Self-Management – “Stay composed and positive in all situations

Nvr Rarely Sometime Often Consistently

Freq. 70 80 78 100 95

Percentage 16.55 18.91 18.44 23.64 22.46

Analysis:
The above table shows that 16.55 and 18.91 percentages of the employees in IT sector never
or rarely stay composed and positive in all situations. While 23.64 and 22.46 percentages of
the employees often and consistently stay composed and positive in all situations.

Graph 4.16 Self-Management – “Stay composed and positive in all situations

Percentage
23.64
25.00 22.46

18.91 18.44
20.00
16.55

15.00 Percentage

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently stay composed and positive in all situations.

Table 4.19 Self-Management – “Always keep up their own promises

Nvr Rarely Sometime Often Consistently

Freq. 54 55 58 123 133

Percentage 12.77 13.00 13.71 29.08 31.44

Analysis:
The above table shows that 12.77 and 13 percentages of the employees in IT sector never or
rarely keep up their own promises at all times. While 29.08 and 31.44 percentages of the
employees often and consistently keep up their own promises at all times.

Table 4.17 Self-Management – “Always keep up their own promises

Percentage

35.00 31.44
29.08
30.00

25.00

20.00 Percentage
12.77 13.00 13.71
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently keep up their promises at all times.

Table 4.20 Self-Management – “Bringing up ethical concerns

Nvr Rarely Sometime Often Consistently

Freq. 36 45 48 144 150

Percentage 8.51 10.64 11.35 34.04 35.46

Analysis:
The above table shows that 8.51 and 10.64 percentages of the employees in IT sector never or
rarely bring up ethical concerns. While 34.04 and 35.46 percentages of the employees often
and consistently keep bringing up ethical concerns.

Graph 4.18 Self-Management – “Bringing up ethical concerns

Percentage

40.00 35.46
34.04
35.00

30.00

25.00
Percentage
20.00

15.00 10.64 11.35

8.51
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently keep bringing up ethical concerns.

Table 4.21 Self-Management – “Publicly admitting their mistakes

Nvr Rarely Sometime Often Consistently

Freq. 75 64 48 122 114

Percentage 17.73 15.13 11.35 28.84 26.95

Analysis:
The above table shows that 17.73 and 15.13 percentages of the employees in IT sector never
or rarely publicly admit the mistakes that they have committed. While 28.84 and 26.95
percentages of the employees often and consistently publicly admit the mistakes that they
have committed.

Graph 4.19 Self-Management – “Publicly admitting their mistakes

Percentage
28.84
30.00 26.95

25.00

20.00 17.73
15.13 Percentage
15.00 11.35

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently publicly admit the mistakes that they have committed.

Table 4.22 Self-Management – “Always act on values

Nvr Rarely Sometime Often Consistently

Freq. 35 41 44 154 149

Percentage 8.27 9.69 10.40 36.41 35.22

Analysis:
The above table shows that 8.27 and 9.69 percentages of the employees in IT sector never or
rarely act on values. While 36.41 and 35.22 percentages of the employees often and
consistently act on values.

Graph 4.20 Self-Management – “Always act on values

Percentage

40.00 36.41 35.22

35.00

30.00

25.00
Percentage
20.00

15.00 10.40
9.69
8.27
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently act on values.

Table 4.23 Self-Management – “Open to new ideas

Nvr Rarely Sometime Often Consistently

Freq. 42 43 44 152 142

Percentage 9.93 10.17 10.40 35.93 33.57

Analysis:
The above table shows that 9.93 and 10.17 percentages of the employees in IT sector never or
rarely are open to new ideas. While 35.93 and 33.57 percentages of the employees often and
consistently are open to new ideas.

Graph 4.21 Self-Management – “Open to new ideas

Percentage

40.00 35.93
33.57
35.00

30.00

25.00
Percentage
20.00

15.00 9.93 10.17 10.40

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently are open to new ideas.

Table 4.24 Self-Management – “Can adapt to situations

Nvr Rarely Sometime Often Consistently

Freq. 45 42 56 126 154

Percentage 10.64 9.93 13.24 29.79 36.41

Analysis:
The above table shows that 10.64 and 9.93 percentages of the employees in IT sector never or
rarely can adapt to situations. While 29.79 and 36.41 percentages of the employees often and
consistently can adapt to situations.

Graph 4.22 Self-Management – “Can adapt to situations

Percentage

40.00 36.41

35.00
29.79
30.00

25.00
Percentage
20.00
13.24
15.00 10.64 9.93
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently can adapt to situations.

Table 4.25 Self-Management – “can handle unexpected demands

Nvr Rarely Sometime Often Consistently

Freq. 54 52 72 120 125

Percentage 12.77 12.29 17.02 28.37 29.55

Analysis:
The above table shows that 12.77 and 12.29 percentages of the employees in IT sector never
or rarely can handle unexpected demands. While 28.37 and 29.55 percentages of the
employees often and consistently can handle unexpected demands.

Graph 4.23 Self-Management – “can handle unexpected demands

Percentage
29.55
28.37
30.00

25.00

20.00 17.02
Percentage
15.00 12.77 12.29

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently can handle unexpected demands.

Table 4.26 Self-Management – “can adapt or change strategy

Nvr Rarely Sometime Often Consistently

Freq. 67 24 112 122 98

Percentage 15.84 5.67 26.48 28.84 23.17

Analysis:
The above table shows that 15.84 and 5.67 percentages of the employees in IT sector never or
rarely can handle unexpected demands. While 28.84 and 23.17 percentages of the employees
often and consistently can handle unexpected demands.

Table 4.24 Self-Management – “can adapt or change strategy

Percentage
28.84
30.00 26.48
23.17
25.00

20.00
15.84
Percentage
15.00

10.00
5.67
5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently can adapt or change strategy.

Table 4.27 Self-Management – “capable of improving performance

Nvr Rarely Sometime Often Consistently

Freq. 35 38 105 124 121

Percentage 8.27 8.98 24.82 29.31 28.61

Analysis:
The above table shows that 8.27 and 8.98 percentages of the employees in IT sector never or
rarely are capable of improving performance. While 29.31 and 28.61 percentages of the
employees often and consistently are capable of improving performance.

Table 4.25 Self-Management – “capable of improving performance

Percentage
29.31 28.61
30.00
24.82
25.00

20.00
Percentage
15.00

8.27 8.98
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently capable of improving performance.

Table 4.28 Self-Management – “can set challenging goals

Nvr Rarely Sometime Often Consistently

Freq. 47 45 110 113 108

Percentage 11.11 10.64 26.00 26.71 25.53

Analysis:
The above table shows that 11.11 and 10.64 percentages of the employees in IT sector never
or rarely are capable of setting challenging goals. While 26.71 and 25.53 percentages of the
employees often and consistently are capable of setting challenging goals.

Graph 4.26 Self-Management – “can set challenging goals

Percentage

30.00 26.71
26.00 25.53
25.00

20.00
Percentage
15.00
11.11 10.64
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently capable of setting challenging goals.

Table 4.29 Self-Management – “can anticipate obstacles

Nvr Rarely Sometime Often Consistently

Freq. 50 54 95 115 109

Percentage 11.82 12.77 22.46 27.19 25.77

Analysis:
The above table shows that 11.82 and 12.77 percentages of the employees in IT sector never
or rarely are capable of anticipating obstacles. While 27.19 and 25.77 percentages of the
employees often and consistently are capable of anticipating obstacles.

Graph 4.27 Self-Management – “can anticipate obstacles

Percentage

30.00 27.19
25.77
25.00 22.46

20.00
Percentage
15.00 12.77
11.82

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently capable of anticipating obstacles.

Table 4.30 Self-Management – “can calculated risks

Nvr Rarely Sometime Often Consistently

Freq. 42 46 125 115 95

Percentage 9.93 10.87 29.55 27.19 22.46

Analysis:
The above table shows that 9.93 and 10.87 percentages of the employees in IT sector never or
rarely are capable of taking calculated risks. While 27.19 and 22.46 percentages of the
employees often and consistently are capable of taking calculated risks.

Table 4.28 Self-Management – “can calculated risks

Percentage
29.55
30.00 27.19

25.00 22.46

20.00
Percentage
15.00
10.87
9.93
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently capable of taking calculated risks.

Table 4.31 Self-Management – “can address current opportunities

Nvr Rarely Sometime Often Consistently

Freq. 64 54 75 122 108

Percentage 15.13 12.77 17.73 28.84 25.53

Analysis:
The above table shows that 15.13 and 12.77 percentages of the employees in IT sector never
or rarely can address current opportunities. While 28.84 and 25.53 percentages of the
employees often and consistently can address current opportunities.

Graph 4.29 Self-Management – “can address current opportunities

Percentage
28.84
30.00
25.53
25.00

20.00 17.73
15.13 Percentage
15.00 12.77

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently can address current opportunities.

Table 4.32 Self-Management – “seek new information

Nvr Rarely Sometime Often Consistently

Freq. 64 52 64 131 112

Percentage 15.13 12.29 15.13 30.97 26.48

Analysis:
The above table shows that 15.13 and 12.29 percentages of the employees in IT sector never
or rarely seek new information. While 30.97 and 26.48 percentages of the employees often
and consistently seek new information.

Graph 4.30 Self-Management – “seek new information

Percentage

35.00 30.97

30.00 26.48

25.00

20.00 Percentage
15.13 15.13
15.00 12.29

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently seek new information.

Table 4.33 Self-Management – “make extra efforts

Nvr Rarely Sometime Often Consistently

Freq. 48 44 58 138 135

Percentage 11.35 10.40 13.71 32.62 31.91

Analysis:
The above table shows that 11.35 and 10.40 percentages of the employees in IT sector never
or rarely make extra efforts. While 32.62 and 31.91 percentages of the employees often and
consistently make extra efforts.

Graph 4.31 Self-Management – “make extra efforts

Percentage

35.00 32.62 31.91

30.00

25.00

20.00 Percentage
13.71
15.00 11.35 10.40
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently make extra efforts.

Table 4.34 Self-Management – “initiate actions for future

Nvr Rarely Sometime Often Consistently

Freq. 54 51 59 135 124

Percentage 12.77 12.06 13.95 31.91 29.31

Analysis:
The above table shows that 12.77 and 12.06 percentages of the employees in IT sector never
or rarely initiate actions for future. While 31.91 and 29.31 percentages of the employees often
and consistently initiate actions for future.

Graph 4.32 Self-Management – “initiate actions for future

Percentage

35.00 31.91
29.31
30.00

25.00

20.00 Percentage
13.95
12.77 12.06
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently initiate actions for future.

Table 4.35 Self-Management – “have positive expectations

Nvr Rarely Sometime Often Consistently

Freq. 65 66 75 102 115

Percentage 15.37 15.60 17.73 24.11 27.19

Analysis:
The above table shows that 15.37 and 15.60 percentages of the employees in IT sector never
or rarely have any positive expectations. While 24.11 and 27.19 percentages of the employees
often and consistently have positive expectations.

Graph 4.33 Self-Management – “have positive expectations

Percentage

30.00 27.19
24.11
25.00

20.00 17.73
15.37 15.60
Percentage
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently have positive expectations.

Table 4.36 Self-Management – “Are you optimistic about the future

Nvr Rarely Sometime Often Consistently

Freq. 35 32 87 135 134

Percentage 8.27 7.57 20.57 31.91 31.68

Analysis:
The above table shows that 8.27 and 7.57 percentages of the employees in IT sector never or
rarely are optimistic about the future. While 24.11 and 27.19 percentages of the employees
often and consistently are optimistic about the future.

Graph 4.34 Self-Management – “Are you optimistic about the future

Percentage

35.00 31.91 31.68

30.00

25.00 20.57
20.00 Percentage

15.00
8.27 7.57
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently are optimistic about the future.

Table 4.37 Self-Management – “Are you resilient

Nvr Rarely Sometime Often Consistently

Freq. 54 75 37 125 132

Percentage 12.77 17.73 8.75 29.55 31.21

Analysis:
The above table shows that 12.77 and 17.73 percentages of the employees in IT sector never
or rarely are resilient. While 29.55 and 31.21 percentages of the employees often and
consistently are resilient.

Graph 4.35 Self-Management – “Are you resilient

Percentage

35.00 31.21
29.55
30.00

25.00
17.73 Percentage
20.00
12.77
15.00
8.75
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently are resilient.

Table 4.38 Self-Management – “Learning from setbacks

Nvr Rarely Sometime Often Consistently

Freq. 42 43 98 125 115

Percentage 9.93 10.17 23.17 29.55 27.19

Analysis:
The above table shows that 9.93 and 10.17 percentages of the employees in IT sector never or
rarely learn from setbacks. While 29.55 and 27.19 percentages of the employees often and
consistently learn from setbacks.

Graph 4.36 Self-Management – “Learning from setbacks

Percentage
29.55
30.00 27.19

23.17
25.00

20.00
Percentage
15.00
9.93 10.17
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently learn from setbacks.

Table 4.39 Social Awareness – “Are you a good listener

Nvr Rarely Sometime Often Consistently

Freq. 35 38 98 130 122

 Percentage 8.27 8.98 23.17 30.73 28.84

Analysis:
The above table shows that 8.27 and 8.98 percentages of the employees in IT sector are never
or rarely good listeners. While 30.73 and 28.84 percentages of the employees do agree that
they are often and consistently good listeners.

Graph 4.37 Social Awareness – “Are you a good listener

Percentage

35.00 30.73
28.84
30.00
23.17
25.00

20.00 Percentage

15.00
8.27 8.98
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently agree that they are good listeners.

Table 4.40 Social Awareness – Can read non-verbal cues

Nvr Rarely Sometime Often Consistently

 Freq. 64 34 80 120 125

Percentage 15.13 8.04 18.91 28.37 29.55

Analysis:
The above table shows that 8.27 and 8.98 percentages of the employees in IT sector can never
or rarely read non-verbal cues. While 30.73 and 28.84 percentages of the employees do agree
that they can often and consistently read non-verbal cues.

Graph 4.38 Social Awareness – Can read non-verbal cues

Percentage
29.55
28.37
30.00

25.00
18.91
20.00
15.13 Percentage
15.00

8.04
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently can read non-verbal cues.

Table 4.41 Social Awareness – Are you open to Diversity

 Nvr Rarely Sometime Often Consistently

Freq. 39 55 78 115 136

Percentage 9.22 13.00 18.44 27.19 32.15

Analysis:
The above table shows that 9.22 and 13 percentages of the employees in IT sector are never
or rarely open to diversity. While 27.19 and 32.15 percentages of the employees do agree that
they are often and consistently open to diversity.

Graph 4.39 Social Awareness – Are you open to Diversity

Percentage

35.00 32.15

30.00 27.19

25.00
18.44
20.00 Percentage
13.00
15.00
9.22
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they are often and consistently open to diversity.

Table 4.42 Social Awareness – Do you see others perspectives

Nvr Rarely Sometime Often Consistently

 Freq. 30 45 72 134 142

Percentage 7.09 10.64 17.02 31.68 33.57

Analysis:
The above table shows that 7.09 and 10.64 percentages of the employees in IT sector never or
rarely see others perspectives. While 31.68 and 33.57 percentages of the employees do agree
that they often and consistently see others perspectives.

Graph 4.40 Social Awareness – Do you see others perspectives

Percentage
33.57
35.00 31.68

30.00

25.00

20.00 17.02 Percentage

15.00 10.64
10.00 7.09

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently see others perspectives.

Table 4.43 Social Awareness – Good understanding of informal structure

 Nvr Rarely Sometime Often Consistently

Freq. 40 78 108 112 85

Percentage 9.46 18.44 25.53 26.48 20.09

Analysis:
The above table shows that 9.46 and 18.44 percentages of the employees in IT sector never or
rarely have a good understanding of informal structure at the workplace. While 26.48 and
20.09 percentages of the employees do agree that they often and consistently have good
understanding of the informal structure at the workplace.

Graph 4.41 Social Awareness – Good understanding of informal structure

Percentage

30.00 26.48
25.53
25.00
20.09
18.44
20.00
Percentage
15.00
9.46
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently have a good understanding of the informal structure at
the workplace.

Table 4.44 Social Awareness – Good understanding of workplace climate and culture
 Nvr Rarely Sometime Often Consistently

Freq. 31 74 115 118 85

Percentage 7.33 17.49 27.19 27.90 20.09

Analysis:
The above table shows that 7.33 and 17.49 percentages of the employees in IT sector never or
rarely have a good understanding of workplace climate and culture. While 27.90 and 20.09
percentages of the employees do agree that they often and consistently have good
understanding of workplace climate and culture.

Graph 4.42 Social Awareness – Good understanding of workplace climate and culture

Percentage

30.00 27.19 27.90

25.00
20.09
20.00 17.49
Percentage
15.00

10.00 7.33

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently have a good understanding of the workplace climate
and culture.

Table 4.45 Social Awareness – Good understanding of organizational politics

 Nvr Rarely Sometime Often Consistently

Freq. 58 75 87 115 88

Percentage 13.71 17.73 20.57 27.19 20.80

Analysis:
The above table shows that 13.71 and 17.73 percentages of the employees in IT sector never
or rarely have a good understanding of organizational politics. While 27.19 and 20.80
percentages of the employees do agree that they often and consistently have good
understanding of organizational politics.

Graph 4.43 Social Awareness – Good understanding of organizational politics

Percentage

30.00 27.19

25.00
20.57 20.80

20.00 17.73

13.71 Percentage
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently have a good understanding of the organizational
politics.

Table 4.46 Social Awareness – Can easily identify underlying issues

 Nvr Rarely Sometime Often Consistently

Freq. 65 87 54 105 112

Percentage 15.37 20.57 12.77 24.82 26.48

Analysis:
The above table shows that 15.37 and 20.57 percentages of the employees in IT sector never
or rarely can identify underlying issues. While 24.82 and 26.48 percentages of the employees
do agree that they often and consistently can identify underlying issues.

Graph 4.44 Social Awareness – Can easily identify underlying issues

Percentage

30.00 26.48
24.82
25.00
20.57
20.00
15.37 Percentage
15.00 12.77

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently identify underlying issues.

Table 4.47 Social Awareness – Always make myself available

 Nvr Rarely Sometime Often Consistently

Freq. 43 75 84 115 106

Percentage 10.17 17.73 19.86 27.19 25.06

Analysis:
The above table shows that 10.17 and 17.73 percentages of the employees in IT sector never
or rarely make themselves available. While 27.19 and 25.06 percentages of the employees do
agree that they often and consistently make themselves available.

Graph 4.45 Social Awareness – Always make myself available

Percentage

30.00 27.19
25.06
25.00
19.86
20.00 17.73
Percentage
15.00
10.17
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently make themselves available.

Table 4.48 Social Awareness – Can monitor their satisfaction

 Nvr Rarely Sometime Often Consistently

Freq. 45 54 87 121 116

Percentage 10.64 12.77 20.57 28.61 27.42

Analysis:
The above table shows that 10.64 and 12.77 percentages of the employees in IT sector never
or rarely can monitor their satisfaction. While 28.61 and 27.42 percentages of the employees
do agree that they often and consistently can monitor their satisfaction.

Graph 4.46 Social Awareness – Can monitor their satisfaction

Percentage
28.61
30.00 27.42

25.00
20.57
20.00
Percentage
15.00 12.77
10.64
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently can monitor their satisfaction.

Table 4.49 Social Awareness – Taking personal responsibility

 Nvr Rarely Sometime Often Consistently

Freq. 28 32 122 125 116

Percentage 6.62 7.57 28.84 29.55 27.42

Analysis:
The above table shows that 6.62 and 7.57 percentages of the employees in IT sector never or
rarely prefer taking personal responsibilities. While 29.55 and 27.42 percentages of the
employees do agree that they often and consistently prefer taking on personal responsibilities.

Graph 4.47 Social Awareness – Taking personal responsibility

Percentage
28.84 29.55
30.00 27.42

25.00

20.00
Percentage
15.00

10.00 7.57
6.62

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently prefer taking on personal responsibilities.

Table 4.50 Social Awareness – Identifying customer needs

 Nvr Rarely Sometime Often Consistently

Freq. 30 35 124 119 115

Percentage 7.09 8.27 29.31 28.13 27.19

Analysis:
The above table shows that 7.09 and 8.27 percentages of the employees in IT sector never or
rarely can identify customer needs. While 28.13 and 27.19 percentages of the employees do
agree that they often and consistently can identify customer needs.

Table 4.48 Social Awareness – Identifying customer needs

Percentage
29.31
28.13
30.00 27.19

25.00

20.00
Percentage
15.00

8.27
10.00 7.09

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently can identify customer needs.

Table 4.51 Relationship management – Recognising strengths in others

 Nvr Rarely Sometime Often Consistently

Freq. 28 32 126 121 116

Percentage 6.62 7.57 29.79 28.61 27.42

Analysis:
The above table shows that 6.62 and 7.57 percentages of the employees in IT sector never or
rarely can recognise strengths in others. While 28.61 and 27.42 percentages of the employees
do agree that they often and consistently can recognise strengths in others.

Graph 4.49 Relationship management – Recognising strengths in others

Percentage
29.79
28.61
30.00 27.42

25.00

20.00
Percentage
15.00

10.00 7.57
6.62

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently recognise strengths in others.

Table 4.51 Relationship management – Providing support to others

 Nvr Rarely Sometime Often Consistently

Freq. 26 35 124 120 118

Percentage 6.15 8.27 29.31 28.37 27.90

Analysis:
The above table shows that 6.15 and 8.27 percentages of the employees in IT sector never or
rarely prefer providing support to others. While 28.37 and 27.90 percentages of the
employees do agree that they often and consistently prefer providing support to others.

Graph 4.51 Relationship management – Providing support to others

Percentage
29.31
28.37 27.90
30.00

25.00

20.00
Percentage
15.00

8.27
10.00
6.15

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently prefer providing support to others.

Table 4.52 Relationship management – Giving constructive feedback

 Nvr Rarely Sometime Often Consistently

Freq. 36 42 122 109 114

Percentage 8.51 9.93 28.84 25.77 26.95

Analysis:
The above table shows that 8.51 and 9.93 percentages of the employees in IT sector never or
rarely prefer giving constructive feedback. While 25.77 and 26.95 percentages of the
employees do agree that they often and consistently prefer giving constructive feedback.

Graph 4.50 Relationship management – Giving constructive feedback

Percentage
28.84
30.00 26.95
25.77
25.00

20.00
Percentage
15.00
9.93
8.51
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently prefer giving constructive feedback.

Table 4.53 Relationship management – Being a mentor to others

 Nvr Rarely Sometime Often Consistently

Freq. 35 41 123 110 114

Percentage 8.27 9.69 29.08 26.00 26.95

Analysis:
The above table shows that 8.27 and 9.69 percentages of the employees in IT sector never or
rarely prefer being a mentor to others. While 26 and 26.95 percentages of the employees do
agree that they often and consistently prefer being a mentor to others.

Graph 4.51 Relationship management – Being a mentor to others

Percentage
29.08
30.00 26.95
26.00

25.00

20.00
Percentage
15.00
9.69
8.27
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently prefer being a mentor to others.

Table 4.54 Relationship management – Leading by example

 Nvr Rarely Sometime Often Consistently

Freq. 25 32 124 126 116

Percentage 5.91 7.57 29.31 29.79 27.42

Analysis:
The above table shows that 5.91 and 7.57 percentages of the employees in IT sector never or
rarely prefer leading by example. While 29.79 and 27.42 percentages of the employees do
agree that they often and consistently prefer leading by example.

Graph 4.52 Relationship management – Leading by example

Percentage
29.31 29.79
30.00 27.42

25.00

20.00
Percentage
15.00

10.00 7.57
5.91

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently prefer leading by example.

Table 4.55 Relationship management – Do you stimulate enthusiasm in others

 Nvr Rarely Sometime Often Consistently

Freq. 26 30 135 119 113

Percentage 6.15 7.09 31.91 28.13 26.71

Analysis:
The above table shows that 6.15 and 7.09 percentages of the employees in IT sector never or
rarely stimulate enthusiasm in others. While 29.79 and 27.42 percentages of the employees
do agree that they often and consistently stimulate enthusiasm in others.

Graph 4.53 Relationship management – Do you stimulate enthusiasm in others

Percentage

35.00 31.91
28.13
30.00 26.71

25.00

20.00 Percentage

15.00

10.00 6.15 7.09

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently stimulate enthusiasm in others.

Table 4.56 Relationship management – Do you inspire others

 Nvr Rarely Sometime Often Consistently

Freq. 31 29 132 118 113

Percentage 7.33 6.86 31.21 27.90 26.71

Analysis:
The above table shows that 7.33 and 6.86 percentages of the employees in IT sector never or
rarely believe that they inspire others. While 27.90 and 26.71 percentages of the employees
do agree that they often and consistently believe that they inspire others.

Graph 4.54 Relationship management – Do you inspire others

Percentage

35.00 31.21
27.90
30.00 26.71

25.00

20.00 Percentage

15.00

10.00 7.33 6.86

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently believe that they inspire others.

Table 4.57 Relationship management – Communicating with a compelling vision

 Nvr Rarely Sometime Often Consistently

Freq. 25 28 125 132 113

Percentage 5.91 6.62 29.55 31.21 26.71

Analysis:
The above table shows that 5.91 and 6.62 percentages of the employees in IT sector never or
rarely communicate with a compelling vision. While 31.21 and 26.71 percentages of the
employees do agree that they often and consistently communicate with a compelling vision.

Graph 4.55 Relationship management – Communicating with a compelling vision

Percentage

35.00 31.21
29.55
30.00 26.71

25.00

20.00 Percentage

15.00

10.00 5.91 6.62

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently communicate with a compelling vision.

Table 4.58 Relationship management – Identifying a general need for change in others
 Nvr Rarely Sometime Often Consistently

Freq. 56 48 118 103 98

Percentage 13.24 11.35 27.90 24.35 23.17

Analysis:
The above table shows that 13.24 and 11.35 percentages of the employees in IT sector never
or rarely identify a general need for change in others. While 31.21 and 26.71 percentages of
the employees do agree that they often and consistently identify a general need for change in
others.

Graph 4.56 Relationship management – Identifying a general need for change in others

Percentage

30.00 27.90
24.35
23.17
25.00

20.00
Percentage
13.24
15.00 11.35

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently identify a general need for change in others.

Table 4.59 Relationship management – Act to support change

 Nvr Rarely Sometime Often Consistently

Freq. 42 45 122 115 99

Percentage 9.93 10.64 28.84 27.19 23.40

Analysis:
The above table shows that 9.93 and 10.64 percentages of the employees in IT sector never or
rarely act to support any sort of change. While 27.19 and 23.40 percentages of the employees
do agree that they often and consistently act to support any change.

Graph 4.57 Relationship management – Act to support change

Percentage
28.84
30.00 27.19

23.40
25.00

20.00
Percentage
15.00
9.93 10.64
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently act to support any change.

Table 4.60 Relationship management – Do you personally lead change

 Nvr Rarely Sometime Often Consistently

Freq. 35 42 112 125 109

Percentage 8.27 9.93 26.48 29.55 25.77

Analysis:
The above table shows that 8.27 and 9.93 percentages of the employees in IT sector never or
rarely personally lead changes. While 29.55 and 25.77 percentages of the employees do agree
that they often and consistently personally lead changes.

Graph 4.58 Relationship management – Do you personally lead change

Percentage
29.55
30.00 26.48 25.77
25.00

20.00
Percentage
15.00
9.93
8.27
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently personally lead changes.

Table 4.61 Relationship management – Do you champion change

 Nvr Rarely Sometime Often Consistently

Freq. 44 56 108 98 117

Percentage 10.40 13.24 25.53 23.17 27.66

Analysis:
The above table shows that 10.40 and 13.24 percentages of the employees in IT sector never
or rarely champion changes. While 23.17 and 27.66 percentages of the employees do agree
that they often and consistently champion changes.

Graph 4.59 Relationship management – Do you champion change

Percentage

30.00 27.66
25.53
23.17
25.00

20.00
Percentage
13.24
15.00
10.40
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently champion changes.

Table 4.62 Relationship management – Can you engage audience

 Nvr Rarely Sometime Often Consistently

Freq. 45 68 98 102 110

Percentage 10.64 16.08 23.17 24.11 26.00

Analysis:
The above table shows that 10.64 and 16.08 percentages of the employees in IT sector never
or rarely believe that they can engage audience. While 24.11 and 26 percentages of the
employees do agree that they often and consistently believe that they can engage audience.

Graph 4.60 Relationship management – Can you engage audience

Percentage

30.00
26.00
24.11
23.17
25.00

20.00
16.08
Percentage
15.00
10.64
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently believe that they can engage audience.

Table 4.63 Relationship management – Anticipating impact of actions or words

 Nvr Rarely Sometime Often Consistently

Freq. 49 58 94 100 122

Percentage 11.58 13.71 22.22 23.64 28.84

Analysis:
The above table shows that 11.58 and 13.71 percentages of the employees in IT sector never
or rarely anticipate impact of actions or words. While 23.64 and 28.84 percentages of the
employees do agree that they often and consistently anticipate the impact of actions or words.

Graph 4.61 Relationship management – Anticipating impact of actions or words

Percentage
28.84
30.00
23.64
25.00 22.22

20.00
13.71 Percentage
15.00 11.58

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently anticipate the impact of actions or words.

Table 4.64 Relationship management – Usage of indirect influence on others

 Nvr Rarely Sometime Often Consistently

Freq. 54 56 88 119 106

Percentage 12.77 13.24 20.80 28.13 25.06

Analysis:
The above table shows that 12.77 and 13.24 percentages of the employees in IT sector never
or rarely believe that they can use indirect influence on others. While 28.13 and 25.06
percentages of the employees do agree that they often and consistently believe that they can
use indirect influence on others.

Graph 4.62 Relationship management – Usage of indirect influence on others

Percentage
28.13
30.00
25.06
25.00
20.80

20.00
Percentage
12.77 13.24
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently believe that they can indirect influence on others.

Table 4.65 Relationship management – Developing behind the scene support

 Nvr Rarely Sometime Often Consistently

Freq. 42 48 95 125 113

Percentage 9.93 11.35 22.46 29.55 26.71

Analysis:
The above table shows that 9.93 and 11.35 percentages of the employees in IT sector never or
rarely develop behind the scene support. While 29.55 and 26.71 percentages of the employees
do agree that they often and consistently develop behind the scene support.

Graph 4.63 Relationship management – Developing behind the scene support

Percentage
29.55
30.00 26.71

25.00 22.46

20.00
Percentage
15.00 11.35
9.93
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently develop behind the scene support.

Table 4.66 Relationship management – Airing disagreement

 Nvr Rarely Sometime Often Consistently

Freq. 66 68 96 98 95

Percentage 15.60 16.08 22.70 23.17 22.46

Analysis:
The above table shows that 15.60 and 16.08 percentages of the employees in IT sector never
or rarely air any sorts of disagreements. While 23.17 and 22.46 percentages of the employees
do agree that they often and consistently air disagreements.

Graph 4.64 Relationship management – Airing disagreement

Percentage

25.00 22.70 23.17 22.46

20.00
15.60 16.08

15.00 Percentage

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently air disagreements.

Table 4.67 Relationship management – Being objective

 Nvr Rarely Sometime Often Consistently

Freq. 35 41 92 124 131

Percentage 8.27 9.69 21.75 29.31 30.97

Analysis:
The above table shows that 8.27 and 9.69 percentages of the employees in IT sector never or
rarely believe that they can maintain objectivity. While 29.31 and 30.97 percentages of the
employees do agree that they often and consistently can maintain objectivity.

Graph 4.65 Relationship management – Being objective

Percentage

35.00 30.97
29.31
30.00

25.00 21.75

20.00 Percentage

15.00
9.69
8.27
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently believe that they can maintain objectivity.

Table 4.68 Relationship management – Able to address conflicts

 Nvr Rarely Sometime Often Consistently

Freq. 54 57 87 112 113

Percentage 12.77 13.48 20.57 26.48 26.71

Analysis:
The above table shows that 12.77 and 13.48 percentages of the employees in IT sector never
or rarely believe that they can address conflicts. While 26.48 and 26.71 percentages of the
employees do agree that they often and consistently can address conflicts.

Table 4.66 Relationship management – Able to address conflicts

Percentage

30.00 26.48 26.71

25.00
20.57
20.00
Percentage
12.77 13.48
15.00

10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently believe that they can address conflicts.

Table 4.69 Relationship management – Trying to achieve win-win solutions

 Nvr Rarely Sometime Often Consistently

Freq. 34 41 95 117 136

Percentage 8.04 9.69 22.46 27.66 32.15

Analysis:
The above table shows that 8.04 and 9.69 percentages of the employees in IT sector never or
rarely strive towards achieving win-win solutions. While 27.66 and 32.15 percentages of the
employees do agree that they often and consistently strive towards achieving win-win
solutions.

Graph 4.67 Relationship management – Trying to achieve win-win solutions

Percentage

35.00 32.15

30.00 27.66

25.00 22.46

20.00 Percentage

15.00
9.69
8.04
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently strive towards achieving win-win solutions.

Table 4.70 Relationship management – Do you cooperate with others

 Nvr Rarely Sometime Often Consistently

Freq. 22 24 75 154 148

Percentage 5.20 5.67 17.73 36.41 34.99

Analysis:
The above table shows that 5.20 and 5.67 percentages of the employees in IT sector never or
rarely try cooperating with others. While 36.41 and 34.99 percentages of the employees do
agree that they often and consistently try cooperating with others.

Graph 4.68 Relationship management – Do you cooperate with others

Percentage

40.00 36.41
34.99
35.00

30.00

25.00
Percentage
17.73
20.00

15.00

10.00 5.20 5.67

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently try cooperating with others.

Table 4.71 Relationship management – Soliciting inputs from others

 Nvr Rarely Sometime Often Consistently

Freq. 35 48 84 124 132

Percentage 8.27 11.35 19.86 29.31 31.21

Analysis:
The above table shows that 8.27 and 11.35 percentages of the employees in IT sector never or
rarely solicit inputs from others. While 29.31 and 31.21 percentages of the employees do
agree that they often and consistently solicit inputs from others.

Table 4.69 Relationship management – Soliciting inputs from others

Percentage

35.00 31.21
29.31
30.00

25.00
19.86
20.00 Percentage

15.00 11.35
8.27
10.00

5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently solicit inputs from others.

Table 4.72 Relationship management – Do you encourage others?

 Nvr Rarely Sometime Often Consistently

Freq. 12 15 112 132 152

Percentage 2.84 3.55 26.48 31.21 35.93

Analysis:
The above table shows that 2.84 and 3.55 percentages of the employees in IT sector never or
rarely encourage others. While 31.21 and 35.93 percentages of the employees do agree that
they often and consistently encourage others.

Table 4.70 Relationship management – Do you encourage others?

Percentage

40.00 35.93
35.00 31.21

30.00 26.48

25.00
Percentage
20.00

15.00

10.00
2.84 3.55
5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently encourage others.

Table 4.73 Relationship management – Building bonds with others

 Nvr Rarely Sometime Often Consistently

Freq. 24 37 117 121 124

Percentage 5.67 8.75 27.66 28.61 29.31

Analysis:
The above table shows that 5.67 and 8.75 percentages of the employees in IT sector never or
rarely try building bonds with others. While 28.61 and 29.31 percentages of the employees do
agree that they often and consistently build bonds with others.

Graph 4.71 Relationship management – Building bonds with others

Percentage
28.61 29.31
30.00 27.66

25.00

20.00
Percentage
15.00
8.75
10.00
5.67
5.00

0.00
Nvr Rarely Sometime Often Consistently

Interpretation
The above graph shows that majority of the employees in the IT sector across Bangalore do
agree that they often and consistently build bonds with others.

Objective 1:
To identify the significant factors determining the EI of IT employees and empirically
evaluate the strength of each factor.

Exploratory Factor Analysis (EFA) – Principal Component Analysis (PCA)

EFA was done to validate the instrument used for the study.

EFA for Self-Awareness

To extract the factors for the Self-Awareness scale, Principal Component Analysis (PCA)
was used by the researcher incorporating Varimax rotation. PCA is variance based extraction
method of factor analysis. In this study the researcher has used KMO & Bartlett’s Test,
Extraction communalities and Rotated Varimax Factor loadings to finalize on the factors and
items for the Self-Awareness scale. There were 12 items used in this analysis. From KMO &
Bartlett’s table, the Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy is reported
to be high (.943) and Bartlett's Test (p=<.001) suggested that PCA could be undertaken.

Table 4.74: KMO and Bartlett's Test – Self-Awareness Scale

Kaiser-Meyer-Olkin Measure of Sampling

.943
Adequacy.

Bartlett's Test of Approx. Chi-Square 4773.198

Sphericity
Df 422

Sig. .000

PCA analysis extracted three factors with a cumulative 52.026 variance. The variance
explained ranged from 36.872 to 52.026. Thus, the extraction of 3 factors explained 52% of
the variance which is generally seen as satisfactory in studies within social sciences (Hair et
al., 1998).
Table 4.75: Self-Awareness Factors
Percentage
Factor
Factors Item No. No. of Items of Variance
Loadings
explained

Emotional Are you aware of .444 4 36.872

 your own feelings?

Are you aware of

what triggers you? .708

Self- Do you understand

Awareness implications of
your own .731
emotions?

Do you have
emotional insight? .724

Are you aware of

your own strengths .846 4 10.380
and limits?

Are you open to

Accurate .843
feedback?
Self-
Assessment Do you have a
sense of humour .828
about yourself?

Do you solicit
.725
honest critics?

Are you confident

in your job .642 4 4.774
capability?

Do you believe in
Self- yourself? .779
confidence
Are you self-
assured? .830

Do you feel that

you have presence? .743

Total 12 52.026

In summary, PCA of Self-Awareness scale revealed a three factor structure of 12 items.

Factor 1: Emotional Self-Awareness has 4 items, Factor 2: Accurate Self-Assessment has 4
items, Factor 3: Self-confidence has 4 items.
EFA for Self-Management
To extract the factors for the Self-Management scale, Principal Component Analysis (PCA)
was used by the researcher incorporating Varimax rotation. PCA is variance based extraction
method of factor analysis. In this study the researcher has used KMO & Bartlett’s Test,
Extraction communalities and Rotated Varimax Factor loadings to finalize on the factors and
items for the Self-Awareness scale. There were 24 items used in this analysis. From KMO &
Bartlett’s table, the Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy is reported
to be high (.909) and Bartlett's Test (p=<.001) suggested that PCA could be undertaken.

Table 4.76: KMO and Bartlett's Test – Self-Management Scale

Kaiser-Meyer-Olkin Measure of Sampling

.909
Adequacy.

Bartlett's Test of Approx. Chi-Square 873.198

Sphericity
Df 422

Sig. .000

PCA analysis extracted three factors with a cumulative 86.166 variance. The variance
explained ranged from 56.633 to 86.166. Thus, the extraction of 6 factors explained 86% of
the variance which is generally seen as satisfactory in studies within social sciences (Hair et
al., 1998).
Table 4.77: Self-Management Factors
Percentage
Factor
Factors Item No. No. of Items of Variance
Loadings
explained

Emotional Do you show

.882 4 56.633
Self-control restraint?

Do you have
patience? .738

Do you respond .707

calmly?
 Do you stay
composed and .661
positive?

Do you keep up
.750 4 11.420
your promises?

Do you bring up
.614
ethical concerns?
Transparency
Do you publicly
.644
admit to mistakes?

Do you act on
.546
values?

Are you open to

.733 4 8.669
new ideas?

Do you adapt to
situations? .712

Adaptability Can you handle

unexpected .664
demands?

Can you adapt or

change strategy? .613

Are you capable of

improving .735 4 5.778
performance?

Do you set
challenging goals? .754
Achievement
Can you anticipate
obstacles? .812

Do you take
calculated risks? .809

Initiative Do you address

current .842 4 2.224
opportunities?

Do you seek .779

information?
 Do you make extra
efforts? .630

Do you initiate
actions for future? .643

Do you have
positive .737 4 1.442
expectations?

Are you optimistic

Optimism about the future? .781

Are you resilient? .790

Do you learn from

setbacks? .706

Total 24 86.166

In summary, PCA of Self-Management scale revealed a six factor structure of 24 items.

Factor 1: Emotional Self-control has 4 items, Factor 2: Transparency has 4 items, Factor 3:
Adaptability has 4 items, Factor 4: Achievement has 4 items, Factor 5: Initiative has 4 items,
Factor 6: Optimism has 4 items.

EFA for Social Awareness

To extract the factors for the Social Awareness scale, Principal Component Analysis (PCA)
was used by the researcher incorporating Varimax rotation. PCA is variance based extraction
method of factor analysis. In this study the researcher has used KMO & Bartlett’s Test,
Extraction communalities and Rotated Varimax Factor loadings to finalize on the factors and
items for the Self-Awareness scale. There were 12 items used in this analysis. From KMO &
Bartlett’s table, the Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy is reported
to be high (.957) and Bartlett's Test (p=<.001) suggested that PCA could be undertaken.
Table 4.78: KMO and Bartlett's Test – Social Awareness Scale

Kaiser-Meyer-Olkin Measure of Sampling

.957
Adequacy.

Bartlett's Test of Approx. Chi-Square 742.198

Sphericity
Df 422

Sig. .000
PCA analysis extracted three factors with a cumulative 52.026 variance. The variance
explained ranged from 31.318 to 47.472. Thus, the extraction of 3 factors explained 47% of
the variance which is generally seen as satisfactory in studies within social sciences (Hair et
al., 1998).
Table 4.79: Social Awareness Factors
Percentage
Factor No. of
Factors Item No. of Variance
Loadings Items
explained

Are you a good

.854 4 31.318
listener?

Can you read non-

verbal cues? .664
Empathy
Are you open to
diversity? .625

Do you see others’

perspectives? .624

Do you understand
.736 4 9.380
informal structure?

Do you understand
climate and .743
Organizationa culture?
l Awareness
Do you understand
organizational .728
politics?

Can you identify

.525
underlying issues?

Service Do you make

.682 4 6.774
Orientation yourself available?

Can you monitor .679

satisfaction?
 Do you take
personal .630
responsibility?

Can you identify

customer needs? .543

Total 12 47.472

In summary, PCA of Self-Awareness scale revealed a three factor structure of 12 items.

Factor 1: Empathy has 4 items, Factor 2: Organizational Awareness has 4 items, Factor 3:
Service Orientation has 4 items.

EFA for Relationship Management

To extract the factors for the Relationship Management scale, Principal Component Analysis
(PCA) was used by the researcher incorporating Varimax rotation. PCA is variance based
extraction method of factor analysis. In this study the researcher has used KMO & Bartlett’s
Test, Extraction communalities and Rotated Varimax Factor loadings to finalize on the
factors and items for the Self-Awareness scale. There were 24 items used in this analysis.
From KMO & Bartlett’s table, the Kaiser-Meyer-Olkin (KMO) Measure of Sampling
Adequacy is reported to be high (.916) and Bartlett's Test (p=<.001) suggested that PCA
could be undertaken.

Table 4.80: KMO and Bartlett's Test – Relationship Management Scale

Kaiser-Meyer-Olkin Measure of Sampling

.916
Adequacy.

Bartlett's Test of Approx. Chi-Square 658.298

Sphericity
Df 422

Sig. .000

PCA analysis extracted three factors with a cumulative 58.108 variance. The variance
explained ranged from 32.833 to 58.108. Thus, the extraction of 6 factors explained 58% of
the variance which is generally seen as satisfactory in studies within social sciences (Hair et
al., 1998).

Table 4.81: Relationship Management Factors

Percentage
Factor
Factors Item No. No. of Items of Variance
Loadings
explained

Do you recognise
.867 4 32.833
strengths in others?

Do you provide
support to others? .838
Developing
Others Do you give
constructive .807
feedback?

Do you act as a
mentor to others? .861

Do you lead by
.850 4 10.420
example?

Do you stimulate
.714
enthusiasm?
Inspirational
Do you inspire
Leadership .784
others?

Do you
communicate with
.596
a compelling
vision?

Change Can you identify a

Catalyst general need for .833 4 6.669
change in others?

Do you act to
support change? .812

Do you personally .864

lead change?
 Do you champion
change? .713

Can you engage

.775 4 4.778
audience?

Can you anticipate

impact of actions or .794
words?
Influence Can you use
indirect influence .712
on others?

Can you develop

behind the scenes .709
support?

Can you air

.742 4 2.128
disagreement?

Can you maintain

objectivity? .729
Conflict
Management Can you address
conflicts? .610

Do you strive
towards achieving .613
win-win solutions?

Do you cooperate
.637 4 1.280
with others?

Do you solicit
inputs from others? .681
Teamwork &
Collaboration Do you encourage
others? .590

Do you build bonds

with others? .586

Total 24 58.108

In summary, PCA of Self-Management scale revealed a six factor structure of 24 items.

Factor 1: Developing Others has 4 items, Factor 2: Inspirational Leadership has 4 items,
Factor 3: Change Catalyst has 4 items, Factor 4: Influence has 4 items, Factor 5: Conflict
Management has 4 items, Factor 6: Teamwork & Collaboration has 4 items.

Objective 2:
To measure the level of the factors of EI among IT employees in Bangalore.

Table 4.82: “indicates the minimum, maximum, µ and Sd of the variables”

“Descriptive Statistics”

N “Min” “Max” “”µ” “Sd

Self-Awareness 423 1.32 5.00 3.5688 .75190

Self-Management 423 1.50 5.00 3.7997 .76209

Social Awareness 423 1.52 5.00 3.6751 .75110

Relationship 423 1.24 5.00 3.3400 .88901

Management

Emotional 423 1.22 5.00 3.5200 .67667

Intelligence

The above table indicates the various constructs in the study along with their minimum,
maximum, mean and standard deviation values. Comparison of sub-dimensions of Emotional
Intelligence indicates that the IT employees experienced more Self-Management with a mean
score (3.79) followed by Social Awareness (3.67) and Self-Awareness (3.56) and
Relationship Management (3.34). The Emotional Intelligence of IT employees was found to
be moderate with a mean score of 3.52.
4.4 Section-3: Analysis based on Pearson Correlation
Objective 3:
To find out the relationship between the factors of EI among IT employees.

Hypothesis 1: There is no indication of considerable relationship amid Self-Awareness, Self-

Management, Social Awareness, Relationship Management and EI of IT employees.
Table 4.83: indicates the Karl Pearson’s coefficient of correlation amid the various
constructs
 Emotional Self- Self- Social Relationship
Intelligence Awareness Management Awareness Management

Emotional 1
Intelligence

Self- .723** 1 .
Awareness

Self- .706** .750** 1

Management

Social .644** .669** .580** 1

Awareness

Relationship .744** .742** .647** .620** 1

Management

**Correlation is significant at the 0.01 level (2-tailed).”

The correlation coefficient was calculated to measure the association between the four main
constructs in this study namely Emotional Intelligence, Self-Awareness, Self-Management,
Social Awareness & Relationship Management. The above table indicates a significant
positive association between the variables of the study at (p=0.01). A moderately high
association was witnessed among Emotional Intelligence, Relationship Management, Self-
Awareness and Self-Management. The strongest association was between EI and
Relationship Management (0.744) and the weakest association was witnessed between Self-
Management and Social Awareness (0.580). All associations are found to be important at
(p=0.01).
Hypothesis 1 is not supported and there is a “significant positive association between EI,
Self-Awareness, Self-Management, Social Awareness and Relationship Management.

4.5 Section-5: Analysis based on Regression Analysis

Objective 3:
To find out the relationship between and effect of the factors of EI among IT employees.
Hypothesis 2: There is no significant prediction of Self-Awareness (SA) by Emotional Self-
Awareness (ESA), Accurate self-Assessment (ASA) & Self-Confidence (SC).

Table 4.84: indicating the model summary of ESA, ASA, SC – SA.

Mod.”” “R” “R2”” “”Adj. R2 “S. Err.”

1 .546a .427 .424 .74484

“a. Pr: (Constant), ESA, ASA, SC

b. DV: SA”

Table 4.85: indicating ANOVA of ESA, ASA, SC – SA.

“Mod. “SSq.”““ “”deg. f MSq. ““F“ “ ““”Signi.
““ ”““

1 “Reg. 122.230 3 49.410 78.862 .000b

“Resid.” 148.085 419 .614

“T” 270.31 422

“a. DV: SA”

“b. Pr: (Constant), ESA, ASA, SC

Table 4.86: indicating regression coefficients of ESA, ASA, SC – SA

“Mod. “Unstd. Coeff. “Std. Coeff.” “t” “Sign.”

β” “S.Err. “β”

1 (Const.) 3.236 .155 13.436 .000

ESA .321 .054 .173 3.062 .000

ASA .256 .064 .144 2.881 .000

SC .477 .069 .374 6.888 .000

a. Dependent Variable: SA
To test if ESA, ASA & SC considerably forecasted the Self-Awareness factor or EI, multiple
regression method was adopted. The outcomes of the regression point to the three predictors
of SA exhibited (42.7%) of the variance (R 2=.427, F (3,419) = 78.862, p<.001). Table 4.86,
(p < .001) point out that comprehensive model is considerably decent in forecasting SA. It is
found that ESA (t(422) = 3.062, p<.01), ASA (t(422) = 2.881, p<.01), SC (t(422) = 6.888,
p<.01) considerably forecasted SA.
The regression equation is:
Self-Awareness = 3.236 + 0.321 (ESA) + 0.256 (ASA) + 0.477 (SC)
Hypothesis 2 is not supported and EAS, ASA, SC significantly influence SA of IT
employees.

Hypothesis 3: There is no significant prediction of Self-Management (SM) by Emotional

Self-Control (ESC), Transparency (TR), Adaptability (AD), Achievement (ACH), Initiative
(INI) & Optimism (OPT).

Table 4.87: indicating the model summary of ESC, TR, AD, ACH, INI, OPT – SM.
Mod.”” “R” “R2”” “”Adj. R2 “S. Err.”

1 .553a .527 .524 .64484

“a. Pr: (Constant), ESC, TR, AD, ACH, INI, OPT

b. DV: SM”

Table 4.88: indicating ANOVA of ESC, TR, AD, ACH, INI, OPT – SM.
“Mod. “SSq.”““ “”deg. f MSq. ““F“ “ ““”Signi.
““ ”““

1 “Reg. 111.421 1 109.421 478.120 .000b

“Resid.” 169.779 421 .219

“T” 281.200 422

“a. DV: SM”

“b. Pr: (Constant), ESC, TR, AD, ACH, INI, OPT

Table 4.89: indicating regression coefficients of ESC, TR, AD, ACH, INI, OPT – SM
“Mod. “Unstd. Coeff. “Std. “t” “Sign.”
Coeff.”
 β” S.Err. “β”

1 (Const.) 2.484 .155 10.436 .000

ESC .561 .054 .173 3.162 .000

TR .356 .064 .144 2.781 .000

AD .312 .024 -.184 5.647 .000

ACH .255 .028 -.092 2.953 .050

INI .214 .031 -.151 6.962 .000

OPT .114 .058 -.101 3.962 .000

a. Dependent Variable: SA

To test if ESC, TR, AD, ACH, INI, OPT considerably forecasted the Self-Management factor
of EI, multiple regression method was adopted. The outcomes of the regression point to the
six predictors of SM exhibited (52.7%) of the variance (R 2=.527, F (1,421) = 478.120,
p<.001). Table 4.89, (p < .001) point out that comprehensive model is considerably decent in
forecasting SM. It is found that ESC (t(422) = 3.162, p<.01), TR (t(422) = 2.781, p<.01), AD
(t(422) = 5.647, p<.01), ACH (t(422) = 2.953, p<.01), INI (t(422) = 6.962, p<.01), OPT
(t(422) = 3.962, p<.01) considerably forecasted SM.
The regression equation is:
Self-Management = 2.484 + 0.561 (ESC) + 0.356 (TR) + 0.312 (AD) + 0.255 (ACH) +
0.214 (INI) + 0.114 (OPT)
Hypothesis 3 is not supported and ESC, TR, AD, ACH, INI & OPT significantly
influence SM of IT employees.

Hypothesis 4: There is no significant prediction of Social Awareness (SCA) by Empathy

(EM), Organizational Awareness (OA) & Service Orientation (SO).

Table 4.90: indicating the model summary of EM, OA, SO – SCA.

Mod.”” “R” “R2”” “”Adj. R2 “S. Err.”
1 .423a .418 .414 .65484

“a. Pr: (Constant), EM, OA, SO

b. DV: SCA”

Table 4.91: indicating ANOVA of EM, OA, SO – SCA.

“Mod. “SSq.”““ “”deg. f MSq. ““F“ “ ““”Signi.
““ ”““

1 “Reg. 131.421 3 111.421 243.120 .000b

“Resid.” 189.779 419 .209

“T” 321.200 422

“a. DV: SCA”

“b. Pr: (Constant), EM, OA, SO

Table 4.92: indicating regression coefficients of EM, OA, SO – SCA

“Mod. “Unstd. Coeff. “Std. “t” “Sign.”
Coeff.”

β” S.Err. “β”

1 (Const.) 1.889 .255 11.436 .000

EM .521 .044 .163 2.162 .000

OA .226 .068 .164 3.781 .000

SO .389 .054 .124 6.667 .000

a. Dependent Variable: SCA

To test if EM, OA, SO considerably forecasted the Social Awareness factor of EI, multiple
regression method was adopted. The outcomes of the regression point to the three predictors
of SCA exhibited (41.8%) of the variance (R 2=.418, F (3,419) = 243.120, p<.001). Table
4.92, (p < .001) point out that comprehensive model is considerably decent in forecasting
SCA. It is found that EM (t(422) = 2.162, p<.01), OA (t(422) = 3.781, p<.01), SO (t(422) =
6.667, p<.01) considerably forecasted SCA.
The regression equation is:
Social Awareness = 1.889 + 0.521 (EM) + 0.226 (OA) + 0.389 (SO)
Hypothesis 4 is not supported and EM, OA & SO significantly influence SCA of IT
employees.

Hypothesis 5: There is no significant prediction of Relationship Management (RM) by

Developing others (DO), Inspirational Leadership (IL), Change Catalyst (CC), Influence (IF),
Conflict Management (CF) & Teamwork & Collaboration (TC).

Table 4.93: indicating the model summary of DO, IL, CC, IF, CF, TC – RM.
Mod.”” “R” “R2”” “”Adj. R2 “S. Err.”

1 .645a .628 .614 .82885

“a. Pr: (Constant), DO, IL, CC, IF, CF, TC

b. DV: RM

Table 4.94: indicating ANOVA of DO, IL, CC, IF, CF, TC – RM.
“Mod. “SSq.”““ “”deg. f MSq. ““F“ “ ““”Signi.
““ ”““

1 “Reg. 251.421 1 111.421 183.120 .000b

“Resid.” 169.779 421 .329

“T” 421.200 422

“a. DV: RM”

“b. Pr: (Constant), DO, IL, CC, IF, CF, TC

Table 4.95: indicating regression coefficients of DO, IL, CC, IF, CF, TC – RM
“Mod. “Unstd. Coeff. “Std. “t” “Sign.”
Coeff.”

β” S.Err. “β”

1 (Const.) 1.669 .285 9.436 .000

DO .721 .144 .183 3.162 .000

 IL .526 .268 .184 4.781 .000

CC .489 .064 .114 4.667 .000

IF .321 .054 .173 5.162 .000

CF .286 .088 .134 5.781 .000

TC .399 .094 .124 8.667 .000

a. Dependent Variable: RM

To test if DO, IL, CC, IF, CF, TC considerably forecasted the Relationship management
factor of EI, multiple regression method was adopted. The outcomes of the regression point
to the six predictors of RM exhibited (62.8%) of the variance (R 2=.628, F (1,421) = 183.120,
p<.001). Table 4.95, (p < .001) point out that comprehensive model is considerably decent in
forecasting RM. It is found that DO (t(422) = 3.162, p<.01), IL (t(422) = 4.781, p<.01), CC
(t(422) = 4.667, p<.01), IF (t(422) = 5.162, p<.01), CF (t(422) = 5.781, p<.01), TC (t(422) =
8.667, p<.01) considerably forecasted RM.
The regression equation is:
Relationship Management = 1.669 + 0.721 (DO) + 0.526 (IL) + 0.489 (CC) + 0.321 (IF) +
0.286 (CF) + 0.399 (TC)
Hypothesis 5 is not supported and DO, IL, CC, IF, CF & TC significantly influence RM
of IT employees.

Objective 4:
To find out the effect of Self-Awareness, Self-Management, Social Awareness &
Relationship Management on EI.

Hypothesis 6: There is no indication of considerable prediction of EI by Self-Awareness

(SA), Self-Management (SM), Social Awareness (SCA) and Relationship Management
(RM).

Table 4.96: indicating the model summary of SA, SM, SCA, RM – EI.
Mod.”” “R” “R2”” “”Adj. R2 “S. Err.”

1 .688a .657 .641 .87415

“a. Pr: (Constant), SA, SM, SCA, RM

b. DV: EI

Table 4.97: indicating ANOVA of SA, SM, SCA, RM – EI.

“Mod. “SSq.”““ “”deg. f MSq. ““F“ “ ““”Signi.
““ ”““

1 “Reg. 285.562 1 132.625 267.670 .000b

“Resid.” 126.225 421 .649

“T” 411.787 422

“a. DV: EI”

“b. Pr: (Constant), SA, SM, SCA, RM

Table 4.98: indicating regression coefficients of SA, SM, SCA, RM – EI

“Mod. “Unstd. Coeff. “Std. “t” “Sign.”
Coeff.”

β” S.Err. “β”

1 (Const.) 1.874 .485 4.436 .000

SA .657 .244 .143 4.212 .000

SM .575 .368 .164 3.646 .000

SCA .475 .386 .134 3.667 .000

RM .781 .154 .163 5.862 .000

a. Dependent Variable: EI

To test if SA, SM, SCA, RM considerably forecasted the EI, multiple regression method was
adopted. The outcomes of the regression point to the four predictors of EI exhibited (65.7%)
of the variance (R2=.657, F (1,421) = 267.670, p<.001). Table 4.98, (p < .001) point out that
comprehensive model is considerably decent in forecasting EI. It is found that SA (t(422) =
4.212, p<.01), SM (t(422) = 3.646, p<.01), SCA (t(422) = 3.667, p<.01), RM (t(422) = 5.862,
p<.01) considerably forecasted EI.

4.6 Section-6: Investigation of tests for significance of mean differences

Objective 5:
To analyze the impact of demographic and work profile on the emotional intelligence of the
respondents.

Hypothesis 7: There is no difference in EI with reference to gender (Male and Female)

Table 4.99: “reflecting the number, mean, standard deviation, df and t-value regarding
the SA, SM, SCA, RM & EI across Gender

“Gender” of N “Mean”“ “SD “T“ “df”“ “Sign. “

the emp. “

SA M 215 3.6214 .56887 4.609 421 .000

F 208 3.4097 .58866

SM M 215 3.7392 .56955 2.243 421 .016

F 208 3.5342 .51544

SCA M 215 3.5926 .51595 3.442 421 .000

F 208 3.7520 .58088

RM M 215 3.3783 .50453 2.474 421 .041

F 208 3.8849 .50758

EI M 215 3.3783 .60453 4.474 421 .038

F 208 3.7849 .60758

An independent sample T-test was carried out to differentiate Self-Awareness, Self-

Management, Social Awareness, Relationship Management and Emotional Intelligence with
reference to gender. It was found that employee perception towards SA, SM, SCA, RM & EI
was considerably not the same (p<0.05) across male and female gender. The mean scores of
SA and SM were found to be higher for males as compared to females while the mean scores
of SCA & RM were found to be higher for females as compared to males. The mean score of
the overall EI was found to be much higher for females as compared to males.
Hence, Hypothesis 7 is not supported as there is a significant difference between SA,
SM, SCA, RM & EI across male and female genders.

Hypothesis 8: There is no difference in EI with reference to marital status (Single and

Married)
Table 4.100: reflecting the number, µ, Sd, df and t-value regarding the SA, SM, SCA,
RM & EI across the marital status. “
“Marital Status” N “Mean “SD “T“ “Sign. “
of the emp ”“ “df”“

SA Married 296 3.6978 .53023 5.008 421 .000

Single 127 3.4320 .67297

SM Married 296 3.7187 .52943 11.734 421 .000

Single 127 3.2640 .46545

SCA Married 296 3.6549 .50177 12.607 421 .000

Single 127 3.1170 .38293

RM Married 296 3.8464 .80771 3.984 421 .000

Single 127 3.4365 .64467

EI Married 296 3.8678 .60771 4.984 421 .000

Single 127 3.6365 .44467

An independent sample T-test was carried out to differentiate SA,SM, SCA, RM & EI with
reference to marital status. It was found that SA, SM, SCA, RM & EI were considerably not
the same (p<0.05) in lieu of single and married IT employees. From the above table, it can be
seen that the mean scores of the married employees were much higher as compared to the
unmarried employees for all the factors of EI namely SA, SM, SCA & RM.

Hence, Hypothesis 8 is not supported as there is a noteworthy difference between SA,

SM, SCA, RM & EI with reference to marital status.

Hypothesis 9: There is no difference in EI with reference to Age (<=30, 31-40, >=41)

Table 4.101: Indicating ANOVA for SA, SM, SCA, RM & EI across Age.
SS“ “df”“ MS “F“ “Sign. “

SA “BG“ 6.562 2 3.381 7.157 .001

“WG 422.646 420 .465

“T “ 429.208 422

SM “BG“ 6.276 2 3.238 7.747 .001

“WG 372.997 420 .410

“T “ 379.273 422

SCA “BG“ 4.062 2 2.131 5.744 .004

“WG 327.138 420 .360

“T “ 331.200 422

RM “BG“ 60.048 2 30.224 35.167 .000

“WG 778.267 420 .856

“T “ 838.315 422

EI “BG“ 65.048 2 35.224 38.167 .000

“WG 878.267 420 .926

“T “ 943.315 422

One-way ANOVA was carried out to compare SA, SM, SCA, RM & EI with reference to
age. The Post-hoc and ANOVA tests point to noteworthy dissimilarities of all the above
mentioned constructs with reference to age i.e. SA [ F(2, 420) = 7.157, p=0.001], SM [F(2,
420) = 7.747, p=0.001], SCA [F(2,420) = 5.744, p= 0.004], RM [F(2, 420) = 35.167,
p=0.000] and EI [F(2, 420) = 38.167, p=0.000].
Post hoc in contrast to Tukey HSD experiment point out the mean value for SA: <=30 years
(3.67) and >=41 years (3.85); 31-40 years (3.66) and >=41 years (3.85) are significantly
different. The MV for SM: <=30 years (3.48) and 31-40 years (3.70); <=30 years (3.48) and
>=41 years (3.74) are significantly dissimilar. The MV for SCA: <=30 years (3.48) and 31-40
years (3.62); <=30 years (3.48) and >=41 years (3.69) is considerably different. The MV for
RM: <=30 years (4.30) and 31-40 years (4.52); <=30 years (4.30) and >=41 years (5.03); 31-
40 years (4.52) and >=41 years (5.03) are significantly different. The MV for EI: <=30 years
(4.45) and 31-40 years (4.52); <=30 years (4.45) and >=41 years (5.03); 31-40 years (4.52)
and >=41 years (5.03) are significantly different.

Hence, Hypothesis 9 is not supported as there is a noteworthy difference between SA,

SM, SCA, RM & EI across Age.

Hypothesis 10: There is no difference in EI with reference to the employee job roles (Entry
level, Middle level, Upper Middle level, Top level).

Table 4.102: Indicating ANOVA for SA, SM, SCA, RM & EI across employee job roles
“SSq “deg.f“ “MSq”“ “F“ “Signi. “

EI BG 6.916 2 3.458 7.544 .001

WG 422.292 420 .465

T 429.208 422

CM BG 19.560 2 9.780 24.815 .000

WG 359.712 420 .396

T 379.273 422

WLB BG 18.917 2 9.459 27.632 .000

WG 312.283 420 .344

T 331.200 422

PS BG 21.922 2 10.961 12.304 .000

WG 816.393 420 .898

T 838.315 422

PS BG 25.922 2 13.961 16.304 .000

WG 828.393 420 .942

T 854.315 422
One-way ANOVA was carried out to compare SA, SM, SCA, RM & EI with reference to the
job roles of the IT employees. The Post-hoc and ANOVA tests point to noteworthy
dissimilarities of all the above mentioned constructs with reference to the job roles of IT
employees i.e. SA [ F(2, 420) = 7.544, p=0.001], SM [F(2, 420) = 24.815, p=0.000], SCA
[F(2, 420) = 27.632, p= 0.000], RM [F(2, 420) = 12.304, p=0.000] and EI [F(2, 420) =
16.304, p=0.000]
Post hoc in contrast to Tukey HSD experiment point out the mean value for SA: Entry level
(3.66) and Top level (3.94); Middle level (3.70) and Top level (3.94) are significantly
different. The MV for SM: Entry level (3.53) and Middle level (3.73); Entry level (3.53) and
Top level (3.98); Middle level (3.73) and Top level (3.98) are significantly dissimilar. The
MV for SCA: Entry level (3.47) and Middle level (3.68); Entry level (3.47) and Top level
(3.90); Middle level (3.68) and Top level (3.90) is considerably different. The MV for RM:
Entry level (4.78) and Middle level (4.47); Middle level (4.47) and Top level (4.79) are
significantly different. The MV for EI: Entry level (4.68) and Middle level (4.27); Middle
level (4.37) and Top level (4.62) are significantly different.

Hence, Hypothesis 10 is not supported as there is a significant difference between SA,

SM, SCA, RM & EI across job roles of IT employees.

Hypothesis 11: There is no difference in EI with reference to the employee experience (< 5
years, 5-10 years, 10-15 years, >15 years).

Table 4.103: Indicating ANOVA for SA, SM, SCA, RM & EI across work experience of
IT employees.

SSq “deg.f“ MSq “F“ “”Signi.”“

SA BG 16.351 2 7.175 18.000 .000

WG 412.857 420 .454

 T 429.208 422

SM BG 5.953 2 1.977 7.248 .001

WG 373.319 420 .411

T 379.273 422

SCA BG 4.575 2 1.287 6.366 .002

WG 326.625 420 .359

T 331.200 422

RM BG 20.349 2 9.174 11.307 .000

WG 817.967 420 .900

T 838.315 422

EI BG 25.349 2 11.174 15.307 .000

WG 823.967 420 .300

T 848.315 422

One-way ANOVA was carried out to compare SA, SM, SCA, RM & EI with reference to
work experience of IT employees. The Post-hoc and ANOVA tests point to noteworthy
dissimilarities of all the above mentioned constructs with reference to the work experience of
the IT employees i.e. SA [ F(2, 420) = 18.000, p=0.000], SM [F(2, 420) = 7.248, p=0.001],
SCA [F(2, 420) = 6.366, p= 0.002], RM [F(2, 420) = 11.307, p=0.000] and EI [F(2, 420) =
15.307, p=0.000].
Post hoc in contrast to Tukey HSD experiment point out the mean value for SA: <5 years
(3.68) and >15 years (4.04); 10-15 years (3.63) and >15 years. (4.04) are considerably
different. The mean value for SM: >15 years (3.87) and <5 years (3.63); >15 years (3.87) and
10-15 years (3.69) are significantly different. The mean value for SCA: >15 years (3.79) and
<5 years (3.58); >15 years (3.79) and 10-15 years (3.62) are significantly different. The mean
value for RM: >15 years (4.99) and <5 years (4.56); >15 years (4.99) and 10-15 years (4.58)
are considerably different. The mean value for EI: >15 years (4.87) and <5 years (4.54); >15
years (4.87) and 10-15 years (4.58) are considerably different.
Hence, Hypothesis 11 is not supported as there is a significant difference between SA,
SM, SCA, RM, EI across work experience of IT employees (< 5 years, 5-10 years, 10-15
years, >15 years).

4.7 Section 7: Model Fit investigation based on SEM

Objective 6:
To develop and test the model showing the empirical relationship of emotional intelligence
with the factors of EI.

The proposed model by the researcher was tested indicating connections between SA, SM,
SCA, RM & EI.

4.7.1 Measuring Goodness-of-Fit

Most of the authors recommend observing more than one indicator out of the many indicators
of Goodness of Fit (GoF) (Hair et al., 1998).The fit indices values does not depend upon the
sample size or accuracy or consistency Moss (2009).
MFA is presented in Table 4.104.
 Figure 4.1: Structural Model tested in AMOS
Table 4.104: “GoF Measures for the Hypothesised Structural Model”
MFA Res.

Χ2 113.133

P Val. <.001

CMIN/DF 4.610

GFI .987

AGFI .958

NFI .995

RFI .982

IFI .998

TLI .988

CFI .998
 PRATIO .543

NCP 89.133

RMSEA .044

PCLOSE .036

The different measures of fitness that have been taken into consideration in this study to
check the model fitness is listed below. It’s been divided into four fragments.
Fragment -1: GoF measures
Fragment -2: Comparing proposed model to baseline models
Fragment -3: Parsimony Adjusted Measures
Fragment -4: Root Mean Square Error
Part-1: GoF Measures: The GoF index is determined on the basis of the change that
happens between the covariance (observed and predicted). GFI, AGFI, Relative CMIN/df are
the GoF measures.
“GFI: It was found to be .987 indicating a good fit (Joreskog & Sorbom, 1989).
AGFI: It was found to be .958 indicates the model is a good fit.
CMIN/df: 4.610 and p value is < .001 indicating the fitting of the sample to the model.
“Part-2: Comparisons to a baseline model
The measures included are: CFI, NFI, RFI, IFI, TLI.”
CFI: CFI is .998 which is very close to the value 1 indicating a good fit.
NFI: NFI is .995 which is greater than the threshold value of 0.9 indicating good fit.
RFI: RFI is .982 indicating again a good fit. Rule of thumb: RFI values close to 1 indicate a
very good fit.
IFI: IFI is .998 which is quite close to the value 1 indicating good fit.
TLI: TLI value is .988 which is quite close to the threshold value of 1 indicating a good fit.
“Part-3: Parsimony Adjusted Measures
PRATIO & PGFI is used for this. PRATIO is .543 depicting 54.3 per cent of constraints in
the model.”
“Part-4: Root Mean Square Error of Approximation (RMSEA): RMSEA value of .044
indicates a good fit.”
Hence it can be said that the sample data fits the proposed model perfectly.
 Chapter 5
Findings, Discussions, Implications and Suggestions
This chapter discusses the results in detail in the context of the findings and enumerates the
implications of the investigation for employees in the IT sector. The limitations, suggestions
and guidelines for further research are also offered. The major research objective here was to
determine the factors of EI with reference to IT employees and to empirically evaluate the
strength of each factor. A research model was framed and tested to find out the empirical
relationship of emotional intelligence with the factors of EI in IT sector.
The Skewness and Kurtosis measures were calculated for the various constructs in the study
(i.e., Self-Awareness, Self-Management, Social Awareness, Relationship Management and
Emotional Intelligence). The normality tests were conducted on all the measuring scales and
their factors for skewness and kurtosis of the data and were found to be normally distributed
and the values within accepted norms. Parametric tests were adopted to analyse the data.

5.1 Findings and Discussions

Workers in the IT industry were shown to have moderate to high levels of self-awareness,
self-management, social awareness, relationship management, and emotional intelligence, as
determined by the study's descriptive analysis. "Emotional intelligence" is "the ability to
recognise our own feelings and those of others, to motivate ourselves, and to successfully
manage emotions in ourselves and in others" (Hay Group, 2005, p. 2). Having emotional
intelligence is more than just putting on a happy face; it means being aware of how your own
emotions, both positive and negative, affect others around you. This study's findings aligned
with those of earlier seminal investigations into EQ.
EI and its Factors
All the variables of the study had significant positive correlation between each other. The
strongest association was between EI and Relationship Management (0.744) and the weakest
association was witnessed between Self-Management and Social Awareness (0.580) and EI &
Social Awareness (0.644). All associations are found to be important at (p=0.01).
Individuals live in a world where some businesses thrive while others fail. Leadership quality
may be a contributing factor. The executive's ability to control his or her emotions plays a
crucial part in the company's performance. Humans' emotional states profoundly impact their
daily functioning. Each feeling has its own underlying cause, unique interpretation, and
behavioural manifestation (Çeçen, 2006). Emotional Intelligence is what the term "emotion"
refers to (EI). In today's fast-paced world, companies of every size and type must continually
adapt to survive. Globalization, regulatory shifts, innovations, liberalisation of technology,
stakeholder expectations, etc., all create uncertainty for many businesses, including IT
companies. Thus, it is becoming increasingly important to be long-lasting in today's business
climate. In such a hostile work environment, it can be difficult to maintain productivity,
which can lead to a number of issues for employees. The term "emotional intelligence" is
useful for drawing attention to a certain human ability. It's a simple sentence, yet it captures
the complexities of a person's abilities. In spite of the fact that he was the first psychologist to
study "social intelligence" (Goleman, 1995). As a useful framework for characterising human
inclinations, an integrated notion of emotional intelligence provides a theoretical foundation
for organising personality and tying it to a theory of action and job success (Goleman, 1995).
Although behavioural event interviews (Boyatzis, 1982; Spencer and Spencer, 1993),
simulations, and assessment centres (Thornton and Byham, 1982) were all viable options for
assessing ECI - II competencies, a questionnaire form was preferable due to its portability
(i.e., usability with a 3600) and comprehensiveness (i.e., ensuring that all of the competencies
in this theory could be measured within a single instrument). Boyatzis and Goleman began
with the Self-Assessment Questionnaire, a competency evaluation questionnaire created by
Boyatzis in 1991 (Boyatzis, 1994; Boyatzis et al., 1996 and 1997). Several things were made
up to cover skills that Boyatzis' model didn't cover (i.e., it focused on managers, executives,
and leaders and there was a desire to develop an instrument with broader applicability across
all occupations and life settings). The new ECI (Emotional Competence Inventory)
instrument borrowed heavily (about 40%) from the older questionnaire. In his 1998 book
“Working with Emotional Intelligence”, Daniel Goleman laid out a framework of emotional
intelligence (EI) that reflects how an individual's capability of mastering the skills of self-
awareness and self-management are personal competence, and how social awareness and
relationship management are social competence related to the success on the job.
The results also indicated that the Emotional Self-Awareness (ESA), Accurate Self-
Assessment (ASA) and Self-Confidence (SC) significantly predicted Self-Awareness factor
of EI (r=0.546). The first component of emotional intelligence is Emotional Self-Awareness,
which contains of Emotional Self-awareness, Accurate self-assessment, and Self-confidence.
Knowing one's emotions, or emotional intelligence, entails understanding one's own
motivations, values, strengths, and blind spots. Emotional intelligence is a sort of differential
intelligence that needs further study since it differs from IQ in important ways (Mayer &
Geher, 1996). Meta-mood is the affective equivalent of meta-cognition, a concept coined by
John Mayer (see, for example, Mayer & Stevens, 1994) to describe fundamental components
of emotional self-awareness. The capacity to know and comprehend oneself, including one's
feelings, emotional triggers, strengths, weaknesses, motivations, values, and objectives, and
the ways in which these things shape one's thoughts and actions, is known as self-awareness.
It's crucial to take stock of one's emotional state and figure out why one could be feeling a
certain way, such as anxious, annoyed, uninspired, or deflated in one's position. If you can
put a name to the feeling and figure out why you're experiencing it, you'll be in a much better
position to take the steps you need to fix the problem, whether that's volunteering to take on
some extra work that might spark your interest or figuring out how to work through a tense
situation with a coworker. Several research have demonstrated that self-confidence
competence positively affects organisational performance, as reported by HayGroup (2005).
Confidence in one's own abilities is a defining characteristic of successful supervisors,
managers, and executives (Boyatzis, 1982). When asked to judge the performance of their
subordinates ten years later, the 112 entry-level accountants who had the greatest levels of
self-efficacy (a measure of confidence in one's own abilities) were seen to be the most
effective by their managers. In fact, self-assurance was a more reliable indicator of
organisational effectiveness than either expertise or experience (Saks, 1995).
The study results also found that Emotional Self-Control (ESC), Transparency (TR),
Adaptability (AD), Achievement (ACH), Initiative (INI) and Optimism (OPT) significantly
predicted the Self-Management factor of EI (r=0.553). The second component of EI, Self-
Management, that contains of Emotional self-control, Transparency, Adaptability, and
Achievement orientation. The means of this factor is the ability to regulate distressing affects
like anxiety and anger and to inhibit emotional impulsivity, or managing one’s internal states
and resources. Ability to manage one's emotions through the use of self-awareness. Self-
management is the capacity to regulate your emotions rather than letting them dominate you,
and everyone, even those with a high EQ, has unpleasant moods, urges, and negative
emotions like rage and worry. Potentially harmful effects include being slower to react in
dangerous or stressful circumstances. If you decide to sleep on a furious email or phone
conversation, you may respond more rationally and calmly the next day. A person's own
health might suffer as a result of their unpleasant emotions and erratic actions, as well as that
of people around them.
It was also found that Empathy (EM), Organizational Awareness (OA) and Service
Orientation (SO) significantly predicted the Social awareness factor of EI (r=0.423). The
amygdala is also involved in the ambitious third component of EI, "Social Awareness,"
which entails awareness of the emotions, wants, and worries of other people. The capacity to
detect nonverbal signals for negative emotions, especially wrath and fear, and to determine
the trustworthiness of other individuals has been shown to be impaired in patients with
distinct injuries to the amygdala (Davidson et al., 2000). In addition, there is an emphasis on
service and an understanding of the organisation. Empathy is the capacity to relate to and care
about the emotional experiences of other people and to understand and value their
perspectives and priorities. The ability to read the other person and predict their next move is
crucial in negotiations with both internal and external stakeholders and consumers.
Emotionally astute and perceptive managers in the modern workplace form multifaceted
teams to take use of their members' various skills and views. In order to effectively address
issues and generate fresh ideas, it is essential to be empathetic. For a group to work well
together, empathy is also crucial. To foster a positive work environment, it's important to pay
attention to, and address, the feelings of your coworkers. The ability to empathise with others
is being sensitive to their feelings, thoughts, and requirements. The empathetic person is
attuned to others' feelings and can interpret subtle changes in tone of voice and facial
expressions to decipher what others are thinking and feeling. Awareness of one's own
emotions is a prerequisite for developing empathy for those of other people. As the success of
one's work depends on one's contacts with other people, this awareness of others is crucial
(Goleman, 2001). One example is the fact that doctors who are better at reading their patients'
emotions have a higher rate of success when compared to their less perceptive peers
(Friedman & DiMatteo, 1982). Due to their mutually exclusive nature, a person can only
have either a service orientation or an awareness of the organisation as a whole. More often
than not, the term "organisational awareness" is used to those in executive or managerial
roles, where a thorough grasp of, and facility with, the company's inner workings is essential
to success. Jobs that involve regular interaction with external or internal clients often require
someone with a strong service attitude (Jacobs, 2001).
Developing Others (DO), Inspirational Leadership (IL), Change Catalyst (CC), Influence
(IF), Conflict Management (CF) & Teamwork & Collaboration (TC) significantly predicted
the Relationship Management factor of EI (r=0.645). The fourth and last element of EI is
Relationship Management, also known as Social Skill, which presents a more nuanced
picture or the ability to elicit desired reactions from others. The capacity to read and respond
to the feelings of others is foundational to our success in interpersonal relationships. Included
in this category are the abilities of developing others, inspiring leadership, being a change
catalyst, having influence, resolving conflicts, and working well with others. The capacity to
establish and maintain trust, rapport, and respect between coworkers is at the heart of
effective relationship management. A trust fall is more than just a cliche team building
activity; it symbolises the importance of trusting and being trusted by one's teammates. A
manager's ability to motivate, direct, and cultivate their team members is directly correlated
with how effectively their team functions and how much they achieve. According to (Mayer
& Salovey, 1997), there are four parts to emotional intelligence: Assessment and expression
of emotion in the self, being able to evaluate and identify the feelings of others and manage
one's own feelings, using emotions to boost performance. EI was first conceived of by (Bar-
On, 1997) as a non-cognitive ability, consisting of five overarching skills that aid in
becoming more effective in coping with environmental demands and pressures: The ability to
recognise, comprehend, and articulate oneself (intrapersonal skills); the ability to recognise,
comprehend, and relate to others (interpersonal skills); Strong emotions and self-control over
impulses are linked to adaptability, whereas stress management and general mood are linked
to the ability to deal with change and find solutions to issues of a personal or societal
character. Research on emotional intelligence (Davies et al., 1998) suggested that EQ entails
four distinct skillsets: self-emotional evaluation, other-emotional appraisal, control of
emotion, and application of emotion. Several researchers (Salovey et al., 2000) have
proposed a connection between EI factors and various forms of coping strategies include
ruminating, reaching out to friends and family, and talking about traumatic experiences.
According to Wong and Law (2002), there are four components of emotional intelligence: the
ability to assess and understand the emotions of others, the ability to use emotions effectively,
the ability to assess and manage one's own emotions, and the ability to set limits on one's own
emotional outbursts. Perceiving emotions, using them, understanding them, and mastering
them are the four pillars of emotional intelligence as defined by (Cote & Miners, 2006).
Emotional intelligence (EI), as defined by Goleman (2006), involves five primary areas:
awareness of and control over one's own emotions; regulation of those emotions; motivation;
awareness of and empathy for others' feelings; and effective management of one's
interpersonal connections.
EI & Outcome Variables
In terms of GDP, foreign exchange profits, and job creation, the Indian IT/ITES industry has
been crucial to the development of the Indian economy. Foreign investors now view our
nation in a more favourable light because to this sector, which has also helped to showcase
Indian competence on a worldwide scale (NASSCOM, 2008). Unfortunately, the wellbeing
of a whole generation is being sacrificed for our immediate convenience. Those who work in
the IT and ITES sectors are particularly vulnerable to the negative effects of their jobs due to
the inherent nature of the industry itself. Between 30 and 40 percent of people with mental
health issues in the IT/ITES industry visit psychiatrists (Charan, 2007). 67% of IT/ITES
workers reported headaches in another poll (XLRI, 2009); 53% showed physical signs of
stress; 43% claimed stomach problems and restlessness; 27% began using drugs, alcohol, or
nicotine; 73% indicated irritability; 67% reported mood swings; and 60% reported poor
temper. As those who work in IT tend to be goal-oriented, they don't have much of a social
life and spend less time with their families. They become physically and mentally unwell
because they have few outlets for release and enjoyment (Charan, 2007). Emotions and how
to control them are at the heart of every difficulty mentioned thus far. Historically,
psychologists and behaviourists have disregarded emotional experiences as random reactions.
Researchers in the field of psychology in the current millennium have proposed an alternative
theory, positing that feelings of all kinds can really help organise our thinking. John D. Mayer
and Peter Salovey, in response to this shift in how people were thinking about their emotions,
coined the term "emotional intelligence" (EI). When Daniel Goleman introduced EI to the
workplace in 1998, it quickly gained traction. Since then, many western businesses have
adopted EI as a new metric for hiring and training people. This metric presumes that workers
already possess the necessary knowledge and training, and instead places more emphasis on
soft skills like teamwork and empathy. It forecasts which students will thrive in the classroom
and which will be at risk of failing (Krishnaveni & Deepa, 2008).
EI is widely recognised as a potent technique for boosting employee productivity and
encouraging a positive work environment because of the substantial influence it has on
people's professional and personal lives. The positive effects of EI on individual and team
performance, as well as on the efficiency and success of businesses, are supported by
empirical evidence (Krishnaveni & Deepa, 2010). Employee engagement (Lopes et al. 2006),
performance (Lopes et al. 2007), work-family balance (Lenaghan et al. 2007), team cohesion
(Rapisarda 2002), cultural adaptations (Gabel, Dolan, & Cerdin 2005), change management
(Chrusciel 2006), and organisational citizenship behaviour (Carson, Carson, Fontaine, &
Lenaghan, 2007) are all influenced by EI (Singh 2003).
EI & Demographic Variables
Several studies have looked at whether or not EI varies across various demographic factors in
their subjects (e.g. Jorfi et al., 2011; Kumar & Muniandy, 2012; Pooja & Kumar, 2016;
Sergio, Dungca, & Ormita, 2015; Shukla & Srivastava, 2016). Age, sex, education,
occupation, marital status, and years of experience are just some of the most often examined
demographics (Sergio et al., 2015). Increased internal and external demographic variety has
piqued the interest of human resources managers and other concerned organisational
authorities in examining these demographic factors against EI (Shukla & Srivastava, 2016).
EI & Gender
The study also indicated that all the four factors of EI namely Self-Awareness, Self-
Management, Social Awareness and Relationship Management significantly predicted the
Emotional Intelligence (EI) employees in the IT sector (r=0.688). The results of the survey
also showed that there were statistically significant differences (p0.05) between male and
female employees' views on SA, SM, SCA, RM, and EI. Males had greater mean scores on
SA and SM, whereas females had higher mean scores on SCA and RM. When comparing the
average EI score of males and girls, the latter were found to have a much higher value. By
analysis of the Hay Group North American database in 2002, correlations between EI
competencies as evaluated by the ECI and a range of demographic factors were discovered
(Sala, 2002). There were significant gender disparities in both the self and other-rated
dimensions of the ECI. Emotional Confidence Index (ECI) scores for both males and females
were greater than those for females. Some studies have revealed no gender differences in a
given competency, while others have discovered disparities between men and women.
Among the 358 managers of Johnson & Johnson's Consumer & Personal Care Group, a
research by Cavallo and Brienza (2002) showed some gender discrepancies. Females scored
higher than males on the ECI's five dimensions of emotional intelligence: self-awareness,
conscientiousness, developing others, service orientation, and communication. Direct reports
did not distinguish between men and women, whereas supervisors rated women higher than
men solely on adaptability and service orientation. While considerable disparities in
performance and potential were discovered, only a small number of discrepancies could be
attributed to gender. Emotional Self-Awareness, Conscientiousness, Developing Others,
Service Orientation, and Communication all received different ratings. Women were more
positive about themselves in each of these categories. Women were more likely to evaluate
themselves higher than males in two emotional competencies: adaptability and service
orientation.
Whereas there is no evidence that men and women have different levels of Emotional
Intelligence (EI), there is some evidence that they may differ on some abilities. While there
was no difference in overall EI between men and women, BarOn (2000) found that men
scored higher on self-actualization, assertiveness, stress tolerance, impulse control, and
adaptability, while women scored higher on empathy, interpersonal relationships, and social
responsibility. The recent study indicated that managers saw women as more adaptive than
males, contrary to the findings of BarOn. Our results, however, reveal that females are
viewed by their peers as more self-aware, service-oriented, communicative, and adept at
developing others, which is in line with the research of BarOn, which found that women are
more empathic and socially competent than men. Intriguingly, females were evaluated much
higher on numerous competences, especially by peer raters, despite the fact that the current
research did not reveal a consistent pattern of gender effects across all rater groups. Different
types of self-schemas (e.g., independent vs. interdependent) may account for the differences
in interpersonal processes and motives of males and females. These self-schemas may be
formed during early childhood socialisation in same-sex playgroups or through the fulfilment
of culturally prescribed gender role expectations (Cross & Madson, 1997). One possible
explanation is that women are less likely to experience the power differential and,
consequently, the role demands that come with the subordinate or supervisory role in
romantic relationships, and are therefore more likely to act out their preference for
interdependence with a group of peers. While doing so in a supervisory job may appear
improper, and doing so in a subordinate role may be viewed by the woman as too hazardous,
women may be more comfortable expressing their emotions, showing vulnerability,
compromising, and working together with their peers.
Evidence suggests that women, in general, have greater social competence than males.
Female mental health nurses with less experience reported lower EI in a research conducted
in Australia that examined the relationship between job stress and emotional intelligence.
Nevertheless, masculine individuals did not experience this. A combination of genetics and
upbringing may account for women's naturally high EI. One scientific explanation is that the
region of the female brain responsible for emotional processing is bigger than the
corresponding region in the male brain. Males are conditioned to be more productive, while
females are educated and pushed to be more empathic, both of which are social variables.
Researchers have also discovered that moms are more inclined to convey their emotions to
their daughters than their sons, which may explain why girls tend to be more emotionally
intelligent.
EI and Marital Status
It was also found that SA, SM, SCA, RM & EI were considerably not the same (p<0.05) in
lieu of single and married IT employees. In addition, it was shown that married workers had
significantly higher mean scores across all four EI components (social acceptance, social
support, social capital, and relational maturity) than their single counterparts. Hence, both the
total EI and the EI factors were much greater for married IT workers than for their single
counterparts. This study's result that EI among IT workers was significantly impacted by
marital status was consistent with previous research (Adilogullari, 2011; Bibi et al., 2015).
It's a little bit at odds with the results obtained by Singh (2015), who found no statistically
significant variation in EI of IT personnel based on marital status. So, married workers are
better able to assess the emotions of others and control their own than their single
counterparts. This result also goes in the right way. Because married workers are assumed to
have a greater capacity for empathy and emotional control than their single counterparts.
EI and Age
The study also found that the four EI components of SA, SM, SCA, and RM, as well as total
EI, varied significantly depending on the employees' ages. Employees older than 40 years old
had significantly higher SA factor ratings than those younger than that age. Employees above
the age of 30 had significantly higher SM EI factor ratings than those under the age of 30.
Employees over the age of 30 had significantly higher mean scores on the SCA element of EI
compared to those in younger age brackets. The RM element of EI had the highest mean
score for those over the age of 40, which was significantly higher than the scores for those
under the age of 30. According to a study that evaluated the mean scores of employees' total
EI, those under the age of 30 had lower levels of EI compared to those between the ages of 31
and 40, while those above the age of 40 had substantially greater levels of EI compared to
those between the ages of 30 and 40. There was a positive correlation between age and
participants' and observers' ratings of them in the ECI cluster, with older persons rating
themselves and being judged by total others as higher in ECI competence than younger
participants. These findings agree with those of prior studies. Studies and literature have
examined the impact of demographic variables on individuals' EI. Several studies have found
an age-related increase in self-reported emotional intelligence among adults. Researchers in
the United States observed that the average EI of 405 adults ranging in age from 22 to 70 rose
only marginally with the passage of time. In this investigation, we used a linear regression
model, with age serving as the independent variable and EI as the dependent variable. The
authors argue that EQ improves gradually over time as a result of exposure to various stimuli.
These results make sense, but further research reveals age has little bearing on EI. One study
indicated that as one gets older, their EI improves. This confirms the results of a previous
study (Wong & Law, 2002) showing a positive correlation between age and EI in a variety of
work settings. This research will aid both employees and employers in determining the
optimal time to focus on EI training and development. Generally speaking, the findings will
aid firms and their upper management in the areas of hiring, staff development, coaching, and
training.
Researchers have shown that one's ability to adapt and be aware of their social surroundings
declines with age (Frank et al., 2015). It's reasonable to believe that older members of society
have honed more fluidity and adaptability in social interactions and emotional regulation over
the course of a lifetime than their younger colleagues (Sergio et al., 2015). In their study of
polytechnic teachers, Kumar and Muniandy (2012) found that EI increases up until age 50,
but then tends to decrease after that age. Jorfi et al. (2011), who conducted a literature
analysis of Iranian educational administrations, corroborated this favourable age-EI
correlation. Researchers Chen, Peng, and Kirk (2015) found that older persons were better
able to appraise their own emotions and more able to control their expression of those
emotions, whereas younger ones were less able to do so for others. Students' ages were
shown to be correlated with their EI levels in a significant way in a sample of Bermuda and
Trinidad college students (Bissessar, 2011). Despite the fact that the stated positive
association between age and EI has been challenged, it is evident that studies into the topic
are still being conducted and that the current patterns may or may not be altered. In this
study, older respondents were shown to have greater EI ratings than their younger
counterparts, regardless of education level. That's to be expected, given that the elder
generation is assumed to have the wisdom and expertise to deal with problems that confound
the younger set (Chen et al., 2015; Sergio et al., 2015). This research highlights the
difficulties of a diverse workforce, where things are not always as they appear. So that we can
make better judgements on people issues, it's important to consistently monitor and evaluate
the workforce.
EI & Job Roles
The study also found that the four EI factors—social awareness, social competence, relational
maturity, and relational maturity—were significantly different from one another and from the
total EI score depending on the employees' positions. In this study, we found that employees'
SA factor scores of EI were lowest for entry-level positions, increased through the middle
level, and peaked for top-level roles. There was a large gap between the SM scores of entry-
level and upper-level positions, while the scores of middle- and upper-level management
positions were not significantly different from one another. Scores on the SCA dimension of
EI were lowest for entry-level positions and gradually increased for upper-level management
and executive positions. The RM element of EI was shown to have significantly lower mean
scores for entry level roles compared to Middle level jobs, and the scores for Middle level
roles compared to Top management roles. Another type of demographic element that has
been found to affect EI is a person's degree of education. Higher levels of schooling were
associated with higher EI in a sample of 212 mental health practitioners. Employees in senior
management may have a higher EI score because they are expected to delegate more
responsibility and work collaboratively with their peers to achieve organisational goals. They
must have a broad perspective, create organisational plans and procedures, and exert
influence on their peers. Because of this, it is crucial that students develop their people skills,
which in turn boosts their emotional intelligence. The results of this study are congruent with
those of another study (Wong & Law, 2002) on project managers, which revealed that
personnel at the top management level, followed by those at the executive level, the middle
management level, and the operational level, had the greatest value of EI.
EI & Work Experience
The results of the study also indicated that there is a significant difference between SA, SM,
SCA, RM, EI across work experience of IT employees (< 5 years, 5-10 years, 10-15 years,
>15 years). Employees with less than five years of experience had significantly lower SA
factor EI ratings, while those with 10–15 years of experience had somewhat better scores, and
those with more than 15 years of experience had the highest scores. Average SM EI ratings
were lowest for workers with less than five years' experience, rose steadily for those with five
to ten years', and peaked for those with more than fifteen years'. Employees with more than
15 years of experience had significantly higher mean scores on the SCA element of EI than
those with less than 5 years of experience or between 5 and 10 years of experience. The more
time one spends working in a certain subject, the more familiar and knowledgeable about its
intricacies they will become (Shukla & Srivastava, 2016). As one works in a field for a longer
period of time, he or she naturally acquires more expertise, versatility, and familiarity with
the field. As a result, it stands to reason that those with more years of expertise in their
chosen field will have a higher degree of EI than those just starting out. Employees with more
years of expertise in their field tend to have higher EI, as found by research by Jorfi et al.
(2011). Kumar and Muniandy (2012) observed that EI varies considerably with lecturers'
teaching experience, which lends credence to this conclusion. Work experience variations in
trait EI were supported in a study of retail workers conducted by Shukla and Srivastava
(2016). The pinnacle of an employee's emotional intelligence is between the ages of 16 and
20, and as their career progresses, their EI value begins to decline (Pooja & Kumar, 2016).
Nevertheless, Sergio et al. (2015) claim that among contact centre workers in the Middle
East, Iran, Pakistan, Russia, India, and the Philippines, there is no significant association
between employment duration (which translates to experience) and EI. While research on the
effects of work experience on EI has shown conflicting results, there is no denying the
relevance of work history in today's collaborative and goal-oriented workplace (Sergio et al.,
2015; Shukla & Srivastava, 2016). The research also found that there were variances in EI
that corresponded to participants' years of experience. There were discernible variations, and
EI ratings improved with time in the workforce. In this case, it's possible that workers will
have to put up with their conditions in the hopes that they'll learn to take charge of their own
productivity and growth as they gain experience. On the other hand, steady employment is
crucial for building a resume.
The study's findings revealed statistically significant variations in EI scores across the
selected demographic categories. Companies in this industry in India face intense
competition, thus it's crucial that they address the challenge of managing diversity
effectively. According to the study at hand, gender, age, education level, years of experience
in the workforce, types of jobs held, etc. were all factors that contributed to a diverse
workforce. The rapid expansion of India's economy is accompanied with a corresponding
increase in difficulty. A person or company's success cannot be guaranteed by superior
intelligence and technical skill alone. Emotional intelligence and other such skills are also
essential. Because of the ongoing demands placed on workers, EI is essential for rising over
difficulties encountered in the workplace and propelling a business to new heights. When it
comes to improving employees' emotional intelligence (EI) and proactivity in dealing with
others, the area of IT concerned with EI may play a pivotal role.
According to the arguments put up by Bassellier and Benbasat (2004), companies who want
to stay ahead of the competition and assure future growth must invest heavily in the
education and development of their IT specialists. Similar results were discovered in other
recent studies (Stevens and Norm, 2016; Marzuki et al., 2015). Positive emotional
intelligence has been proven in these publications to improve professionals' self-assurance,
belief in their own abilities, and, by extension, their communication and work output.

5.2 Implications
Positive effects of EI on performance, stress, job satisfaction, burnout, and patient care have
been documented by those working in the health care industry. The evidence implies that
those with higher EI are more likely to succeed in their endeavours, keep their relationships
healthy, and excel in their interactions with others. It has been established that self-control,
social awareness, and the ability to connect with others constitute a significant component of
emotional intelligence, making these qualities essential for effective leadership.
The results of this study show that while the term "Emotional Intelligence" (EI) may be
unfamiliar, its practical applications are not lost on today's workforce.
Managers confuse it with "common sense" and believe that it can be gained via prior work
experience. Even if many of those polled are aware of its significance and put it into practise,
there remains a significant gap. Emotional intelligence alone, it has been shown, is not
sufficient; one must also be able to acquire and hone certain emotional abilities.
When faced with heightened awareness, an IT professional learns to control his or her
reactions and shift from a reactive to a proactive stance. In today's progressive businesses,
leadership is not limited to people with official managerial roles. We all have the potential to
become leaders in our own right. The ability to connect with people, encourage group effort,
keep the lines of communication open, and exert influence on subordinates are all hallmarks
of effective leadership. To do this, you must maintain a sense of equilibrium, maximising the
benefits while simultaneously anticipating and mitigating any drawbacks. One must be open
to the ideas of others and not be intimidated by the presence of others. For this to work, they
must have faith enough in their abilities to take the helm once and then move aside. These are
the things that usually help because they foster long-term connections, which provide the
means to actualize results. It's not easy to be in touch with your feelings. One must be
continually pressed to act on it. Our minds switch into "fight or flight" mode all too easily,
forcing us to respond before we can even think of what to say. Recognizing potential
flashpoints can facilitate better coping and lessen the likelihood of a negative reaction. This
research aimed to define emotional intelligence, identify its components, and put their impact
on IT workers' personal and professional lives to the test. In a fast-paced industry like IT and
related services, it is essential to have certain qualities to thrive. Sector-specific domains and
their potential influence on employability might be the focus of future research. Further
investigation of this study may investigate why these factors have been statistically
insignificant and what may be done to improve the study's design and its results.
Managers and workers both benefit from increased success and increased job satisfaction
when they are able to work together more effectively thanks to the bonds formed by
emotional intelligence (McCleskey, 2004). While IQ has a strong genetic component, EI may
be developed and coached to higher levels. This research adds to our understanding of how
emotional intelligence and related behaviours play out among IT experts. Researchers and
training and development managers can use the findings of this study to advise managerial
teams as they design programmes to boost the emotional intelligence of IT workers through
coaching. The study's findings will also aid curriculum developers at higher education
institutions as they work to better equip tomorrow's leaders with the skills they need to boost
the emotional intelligence of their teams.
There is evidence in the literature to suggest that employing people with high emotional
intelligence can reap advantages for businesses in the form of increased productivity (Druskat
& Wolff, 2001). This research reaffirmed the importance of emotional intelligence in
teamwork, and also emphasised the connection between EQ and success in business. Results
would be positive due to the fact that the challenge of New Public Administration includes
things like bolstering organisational activity, increasing efficiency and adaptability, and
incorporating the concept of emotional intelligence into processes like working groups and
the recruitment of qualified people. Lastly, experts propose that those with poor emotional
intelligence may assist the group and the organisation as a whole by receiving appropriate
training to help them find their position in the group.
The IT sector has a number of openings for raising EI standards. To this end, EI indicators
and metrics may be integrated into a wide range of policies pertaining to hiring, training,
workforce planning, leadership development, and other areas of organisational improvement.
Emotional maturity should be evaluated alongside a candidate's qualifications, experience,
knowledge, and abilities throughout the hiring process. To do this, a psychometric exam can
be included in which candidates are asked to respond to questions about their emotional
abilities and behaviour in a variety of work scenarios. To guarantee that the goals of the
organisation are realised, it is essential that the EI assessment instrument taken into account
the most up-to-date and relevant circumstances in which emotions are dealt with. Integrating
EI components into ongoing employee development programmes is an effective way to
reinforce the EI features initially introduced during the on boarding or induction process and
throughout the rest of the organization's L&D efforts. Succession planning should take EI
into account as an important attribute of the organization's future leaders, prioritising those
with high levels of EI based on their emotional skills and behavioural elements in addition to
those with a proven track record of high performance. The succession planning policy must
incorporate an EI evaluation.
Above and above their abilities, knowledge, and experience, leaders are expected to draw on
their emotional intelligence, to comprehend and be cognizant of the sentiments and emotions
of their colleagues. Because of this, it's possible that fewer people will actively work against
the organization's goals, which will improve its overall performance. Beyond merely
reinforcing procedures and processes, the primary goal of any organisational development
programme is to successfully engage workers and provide them with an opportunity to
embrace change with constructive contributions.
Workers who can anticipate how a new policy or practise will affect their work will be in a
prime position to serve as change agents. Organizational growth might be a byproduct of
their efforts to promote change. When EI is integrated into organisational growth, it
facilitates change with less pushback from employees. Employees are less productive when
they have divergent perspectives, emotions, and behaviours. Disparities between leaders'
words and deeds undermine their capacity to motivate staff and drive organisational success.
Key performance indicators (KPIs) and service level agreements (SLAs), bolstered by
organisational goals and corporate strategies, are the primary motivators of performance in
private and public corporations, respectively. This streamlines the process through which
private companies can get high OP levels, but in no way minimises the significance of EI.
The amount of rivalry with neighbouring countries and other nations with similar trade and
development avenues and initiatives, as well as the motivating components of leaders, are
typical drivers of success in a non-profit organisation. While a person's commitment to
working as part of a team is undoubtedly influenced by the financial rewards they stand to
gain from their efforts, remuneration alone is not sufficient to guarantee success. Thus, it is
believed that a greater EI increases the likelihood that the organisation would produce a
higher performance. Governments that place a premium on EI among its administrative and
managerial staff tend to be more effective at carrying out their mandated functions, such as
delivering public services, ensuring national security, facilitating economic growth, giving
leadership, and preserving law and order.

5.3 Limitations

Although this research has far-reaching implications for the IT industry, it is not without
flaws. There are certain caveats to generalising from this study to the entire faculty, such as
the fact that it was limited to IT organisations and that the vast majority of respondents came
from only one city (Bangalore). On the other hand, the study's findings are generalizable
because of the huge sample size. In other small areas, such as the outskirts of Bangalore, IT
workers may face difficulties including increased stress. Although this study focused on IT
workers, it is possible that other groups of workers that interact with others on the job
experience comparable challenges. When the same research variables are used to the study of
other occupations, whole new connections emerge. The practical reasons (Ary, Jacobs,
Sorensen, & Walker, 2013) for the thesis's use of a sample approach include the difficulty in
obtaining consent from organizational officials, employee reluctance to conduct surveys, and
the shift arrangement in some of the IT organisations. It is possible to overcome this
difficulty by randomly picking from a large population.
Self-report instruments have their own set of problems. It is possible that employees' self-
reports across the questionnaire were influenced less by their real perceptions and more by
social acceptability. Because of this, another issue is that their true feelings may not be
represented in their actions (Croucher et al., 2017).

5.4 Future Research

Future research should take into account the significance of emotional intelligence's impact
on performance; this investigation can be replicated in several nations to see whether or not
environmental and cultural factors influence the findings. For instance, academics are
interested in conducting an Emotional Intelligence study among executives from different
countries. This includes executives from Iran, Japan, and the United States. Moreover, there
are some real-world implications of this study's findings. In today's world, when emotions are
harnessed to further business goals, there has been a noticeable uptick in the number of
emotionally vulnerable leaders. That's why it's crucial to hire a manager who has a high level
of EI and to create a comprehensive plan to increase emotional intelligence among executives
inside the organisation. It's possible that future research may benefit by interviewing and
observing more workers across more levels of the business. When extrapolating these
findings to other communities or industries, caution is warranted. Differentiating between
private companies, public agencies, and charities is an area that might benefit from further
studies.
It is also recommended that future academics investigate the applicability of this EI paradigm
to other sectors. Although it has been established that an individual's overall EI influences
their behaviour in the workplace, it is also well-known that EI is made up of many distinct
components. Differential forecasts for the EI subdomains, as opposed to the more standard
global predictions for EI as a whole, might help future studies gain a deeper understanding of
the impact of this skill in the workplace. As an example, one's social awareness may
influence their actions in ways that are at odds with their capacity for self- or relationship-
management. Further theoretical and empirical study along these lines would help scientists
and professionals better understand the forces that drive people's actions.
5.5 Conclusion
One's emotional intelligence may be measured by their self-awareness, empathy for others,
and self-motivation, as well as their capacity to regulate their own emotions and those of
others around them. Emotional intelligence wasn't valued in the workplace until fairly
recently, but this perception has changed dramatically. Those with high IQs are not always
more successful in business, and it has been proven that IQ itself is irrelevant. Based on the
findings of Daniel Goleman's book on the subject, it is clear that "emotional intelligence" is a
more important defining characteristic of excellent business performance and great company
leaders than are their specific job abilities or methods of operation. Experts from many walks
of life, including governments, non-profits, and enterprises, have conducted studies
demonstrating that emotional intelligence is a reliable indicator of professional success in
virtually every field. A business's success is dependent on its staff having some fundamental
characteristics, such as flexibility, empathy, and persuasion. A person's IQ is only somewhat
(less than 25%) responsible for his or her performance in the workplace or on the job. This
demonstrates that an individual's emotional intelligence is more crucial to their success in the
workplace or in business than their IQ or their talents. The ability to control one's feelings
and interact effectively with others are two of the key reasons why EI has become so popular
across the world. Those with high EI are said to have a strong sense of empathy and a healthy
regard for the feelings of others. Emotional intelligence, the ability to objectively evaluate
one's own performance, and self-assurance are all components of self-awareness. Emotional
stability, optimism, initiative, flexibility, and open-mindedness are only few of the benefits of
self-management. To become more socially conscious, one must cultivate a spirit of service,
an understanding of the need of structure, and a capacity for empathy. In the realm of
relationship management, one learns to get along with people, handle conflicts, become an
inspirational leader, and operate well in a team. As a result, those with a high EI are less
difficult to get along with, more open to new experiences and perspectives, and more
sympathetic to the plights of others different from themselves. Those with high EI are trusted
to act as mediators and to cultivate productive, mutually respectful relationships among
colleagues in the workplace. They can also help bring forth peace, consistency, and stability.

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